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Artykuły w czasopismach na temat „Computer assisted learning”

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Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 19 lutego 2023

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1

Whitaker, Elaine. "Computer-Assisted Learning". Journal of Audiovisual Media in Medicine 17, nr 4 (styczeń 1994): 175–78. http://dx.doi.org/10.3109/17453059409087706.

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Walmsley, Ad, i Dj Pollard. "Computer-Assisted Learning". Journal of Audiovisual Media in Medicine 20, nr 1 (styczeń 1997): 22–25. http://dx.doi.org/10.3109/17453059709063090.

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Stephens, C. D. "Computer assisted learning". British Dental Journal 184, nr 7 (kwiecień 1998): 0. http://dx.doi.org/10.1038/sj.bdj.4809678.

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Jenkins, J. "Computer assisted learning". Current Obstetrics & Gynaecology 7, nr 3 (wrzesień 1997): 139–44. http://dx.doi.org/10.1016/s0957-5847(97)80075-3.

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EDLIN, RICHARD. "Computer Assisted Learning". New Zealand Journal of Geography 77, nr 1 (15.05.2008): 21. http://dx.doi.org/10.1111/j.0028-8292.1984.tb00169.x.

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Zhytska, Svitlana. "Computer assisted language learning". Collection "Information technology and security" 1, nr 2 (30.12.2012): 25–34. http://dx.doi.org/10.20535/2411-1031.2012.1.2.54982.

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Kenning, Marie-Madeleine. "Computer-assisted language learning". Language Teaching 23, nr 2 (kwiecień 1990): 67–76. http://dx.doi.org/10.1017/s0261444800005632.

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Anderson, Jonathan. "Computer-assisted language learning". Prospects 17, nr 3 (wrzesień 1987): 417–29. http://dx.doi.org/10.1007/bf02193618.

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9

Blandford, A. E. "Introducing computer assisted learning". Computers & Education 11, nr 1 (styczeń 1987): 71–72. http://dx.doi.org/10.1016/0360-1315(87)90048-0.

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Laurillard, Diana. "Computer assisted language learning". Computers & Education 20, nr 2 (marzec 1993): 207–8. http://dx.doi.org/10.1016/0360-1315(93)90090-6.

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Carrier, Michael. "Computer-assisted language learning". ELT Journal 39, nr 2 (1985): 131–34. http://dx.doi.org/10.1093/elt/39.2.131.

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Zanuy, Eva. "Language Learning Generators — From Traditional Language Learning Methodologies to Future Computer Assisted Technologies". International Journal of Computer and Communication Engineering 5, nr 2 (2016): 158–64. http://dx.doi.org/10.17706/ijcce.2016.5.2.158-164.

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13

Lavery, Martina, i Hugh McKenna. "A computer assisted learning package". Nursing Standard 8, nr 12 (8.12.1993): 29–32. http://dx.doi.org/10.7748/ns.8.12.29.s48.

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14

Mydlarski, Donna. "Cooperative Computer-Assisted Language Learning". IALLT Journal of Language Learning Technologies 20, nr 1 (1.02.1987): 26–29. http://dx.doi.org/10.17161/iallt.v20i1.9248.

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15

Harden, R. M. "Editorial–2: Computer assisted learning". Medical Teacher 8, nr 1 (styczeń 1986): 4–7. http://dx.doi.org/10.3109/01421598609036839.

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16

JENKINS, WM, MD BOLTON, RJ PLANK, IW BURGESS i CJ BROWN. "COMPUTER ASSISTED LEARNING. INFORMAL DISCUSSION." Proceedings of the Institution of Civil Engineers 84, nr 1 (luty 1988): 173–76. http://dx.doi.org/10.1680/iicep.1988.161.

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NEILL, NEVILLE T. "Computer-Assisted Learning via SYMBOLATOR". Teaching Mathematics and its Applications 11, nr 1 (1992): 35–41. http://dx.doi.org/10.1093/teamat/11.1.35.

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Hamilton, Neil M., Godred Fairhurst, Steven Pavett, Susan Klein, David Alexander, Martin Koyabe, Nihal Samaraweera, Keith Duguid i Andrew Keen. "Video-based computer-assisted learning". Journal of Audiovisual Media in Medicine 24, nr 1 (styczeń 2001): 21–26. http://dx.doi.org/10.1080/0140511020033000.

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Barker, Philip. "Computer assisted learning in Singapore". British Journal of Educational Technology 19, nr 3 (październik 1988): 193–201. http://dx.doi.org/10.1111/j.1467-8535.1988.tb00013.x.

