Thèses sur le sujet « Computer assisted instructional design »
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Cannon, Christopher Garrett. « Teacher and Student Perceptions of Computer-Assisted Instructional Software to Differentiate Instruction ». ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3664.
Texte intégralTarigan, Pernantin. « A design of a microprogrammed instructional computer ». Ohio : Ohio University, 1985. http://www.ohiolink.edu/etd/view.cgi?ohiou1184075048.
Texte intégralChansilp, Kacha. « Development, implementation and evaluation of an interactive multimedia instructional model : A teaching and learning programming approach ». Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2003. https://ro.ecu.edu.au/theses/1299.
Texte intégralYellen, Richard Emerson. « Increasing the propensity to use computer application software ». Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184286.
Texte intégralNjenga, James Kariuki. « Instructional design process in a web-based learning management system : design, implementation and evaluation issues ». Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&.
Texte intégralWeb technologies have necessitated a transformation culture in higher education
institutions. Many of these institutions are employing web technologies whose
development, for varying reasons, is not supported by research in their field and
domain of use. One such field is instructional design for the web learning.
Although there is a lot of research on the most effective instructional design
strategies, the use of research for web-based learning applications has been
limited.
This thesis reports on a study aimed at transforming the research on instructional
design into practice by designing an instructional design system and providing an
argument for its implementation. The argument is intended to facilitate the design
and development of an instructional design subsystem of the web, that would in
turn offer effective and efficient ways for creating web-based learning materials
to instructors.
The study started by examining the various paradigms, theories and practices of
instructional design with the intent of using them to enrich and improve the
practice of instructional design in web learning. It undertook a thorough and
systematic review of the literature on instructional design in order to come up
with an instructional design system. The design approach used successful design
patterns that have been used elsewhere, e.g. in software design, to create common
responses or solutions to recurrent problems and circumstances. Instructional
design patterns were identified in this study as the recurrent problems or processes
instructional designers go through while creating instructional materials, whose
solutions can be reused over and over again.
This study used an iterative developmental research process of finding and
modelling an instructional design process as the research methodology. This
process follows and builds on existing research on instructional models, theories
and strategies, and ensures that the same methodology can be used to test the
theories in the design, thus improving both the research and the design.
Oakley, Grace. « Using interactive multimedia (IMM) to help year four and five students identified as experiencing reading difficulties : A formative approach ». Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/805.
Texte intégralParish, Mary Jo Rhodes Dent. « An instructional design for adult literacy tutor training using computer assisted interactive media ». Normal, Ill. Illinois State University, 1992. http://wwwlib.umi.com/cr/ilstu/fullcit?p9311287.
Texte intégralTitle from title page screen, viewed February 2, 2006. Dissertation Committee: Dent M. Rhodes (chair), Gayle Flickinger, Karl Taylor, Deborah B. Gentry. Includes bibliographical references (leaves 204-220) and abstract. Also available in print.
Wild, Martyn. « Developing performance support systems for complex tasks : Lessons from a lesson planning system ». Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1998. https://ro.ecu.edu.au/theses/1556.
Texte intégralNordhoff, Helga Irene. « The design and implementation of a computer-based course using Merrill's model of instructional design ». Thesis, Pretoria : [s.n.], 2002. http://upetd.up.ac.za/thesis/available/etd-08022002-094043/.
Texte intégralDavid, Lynn Denise. « Computer assisted language activities : Are they all the same ? » CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1578.
Texte intégralYang, Chia-Shing. « Theories, templates, and tools for designing and developing instructional hypermedia systems ». Diss., This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-06062008-170327/.
Texte intégralSkinner, Michael E. « Design and evaluation of a computer-assisted instructional program on concepts in applied behavior analysis / ». The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487267546983119.
Texte intégralAmicone, Patricia Weigel. « Multimedia technology as a presentation and archival tool for teaching history/social science ». CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1300.
Texte intégralMerrill, John Austin. « Levels of questioning and forms of feedback : instructional factors in courseware design / ». The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu148726053195859.
Texte intégralBailey, Thomas Everett. « The effect of computer-assisted instruction in improving mathematics performance of low-achieving ninth-grade students ». W&M ScholarWorks, 1991. https://scholarworks.wm.edu/etd/1539618758.
Texte intégralKeeler, Christy Geldbach. « Developing and using an instrument to describe instructional design elements of high school online courses / ». view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3113010.
Texte intégralTypescript. Includes vita and abstract. Includes bibliographical references (leaves 425-442). Also available for download via the World Wide Web; free to University of Oregon users.
Crews, Janna Margarette. « Principles and methodology for computer-assisted instruction (CAI) design ». Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/280509.
Texte intégralPurcell, Steven L. « Integrating digital images into computer-based instruction : adapting an instructional design model to reflect new media development guidelines and strategies / ». Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-06062008-165453/.
Texte intégralSmith, Sherwin Anthony. « Standardization in the development and delivery methods of technology workshops ». CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3225.
