Готові списки джерел за темами / Computer managed education

Добірка наукової літератури з теми "Computer managed education"

Автор: Grafiati
Опубліковано: 26 липня 2024
Оновлено: 28 липня 2024

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Статті в журналах з теми "Computer managed education"

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Van Matre, Nick, John Ellis, William Montague, and Wallace Wulfeck. "Computer-managed instruction in Naval technical training." Instructional Science 21, no. 4 (July 1992): 295–311. http://dx.doi.org/10.1007/bf00128497.

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Eardley, Anne, Andrea Elkind, Brenda Spencer, Dave Haran, and Helen McGuinness. "Health education in a computer-managed cervical screening programme." Health Education Journal 47, no. 2-3 (June 1988): 43–47. http://dx.doi.org/10.1177/001789698804700202.

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Day, Rene, and Louise Payne. "Computer-Managed Instruction: An Alternative Teaching Strategy." Journal of Nursing Education 26, no. 1 (January 1987): 30–36. http://dx.doi.org/10.3928/0148-4834-19870101-08.

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Frisbie, Anthony G., Roanne Harless, and Gwen Brunson. "Computer Managed Instruction in a Large Undergraduate Teacher Education Course." Computers in the Schools 8, no. 1-3 (April 29, 1991): 135–38. http://dx.doi.org/10.1300/j025v08n01_14.

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Wager, Walter. "Computer-Managed Instruction—How Teachers And Principals Can Improve Learning." NASSP Bulletin 69, no. 478 (February 1985): 22–27. http://dx.doi.org/10.1177/019263658506947804.

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6

Blunt, Adrian, and Beverley Dent. "Computer Managed Student Assessment: A Case Study." Canadian Journal for the Study of Adult Education 13, no. 1 (May 1, 1999): 41–60. http://dx.doi.org/10.56105/cjsae.v13i1.1988.

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Анотація:
Computer managed assessment can provide adult and continuing education with a powerful instrument to promote program quality and instructional effectiveness and efficiency. However, few case studies are available to report on the achievements of such systems. This article reports a study of one college's experience with computer managed assessment and makes recommendations for the improvement of first generation computer assessment systems. It was observed that the assessment system was not being used as an instrument for improving program and instructional quality. Résumé L'évaluation gérée par ordinateur peut fournir aux services d'andragogie et d'éducation permanente un puissant outil de promotion de la qualité, du rendement et de l'efficacité des programmes et de l'enseignement. Or, il existe peu d'études de cas susceptibles de nous renseigner sur la portée de ces systèmes. Cet article décrit l'incursion d'un collège dans le monde de d'évaluation gérée par ordinateur, et formule quelqu.es recommandations visant l'amélioration de la première génération de systèmes de gestion informatique de l'évaluation. On a notamment observé que ces systèmes sont rarement utilisés pour régénérer la qualité des programmes et de l'enseignement.
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Sakur. "Manajemen Jaringan Internet Menggunakan Mikrotik Router di SMA Negeri 2 Bojonegoro." Jurnal Pendidikan Madrasah 7, no. 2 (November 22, 2022): 117–34. http://dx.doi.org/10.14421/jpm.2022.72.03.

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The use of information and communication technology in the world of education is unavoidable. The use of networks to access computers remotely and connect them to the internet is increasingly needed by teachers and students to obtain learning information. The network system used must be well managed, especially in managing internet bandwidth so that the connection of each computer has access to the internet evenly and maximally as needed. SMA Negeri 2 Bojonegoro in its teaching and learning activities has utilized information and communication technology, especially has utilized computer networks and the internet as a medium for data and information communication. However, the computer and internet network systems at SMA Negeri 2 Bojonegoro have not been managed properly. The solution to improve the effectiveness of using and managing internet bandwidth at SMA Negeri 2 Bojonegoro is to design and implement network management with Mikrotik Router to make it easier for administrators to manage the network. This research uses the Network Development Life Cycle (NDLC) method as a method of developing computer network management at SMA Negeri 2 Bojonegoro. The results showed that the use of a network system using a Mikrotik router in managing internet bandwidth efficiently facilitates and facilitates various activities related to internet use.
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Jacobs, E. W., and Marion T. Gaines. "For Apple Owners: A Four-Channel, Computer-Managed Physiograph for $600." Teaching of Psychology 13, no. 2 (April 1986): 93–94. http://dx.doi.org/10.1207/s15328023top1302_15.