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20

Wang, Lijuan, Yao Qian, Matthew Scott, Gang Chen i Frank Soong. "Computer-Assisted Audiovisual Language Learning". Computer 45, nr 6 (czerwiec 2012): 38–47. http://dx.doi.org/10.1109/mc.2012.152.

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21

Schittek, Martin, Nikos Mattheos, H. C. Lyon i Rolf Attström. "Computer assisted learning. A Review". European Journal of Dental Education 5, nr 3 (sierpień 2001): 93–100. http://dx.doi.org/10.1034/j.1600-0579.2001.050301.x.

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22

Colsman, Andreas, Michael Sticherling, Claus Stöpel i Frank Emmrich. "Computer-assisted learning in medicine". Archives of Dermatological Research 298, nr 1 (27.04.2006): 1–6. http://dx.doi.org/10.1007/s00403-006-0665-1.

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Bento, S. G. "Multi-media computer assisted learning". Computers & Education 14, nr 3 (styczeń 1990): 297–98. http://dx.doi.org/10.1016/0360-1315(90)90012-v.

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Gladwin, Roger P., Don Margerison i Steve M. Walker. "Computer-assisted learning in chemistry". Computers & Education 19, nr 1-2 (lipiec 1992): 17–25. http://dx.doi.org/10.1016/0360-1315(92)90006-q.

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Unwin, David J. "Computer assisted learning in Geography". Computers & Education 19, nr 1-2 (lipiec 1992): 73–78. http://dx.doi.org/10.1016/0360-1315(92)90012-t.

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26

Heift, Trude, i Mathias Schulze. "Tutorial computer-assisted language learning". Language Teaching 48, nr 4 (8.09.2015): 471–90. http://dx.doi.org/10.1017/s0261444815000245.

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‘Sometimes maligned for its allegedly behaviorist connotations but critical for success in many fields from music to sport to mathematics and language learning, practice is undergoing something of a revival in the applied linguistics literature’ (Long & Richards 2007, p. xi). This research timeline provides a systematic overview of the contributions of computer-assisted language learning (CALL) to the role, nature, and development of individual practice in language learning. We focus on written language practice in Tutorial CALL, corrective feedback and language awareness-raising in Intelligent CALL (ICALL), and individualization of the learning process through tailoring of learning sequences and contingent guidance.

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27

Pavón, Ana Sevilla. "Evaluating Computer-Assisted Language Learning". International Journal of Computer-Assisted Language Learning and Teaching 2, nr 4 (październik 2012): 64–67. http://dx.doi.org/10.4018/ijcallt.2012100105.

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Chen, Mei-Hua. "Computer-Assisted Synonymous Phrase Learning". International Journal of Computer-Assisted Language Learning and Teaching 9, nr 2 (kwiecień 2019): 1–18. http://dx.doi.org/10.4018/ijcallt.2019040101.

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It is not uncommon to see lists of semantically equivalent phrases in pedagogical materials. However, empirical investigations of the effect of synonymous phrase learning on vocabulary development are rarely attempted. The current study promotes computer-assisted synonymous phrase learning by introducing PREFER, a corpus-based paraphrasing system. The organized information including synonymous phrases, Chinese translations, usage patterns, and example sentences would help EFL learners develop vocabulary knowledge in terms of form, meaning, and use. The performances of 49 EFL first-year college students were evaluated using a 15-set multi-select test. The results showed that students consulting PREFER made greater progress than those consulting existing online tools. The improvements of the less proficient students were especially significant, which was to be expected. More importantly, the analyses of learners' errors indicated that their learning difficulties primarily resulted from the lack of attention to word form and the function words (i.e., word form and use) while learning vocabulary.

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29

Allen, Thomas, i William Robinson. "Improving linear computer assisted learning". International Review of Law, Computers & Technology 8, nr 1 (styczeń 1994): 93–102. http://dx.doi.org/10.1080/13600869.1994.9966380.

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30

Clariana, Roy B. "Considering learning style in computer‐assisted learning". British Journal of Educational Technology 28, nr 1 (styczeń 1997): 66–68. http://dx.doi.org/10.1111/1467-8535.00008.

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Chang, Kuo-En, Yao-Ting Sung, Yu-Lung Chen i Long-Hua Huang. "Learning multiplication through computer-assisted learning activities". Computers in Human Behavior 24, nr 6 (wrzesień 2008): 2904–16. http://dx.doi.org/10.1016/j.chb.2008.04.015.