Texte intégralAuclair, Christian. « Promoting the acquisition of active knowledge with the use of computer multimedia : establishing a theoretical basis for guidelines in instructional software design ». Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=35199.
Texte intégralLubua, Filipo. « From Innovation to Academic Entrepreneurship in Computer-Assisted Language Learning (CALL) ». Ohio University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1549936934116581.
Texte intégralYu, Hsien-Yu. « Computer-assisted English as a foreign language curriculum design ». CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1311.
Texte intégralMasiewicz, Andrew Casimer. « Instructional designer's toolkit : A practical approach to the effective design of instruction ». CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2345.
Texte intégralSammadyar, Abdul Wahid. « An investigation into the appropriateness of using agile processes to build an educational management information system ». Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_4324_1308727180.
Texte intégralSince there was a need for an Educational Management Information System (EMIS) in the Ministry of Education in Afghanistan, we designed and implemented a prototype for use in the ministry and investigated the appropriateness of using Agile methods for producing the EMIS. The prototype consisted of a database containing data about schools and a Dari interface which was used by educational planners, managers and policy makers of the ministry for decision making and planning. Agile methods are relatively new in software engineering and have an approach and development guidelines which strive for user satisfaction and early incremental delivery of software. We adapt them to local conditions due to their collaborative client-developer approach. The interface, a key component, is easy to use and e cient. The key research result is an evaluation concerning the appropriateness of using Agile Methods for developing the EMIS. Focus groups and surveys were used to develop the prototype and accomplish the study.
Beck, Michael Joseph. « Educational software that requires no training to use ». CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1182.
Texte intégralFok, Wai-hung, et 霍偉雄. « The implementation of ICT in design & ; technology of senior form ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B39848711.
Texte intégralArmenth-Brothers, Francine R. Rhodes Dent. « Design and development of modules for a medical terminology electronic textbook ». Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1251873661&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1202151713&clientId=43838.
Texte intégralTitle from title page screen, viewed on February 4, 2008. Dissertation Committee: Dent M. Rhodes (chair), Temba C. Bassoppo-Moyo, Cherie A. Toledo. Includes bibliographical references (leaves 208-222) and abstract. Also available in print.
Parrish, Janet Yvonne. « Using the computer to motivate at-risk students as writers ». CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1437.
Texte intégralOlsafsky, Barbara L. « Rethinking learner-centered instructional design in the context of "No child left behind" ». Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1155345888.
Texte intégralPinkelman, Sarah Ellen. « The Effects of Copying Before, Copying After, and Guessing on Acquisition Rate and Retention ». Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc33194/.
Texte intégralMcKay, Elspeth, et elspeth@rmit edu au. « Instructional strategies integrating cognitive style construct : A meta-knowledge processing model ». Deakin University. School of Computing and Mathematics, 2000. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20061011.122556.
Texte intégralPennington, Dianne. « Strategies for Teaching Reading Comprehension to Children of Migrant Workers ». ScholarWorks, 2020. https://scholarworks.waldenu.edu/dissertations/7950.
Texte intégralChen, Yentzu. « Using Instructional Software to Improve Oral Performance of Taiwanese Speakers of English ». NSUWorks, 2009. http://nsuworks.nova.edu/gscis_etd/117.
Texte intégralSudyka, Tracee Dee. « Habitats online : A collaborative telecommunications project ». CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1485.
Texte intégralHurley, Robert P. « An instructional design methodology for interactive multimedia courseware in dynamic systems and controls engineering ». Thesis, Georgia Institute of Technology, 1995. http://hdl.handle.net/1853/16065.
Texte intégralLatham, Patricia S. « The impact of instructional design in a case-based, computer-assisted instruction module on learning liver pathology in a medical school pathology course ». Thesis, The George Washington University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3680721.
Texte intégralThe purpose of this quantitative experimental study was to test the impact of three learning interventions on student learning and satisfaction when the interventions were embedded in the instructional design of case-based, Computer-Assisted Instruction (CAI) modules for learning liver pathology in an in-class, self-study, laboratory exercise during a Year-2 medical school Pathology course. The hypothesis was that inclusion of the learning interventions would enhance student satisfaction in using the CAI and improve subsequent CAI-directed exam performance. Three learning interventions were studied, including the use of microscopic virtual slides instead of only static images, the use of interactive image annotations instead of only still annotations, and the use of guiding questions before presenting new information. Students were randomly assigned to with one of eight CAI learning modules configured to control for each of the three learning interventions. Effectiveness of the CAI for student learning was assessed by student performance on questions included in subsequent CAI-directed exams in a pretest and on posttests immediately after the lab exercise, at two weeks and two months. Student satisfaction and perceived learning was assessed by a student survey.
Results showed that the learning interventions did not improve subsequent student exam performance, although satisfaction and perceived learning with use of the CAI learning modules was enhanced. Student class rank was evaluated to determine if the learning interventions might have a differential effect based on class rank, but there were no significant differences. Class rank at the time of the lab exercise was itself the strongest predictor of exam performance.