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For approximately $600, Apple IIe owners can purchase equipment for collecting physiological data. Electromyograph (EMG), galvanic skin response (GSR), skin temperature (TEMP), and heart rate (HR) data can be recorded at user-specified intervals, displayed on a monitor, saved to a disk, and printed on paper. The system is flexible, and has been used in classroom demonstrations, relaxation training, and student research projects.
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Rapley, Pat. "Computer Managed Learning: Significance to re‐registration and continuing professional education for nurses." Distance Education 12, no. 1 (January 1991): 132–36. http://dx.doi.org/10.1080/0158791910120109.

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Sly, Leith. "Practice Tests as Formative Assessment Improve Student Performance on Computer‐managed Learning Assessments." Assessment & Evaluation in Higher Education 24, no. 3 (September 1999): 339–43. http://dx.doi.org/10.1080/0260293990240307.

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Дисертації з теми "Computer managed education"

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Sly, Janet L. "Computer managed learning assessment in higher education: the effect of a practice test." Thesis, Curtin University, 2000. http://hdl.handle.net/20.500.11937/2114.

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This thesis reports the results of studies set up to investigate formative assessment in the context of a computer managed learning (CML) practice test. The studies sought to determine whether taking the practice test affects performance on later CML assessed tests for first year university students and to determine the characteristics of the most effective CML practice test. The study was carried out in the context of CML testing at Curtin University of Technology. Because data were collected in a real testing environment, the research questions were addressed using a series of small studies, each focusing on a one-semester unit for first year students. Those students who sat a practice test improved their performance from the practice to the assessed test. Further, they outperformed the non practice test group on the assessed test. The effect was statistically significant in eleven of the twelve studies where CML test results were investigated. Student ability, anxiety level, and sex did not affect test performance or choice to sit the practice test. Students preferred to be given the correct answer for an incorrect response and to have a practice test that was the same length as the assessed test but students continued to show improved performance regardless of these conditions. They reported that they used the feedback in a variety of ways including identifying important areas of content, identifying their own error areas and as a motivator for further study. The findings suggest that using the CML system as a formative assessment tool improves student performance on summative assessment. The practice test is contributing to improved performance, however this improvement cannot be attributed to a single factor. In those cases where the practice test only partially covers the content of the assessed test, the improvement is seen on that common part, however when there was no overlap of content the group who did the practice test still performed better on the assessed test than the group who did not. This suggests that a contributing factor may be familiarity either with the CML system, items or test type. It is also possible that the beneficial effect was due to prior exposure to the CML system and that only one test is required for this purpose.This research has implications for current teaching practices because the acceptance of a practice test provides feedback to both students and lecturers prior to the assessed test. The optimal practice test c covers the same content as the assessed test with the same number of items and provides the correct answer for a item answered incorrectly. The key recommendation for use of the CML system is the provision of a practice test for formative purposes, for the use of both lecturers and students. Lecturers need to encourage student participation not just on an initial practice test but on all practice tests provided. Students need to be encouraged to review their error summary, as is the current practice in the CML Laboratory. Lecturers need to make more use of the feedback provided by the tests, in terms of content coverage, revision and consolidation of work, and quality of test items.
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2

Sly, Janet L. "Computer managed learning assessment in higher education: the effect of a practice test." Curtin University of Technology, Science and Mathematics Education Centre, 2000. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=12228.