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32

Ataman, Esra. "The Investigation of English Teachers’ Views on Computer Assisted Language Learning". Universal Academic Research Journal 2, nr 1 (1.01.2020): 46–57. http://dx.doi.org/10.17220/tuara.2020.01.5.

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33

Tafazoli, Dara, Cristina Aránzazu Huertas Abril i María Elena Gómez Parra. "Technology-Based Review on Computer-Assisted Language Learning: A Chronological Perspective". Pixel-Bit, Revista de Medios y Educación, nr 54 (2019): 29–44. http://dx.doi.org/10.12795/pixelbit.2019.i54.02.

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34

Kiraly, Zsuzsanna. "Solfeggio 1: A Vertical Ear Training Instruction Assisted by the Computer". International Journal of Music Education os-40, nr 1 (maj 2003): 41–58. http://dx.doi.org/10.1177/025576140304000105.

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The aim of this paper is to describe the process of solfège learning when assisted by computers. The research was conducted in the Länsi-Uusimaa Music Institute in Finland. The study focused on pupils’ attitudes, opinions, motivation, and learning-outcomes using computer-based music learning. We also examined how Solfeggio 1, the new electronic ear-training material, works. Jukka Louhivuori (1990) has examined the didactical questions of computer-assisted music education. He emphasized that learning music with a computer does not mean the replacement of “real” music. The notions of learning and teaching can change in quality, mainly in the area of “learning-by-doing” and “discovery learning” in the computer-assisted music classroom. It was found that computer-assisted music learning is more agreeable and effective than traditional music learning. Although results showed that we need a well-functioning, modern environment and a well-educated “researcher-teacher,” well-motivated pupils are the most important aspects.

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35

Gharawi, Mohammed A., i Azman Bidin. "Computer Assisted Language Learning for Learning Arabic as a Second Language in Malaysia: Teacher Perceptions". International Journal of Information and Education Technology 6, nr 8 (2016): 633–37. http://dx.doi.org/10.7763/ijiet.2016.v6.764.

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Moslemi Nezhad Arani, Saieed. "Teaching and Researching Computer-Assisted Language Learning". GiST Education and Learning Research Journal, nr 17 (17.12.2018): 260–67. http://dx.doi.org/10.26817/16925777.421.

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The prominence of technology has always been booming since computers generated new lanes for human to make use of high-tech for many different purposes. Utilizing computers for learning goals, among many, is one of the main concerns followed by educational issues in teaching and learning, especially, of a new language. Computer-assisted language learning (CALL) is known as a branch of language studies which focuses on teaching and learning of a new language through applications of computers in language learning contexts. Many books, articles, reviews, and etc. being published regularly consider one or some issues related to the CALL. To this, researchers have tried to introduce or evaluate particular application of CALL in the mentioned field. Cameron (1988, p. 15) reasons that “The fact that there are so many different types of CALL programs in existence illustrates the futility of attempting to define a single set of program principles or structures to fit all situations.” Other subordinate technologies interconnected to the computerized exemplar have arrived the inclined in practice. For example, information communication technology (ICT) “has been integrated within the overall design of the methodology used in the language learning process is a key factor.” (Zhang, 2012, p. 8). Other similar well-intentioned works can be referred to as (Holland & Fisher, 2008; Donaldson & Haggstrom, 2006; Thomas, Reinders, & Warschauer, 2013) which consider discussions of series of actions taken as regards the CALL subject. Beatty’s “teaching and research in computer-assisted language learning” (2010) is considered as one of the most comprehensive books on defining and reorganizing concept of CALL into the language education. The following is a review based on Beatty’s book which is also highly recommended as for reading by the reviewer.

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37

Keengwe, Jared, i Farhan Hussein. "Computer-Assisted Instruction". International Journal of Information and Communication Technology Education 9, nr 1 (styczeń 2013): 70–79. http://dx.doi.org/10.4018/jicte.2013010107.

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The purpose of this study was to examine the relationship in achievement gap between English language learners (ELLs) utilizing computer-assisted instruction (CAI) in the classroom, and ELLs relying solely on traditional classroom instruction. The study findings showed that students using CAI to supplement traditional lectures performed better than the students relying solely on traditional classroom instruction. In addition, using CAI to supplement traditional lectures helped the charter schools to close the educational achievement gap of their students. Based on the findings, there is need for teachers to move past traditional learning, and learn new technology skills in order to incorporate sound technology-enhanced instructional strategies to support student learning.

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Dhaif, Husain A. "Computer Assisted Language Learning: A Client's View". CALICO Journal 7, nr 4 (14.01.2013): 67–81. http://dx.doi.org/10.1558/cj.v7i4.67-81.