The findings suggest that the addition of virtual slides, interactive annotations and guiding questions as learning interventions in self-study, case-based CAI for learning liver pathology in a medical class room setting are not likely to increase performance on subsequent MCQ-based exams, but student satisfaction with use of the CAI can be enhanced, which could provide to be an incentive for students to use similar CAI learning modules for future self-directed learning.
Fournier, Helene. « Design and planning in the development of computer-based instruction ». Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=26266.
Texte intégralChapman, William James. « The development, design, and theory of educational interactive multimedia software ». CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2330.
Texte intégralBoswell, Benny Edward, et Henrietta Gale Boswell. « The use of a computer assisted learning program for teaching and reinforcing the basic mathematical skills ». CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1947.
Texte intégralReyes, David James. « Online tutor training : An alternative to person-to-person training ». CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2622.
Texte intégralShahrimin, Mohamad I. « Young children's collaborative interactions in an educational computer environment ». Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2001. https://ro.ecu.edu.au/theses/1515.
Texte intégralOuren, Leslie Serine. « Integrating computer software within the Houghton Mifflin Language Arts program ». CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2918.
Texte intégralSuzuki, Satoko. « The Effect of Computer-Assisted Oral Reading While Listening on L2 Speaking Fluency ». Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/447274.
Texte intégralEd.D.
This study investigated the effects of 10 times of once a week computer-assisted oral reading while listening (ORWL) on listening comprehension, objective measures and subjective rater judgment of L2 oral reading fluency and L2 rehearsed speech fluency. In addition, how listening score gains relate to working memory, L2 oral reading fluency gains, or L2 rehearsed speech fluency gains were examined. ORWL is a task of listening, speaking and reading almost simultaneously and is usually incorporated with shadowing or oral reading instruction, but rarely be a focus of study. Forty-six first- and second-year, non-English major, low to intermediate English proficiency Japanese college students (Comparison group n = 24; Experimental group n = 22) participated in this study. Over the course of the semester, the comparison group received reading comprehension instruction twice a week (total of 16 times) whereas the experimental group received reading comprehension instruction once a week (total of 6 times) and ORWL instruction once a week (total of 10 times). In order to enhance the effects of ORWL, pronunciation analyses and self-evaluation of recording of oral reading were also conducted during the ORWL instruction. Data were obtained from conducting pre- and post-listening dictation tests, Momotaro oral reading pre- and posttest, Kaguyahime oral reading posttest, rehearsed speech pre-and posttest, and listening span (working memory) test. Before conducting the quantitative analysis, the dichotomous Rasch analysis was conducted to check the validity and reliability of the listening tests. The results showed that the experimental groups’ listening scores did not significantly improve compared to the comparison group. Regarding the effects on L2 oral reading, the experimental group significantly improved the gain scores of the objective measures of fluency compared to the comparison group. The significant improvement was also found for the mean length of runs and number of pauses per minute between the same passage pretest and posttest, but not between the two different passages. Furthermore, the significant difference was found for the subjective rater judgment of speed, pausing and prosody between the same passage pretest and posttest. Regarding the effects on L2 rehearsed speech, no significant difference was found between the comparison and experimental groups on the gain scores of the objective measures of fluency. On the other hand, the significant difference was found for the subjective rater judgment of speed, pausing and prosody between the L2 rehearsed speech pretest and posttest. Regarding the relationship between the listening score gains and working memory, L2 oral reading fluency gains, and L2 rehearsed speech fluency gains, the moderately strong significant negative correlation was found between the listening score gains and the gain scores of the number of pauses per minute. The results suggest that the computer-assisted ORWL instruction can contribute to pronunciation research because it improved students’ L2 oral reading and made their rehearsed speech more comprehensible by improving the impression of speed, pausing, and prosody. ORWL can also contribute to L2 speech processing research because it improved students’ ability to read aloud an L2 text with familiar vocabulary, and the improvement of this ability was found to be important for listening comprehension.
Temple University--Theses
Li, Weidong, et 李衛東. « A computer-supported participative design jury ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B32121556.
Texte intégralZhen, Yongjian. « Improving students' math problem-solving skills in a computer-assisted learning environment ». CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1797.
Texte intégralLau, Kung-wong Robert, et 劉公煌. « A study of can computers assist creative thinking ? : an investigation into eLearning in art & ; design ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B40040148.
Texte intégralHicks, Robert Stewart. « Curriculum for website design in secondary schools ». CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2124.
Texte intégralDe, Villiers Mary Ruth. « The dynamics of theory and practice in instructional systems design ». Diss., Pretoria : [s.n.], 2002. http://upetd.up.ac.za/thesis/available/etd-02212003-180121.
Texte intégralYsquierdo, Rachelle. « The Effects of Computer-Assisted Language Learning on English Language Proficiency ». ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6157.
Texte intégralMurguia, Joshua Miguel Alejandro. « Creating an online English course for Redlands High School ». CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2339.
Texte intégral