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Анотація:
This thesis reports the results of studies set up to investigate formative assessment in the context of a computer managed learning (CML) practice test. The studies sought to determine whether taking the practice test affects performance on later CML assessed tests for first year university students and to determine the characteristics of the most effective CML practice test. The study was carried out in the context of CML testing at Curtin University of Technology. Because data were collected in a real testing environment, the research questions were addressed using a series of small studies, each focusing on a one-semester unit for first year students. Those students who sat a practice test improved their performance from the practice to the assessed test. Further, they outperformed the non practice test group on the assessed test. The effect was statistically significant in eleven of the twelve studies where CML test results were investigated. Student ability, anxiety level, and sex did not affect test performance or choice to sit the practice test. Students preferred to be given the correct answer for an incorrect response and to have a practice test that was the same length as the assessed test but students continued to show improved performance regardless of these conditions. They reported that they used the feedback in a variety of ways including identifying important areas of content, identifying their own error areas and as a motivator for further study. The findings suggest that using the CML system as a formative assessment tool improves student performance on summative assessment. The practice test is contributing to improved performance, however this improvement cannot be attributed to a single factor. In those cases where the practice test only partially covers the content of the assessed test, the improvement is seen on that common part, however when ++
there was no overlap of content the group who did the practice test still performed better on the assessed test than the group who did not. This suggests that a contributing factor may be familiarity either with the CML system, items or test type. It is also possible that the beneficial effect was due to prior exposure to the CML system and that only one test is required for this purpose.This research has implications for current teaching practices because the acceptance of a practice test provides feedback to both students and lecturers prior to the assessed test. The optimal practice test c covers the same content as the assessed test with the same number of items and provides the correct answer for a item answered incorrectly. The key recommendation for use of the CML system is the provision of a practice test for formative purposes, for the use of both lecturers and students. Lecturers need to encourage student participation not just on an initial practice test but on all practice tests provided. Students need to be encouraged to review their error summary, as is the current practice in the CML Laboratory. Lecturers need to make more use of the feedback provided by the tests, in terms of content coverage, revision and consolidation of work, and quality of test items.
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Chang, Huo-Tsan. "The diffusion of instructional technology : computer-based training instructional developer competencies /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487262825076789.

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4

Christy, Sheila Ann Colley. "Future developments of computer network technologies in K-12 educational environments /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9842520.

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Takacs, James. "The effects of on-line course development, prior computer experience, and learning style on developers' attitudes and performance." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1430.

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Thesis (Ed. D.)--West Virginia University, 2000.
Title from document title page. Document formatted into pages; contains vii, 208 p. Includes abstract. Includes bibliographical references (p. 69-72).
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Bedford, Janet D. McCarthy John R. "The utilization of the microcomputer in the administration of a media center in higher education institutions." Normal, Ill. Illinois State University, 1985. http://wwwlib.umi.com/cr/ilstu/fullcit?p8608946.

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Thesis (Ph. D.)--Illinois State University, 1985.
Title from title page screen, viewed June 29, 2005. Dissertation Committee: John McCarthy (chair), John Brickell, Timothy Duffy, Kenneth Strand, Clayton Thomas. Includes bibliographical references (leaves 118-123) and abstract. Also available in print.
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Powell, Ronald Lee. "Development and evaluation of a microcomputer-managed sequenced course outline /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487323583620591.

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Kussumua, Ilda T. J. T. "A constructivist learning event using computers at the Instituto Superior de Ciências de Educação (ISCED)." Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-10262007-131023/.

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Henley, Joan G. "An examination of current uses of computer tools in elementary classrooms for a seven-county rural area in south central Missouri /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3012976.

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Thitima, Theeratanonda Klass Patricia Harrington. "The use of computer technology by Thai private vocational school administrators." Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064542.

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Анотація:
Thesis (Ph. D.)--Illinois State University, 2002.
Title from title page screen, viewed January 26, 2006. Dissertation Committee: Patricia H. Klass (chair), Darryl A. Pifer, Glenn Schlichting, Mark Walbert. Includes bibliographical references (leaves 137-143) and abstract. Also available in print.
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Книги з теми "Computer managed education"

1

Veṅkaṭarāva, Pī. Saṅganakaśikṣā: Computer education. Navadehalī: Nyū Bhāratīya Buk Kārporeśana, 2010.

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2

Pantelidis, Veronica S. Computer use in education. Greenville, N.C: Dept. of Library and Information Studies, East Carolina University, 1985.

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Pantelidis, Veronica S. Computer use in education. Greenville, N.C: Dept. of Library and Information Studies, East Carolina University, 1985.

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4

Bitter, Gary G. Microcomputers in education today. Watsonville, CA: Mitchell Pub., 1989.

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5

Ellsworth, Jill H. Education on the Internet. Indianapolis, Ind: Sams Pub., 1994.

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6

Physical education and the computer. London: Ling Pub. Co., 1987.

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7

Male, Mary. Cooperative learning and computers: An activity guide for teachers. Los Gatos, CA: Educational Apple-cations, 1985.

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8

Huyvaert, Sarah H. Management of the computer in K-12 environments. Englewood Cliffs, N.J: Educational Technology Publications, 1993.