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Perhaps one of the significant milestones in English Language Training (ELT) in the last decade was the introduction of personal computers as an aid in the ELT classroom. Although this was mainly associated with the more affluent societies, the fact remains that major publishers were quick to jump on the bandwagon to produce a sizeable body of teaching material for CALL (Computer-Assisted Language Learning). Papers have also been published which deal with the topic in one way or another. The views range between hailing the computer as the best answer to the otherwise monotonous task of practicing language items in the classroom setting, and considering it as yet another classroom novelty analogous to the rise of the language laboratories in the sixties. Whatever the view might be, it is perhaps surprising that the clients, and I mean here the learners and not the institutions, have not properly been consulted to find out what they like or dislike about CALL; nor have any serious attempts been made to measure the effectiveness of CALL based programs. This paper attempts, through a questionnaire, to shed some light on the first issue, i.e., the view of the learners and their reactions to using the computer in learning a foreign language. It also tries to identify the strategies used by these learners in dealing with CALL exercises, and discusses some general issues related to the uses of CALL.

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Christinaz, Daniel, i Frederick G. Knirk. "Environmental Requirements for Computer Assisted Instruction". Proceedings of the Human Factors Society Annual Meeting 31, nr 2 (wrzesień 1987): 228–32. http://dx.doi.org/10.1177/154193128703100221.

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Physical learning environments for computers require special consideration and design. The better this “electronic classroom” environment is designed, the greater are the chances that the desired learning will occur. The design/selection of acoustical, lighting, HVAC factors and space/furniture affect each individual. Physical environments effects student learning, physiology and affect. Behavioral science data regarding color, form, acoustics, light intensity, light contrast, and temperature is useful when designing spaces for learning via computer. In this paper we will examine many of the environmental factors which facilitate or inhibit student progress.

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40

Tomalin, Barry. "Multilingual computer assisted language learning (Review)". Training Language and Culture 2, nr 4 (30.12.2018): 106–9. http://dx.doi.org/10.29366/2018tlc.2.4.10.

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Jaspers, Fons, i Zhang Ji-Ping. "Interactive Audio for Computer Assisted Learning". Journal of Educational Technology Systems 19, nr 1 (wrzesień 1990): 59–74. http://dx.doi.org/10.2190/xjgl-xp52-3teg-yg2m.

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Luk, R. W. P., i A. B. Y. Ng. "Computer-assisted learning of Chinese idioms". Journal of Computer Assisted Learning 14, nr 1 (marzec 1998): 2–18. http://dx.doi.org/10.1046/j.1365-2729.1998.1410002.x.

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Essex, M. "Evaluation of computer assisted learning packages". Health Informatics 2, nr 2 (czerwiec 1996): 78–80. http://dx.doi.org/10.1177/146045829600200206.

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King, B. A., i J. G. Fryer. "Computer Assisted Learning of Photogrammetric Measurement". Photogrammetric Record 15, nr 87 (kwiecień 1996): 455–59. http://dx.doi.org/10.1111/0031-868x.00050.

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Kidd, Michael R., Branko Cesnik, Grant Connoley i Neil E. Carson. "Computer‐assisted learning in medical education". Medical Journal of Australia 156, nr 11 (czerwiec 1992): 780–82. http://dx.doi.org/10.5694/j.1326-5377.1992.tb121561.x.

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CLAYDEN, G. S., i B. WILSON. "Computer-assisted learning in medical education". Medical Education 22, nr 5 (wrzesień 1988): 455–67. http://dx.doi.org/10.1111/j.1365-2923.1988.tb00783.x.

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Holmes, N., E. H. Robson i A. P. Steward. "Learner control in computer-assisted learning". Journal of Computer Assisted Learning 1, nr 2 (lipiec 1985): 99–107. http://dx.doi.org/10.1111/j.1365-2729.1985.tb00017.x.

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Gudgin, A. N. "Computer-Assisted Learning of Introductory Economics". British Journal of Educational Technology 18, nr 2 (maj 1987): 84–93. http://dx.doi.org/10.1111/j.1467-8535.1987.tb00001.x.

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Hartley, J. R. "The Innovation of Computer-Assisted Learning". British Journal of Educational Technology 18, nr 3 (październik 1987): 210–20. http://dx.doi.org/10.1111/j.1467-8535.1987.tb00651.x.

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Cross, Simon S., i Peter Laidler. "Computer-Assisted Learning in Morbid Anatomy". Medicine, Science and the Law 30, nr 2 (kwiecień 1990): 115–18. http://dx.doi.org/10.1177/002580249003000206.

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