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9

Deborah, Sauvé, and National Clearinghouse for Bilingual Education., eds. Guide to microcomputer courseware for bilingual education. Rosslyn, Va: National Clearinghouse for Bilingual Education, 1985.

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10

Forcier, Richard C. The computer as a productivity tool in education. Englewood Cliffs, N.J: Merrill, 1996.

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Частини книг з теми "Computer managed education"

1

Barnea, Nitza. "Teaching and Learning about Chemistry and Modelling with a Computer managed Modelling System." In Developing Models in Science Education, 307–23. Dordrecht: Springer Netherlands, 2000. http://dx.doi.org/10.1007/978-94-010-0876-1_16.

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2

dos Santos, Simone C., Gustavo H. S. Alexandre, Ariane Nunes Rodrigues, and Priscila B. Souza. "How to Apply Problem-Based Learning in a Managed Way? A Case in Computing Education." In Communications in Computer and Information Science, 287–309. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-21151-6_15.

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3

Holubinka, Kateryna, Corrie Urlings, Slavi Stoyanov, Rocío del Pilar Sosa-Fernández, Roi Méndez-Fernández, Enrique Castelló-Mayo, Roland Klemke, and Renate de Groot. "Implementing a Desktop VR Tool in a European University: Priorities and Challenges." In Lecture Notes in Computer Science, 104–17. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-42682-7_8.

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AbstractVirtual reality technologies in educational settings have demonstrated their potential to improve understanding, engagement, motivation and learning outcomes. However, there are multiple technical, pedagogical, and institutional challenges on the way of technology adoption in the education sector. In this group-concept-mapping study within the CloudClass project we aim at identifying the requirements for implementing a desktop VR tool (CloudClass) for education in the university context. Teachers, multimedia experts and managers from a Spanish and a Dutch university (a face-to-face and a distance learning one) were asked to complete the focus prompt “To use/implement CloudClass in education it is required/ needed that.…”. The generated statements were classified thematically and rated for importance and feasibility. 95 unique statements were generated and sorted statistically into 5 clusters: Evaluation, Institutional Requirements, Maintenance and Training, Student Requirements, Affordances and infrastructure. A strong correlation was identified between the importance and feasibility of the identified clusters. To ensure a sustainable implementation of a desktop VR tool like CloudClass in a university setting a holistic approach considering all identified clusters is needed. Clusters Maintenance and Training and Institutional requirements are the low-hanging fruits to invest in, as both clusters scored highest on importance and feasibility.
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Atighehchian, Arezoo, Tahmineh Alidadi, Reyhaneh Rasekh Mohammadi, Farhad Lotfi, and Sima Ajami. "Identifying the Application of Process Mining Technique to Visualise and Manage in the Healthcare Systems." In Advances in Computer Science for Engineering and Education VI, 299–308. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-36118-0_26.

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Vinitskiy, Dmitriy, Lidia Yatluk, Sergey Goryushko, Evgeny Blagov, Sergey Lukashkin, Evgeniya Tribunskaya, and Rostislav K. Speransky. "Role of Adaptation Phase in Educational Results of Virtual Reality Communication Training for Managers." In Communications in Computer and Information Science, 453–65. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-47328-9_33.

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Salgado-Guerrero, Juan P., Jorge Galán-Mena, Daniel Pulla-Sánchez, Vladimir Robles-Bykbaev, and Adrián Narváez-Pacheco. "CREAMINKA: An Intelligent Ecosystem Based on Ontologies and Artificial Intelligence to Manage Research Processes, Knowledge Generation and Scientific Production in Higher Education." In Communications in Computer and Information Science, 115–29. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-66562-7_9.

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Adekunle, Salako E., Solomon Adelowo Adepoju, Garba Suleiman, and Muhammad Bashir Abdullahi. "Effectiveness of Computer-Managed Instruction on Students' Performance in Tertiary Institutions." In ICT-Based Assessment, Methods, and Programs in Tertiary Education, 278–95. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3062-7.ch014.

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The roles of information technology in the contemporary world cannot be over-emphasized considering its enormous usage in the educational sector. This chapter investigates the effectiveness of computer-managed instruction (CMI) on students' performance in tertiary institutions in the North-Central Geopolitical Zone of Nigeria. The control group was taught Computer Science using traditional lecture method (TLM) approach, and the experimental group was taught using CMI approach. A total of 360 students in colleges of education (COE), polytechnic, and university participated in the study by using multi-stage sampling procedures. The null hypotheses were tested using ANCOVA and ANOVA statistical analyses at 0.05 level of significance. Findings revealed that there was a statistical difference in the performance scores of students using CMI and TLM approaches. There was also a statistical difference between private and public tertiary institution students' performance. Additionally, the students from the university had the highest mean when compared with students from COE and polytechnics.
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Bristol, Tim. "Issues in Implementing Online Education in a Developing Country." In Web-Based Education, 1342–46. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-963-7.ch090.

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This article highlights the issues that may arise whenimplementing online education in a developing country. In 2005, Faculté des Sciences Infirmières (FSIL) opened in Leogane, Haiti. The mission of this school is to provide nursing professionals for the country of Haiti, especially the southern half of the country. This facility was built with funds from the United States Agency for International Development (USAID) and is managed by the l’Université Episcopale d’Haïti. The school maintains a curricular format similar to that of baccalaureate nursing programs in the U.S. Haiti is in great need of health care professionals. In Haiti, there are 11 nurses per 100,000 population. In the U.S. this ratio is 770 per 100,000. Given that infant mortality is 10 times worse than that in the U.S. and that the lifespan is 15-20 years less, the need for qualified health care professionals is overwhelming. Even though the income of FSIL is 1/3 what is actually needed, the school has managed to keep enrolling students and maintaining the facility. They have also managed to maintain a computer lab with 13 computers and a stable satellite Internet connection. The author visited the campus in July of 2007. The purpose of this initial visit was to evaluate the information technology structure and the capabilities of the staff and students to determine what if any connections could be made between American nursing programs and FSIL. A SWOT analysis was conducted to assess internal strengths and weaknesses for FSIL as well as external Opportunities and Threats related to using E-learning to enhance FSIL.
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"Computer managed learning as an aid to formative assessment in higher education." In Computer-assisted Assessment of Students, 125–32. Routledge, 2013. http://dx.doi.org/10.4324/9780203062340-19.

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Rushby, Nicholas John. "Computer Managed Learning." In An Introduction to Educational Computing, 52–75. Routledge, 2019. http://dx.doi.org/10.4324/9780429291487-4.

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Тези доповідей конференцій з теми "Computer managed education"

1

Russell, Seán, Suad Alaofi, and Bedour Alshaigy. "Translate Together: Managed Translation and Peer-Review." In ITiCSE 2023: Innovation and Technology in Computer Science Education. New York, NY, USA: ACM, 2023. http://dx.doi.org/10.1145/3587103.3594160.

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2

Norman, Michael, Vince Kellen, Shava Smallen, Brian DeMeulle, Shawn Strande, Ed Lazowska, Naomi Alterman, et al. "CloudBank: Managed Services to Simplify Cloud Access for Computer Science Research and Education." In PEARC '21: Practice and Experience in Advanced Research Computing. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3437359.3465586.

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3

Matulčíková, Marta, and Daniela Breveníková. "DISTANCE EDUCATION IN FURTHER PROFESSIONAL TRAINING IN ENTERPRISES DURING PANDEMIC PERIOD." In NORDSCI International Conference. SAIMA Consult Ltd, 2020. http://dx.doi.org/10.32008/nordsci2020/b1/v3/04.

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Constraints on our personal and professional life imposed by the COVID 19 pandemic have radically influenced our approach to forms of education, including those used in further professional training of employees. This shift means the focus on distance education as a managed educational form, which is suitable for further professional training. The aim of the paper is to present the implementation of distance education in further professional training in enterprises and based on the empirical research propose ways of improving options of education. Distance education is characterised in terms of its principles and developmental stages. Its first generation was correspondence education. The Learning Management System (LMS) and Learning Content Management System (LCMS) are described as the systems applied in further professional training. The research was conducted by means of the questionnaire method, combined with the pre-research survey. Results of empirical research are presented in tables. Separate parts of the paper deal with ICT application in corporate education (correspondence education, Computer-based training (CBT), Web-based training (WBT), Technology Based Training (TBT) and with the utilisation of Learning Management Systems (LMS). Analysis of respondent opinions shows that respondents tend to prefer the face-to-face form of corporate education. The length of the pandemic is going to affect the spread of e-learning in corporate education and its role in education. The learners’ interest may be expected to be shifted to LCM and LCMS utilisation. The paper is a partial result of the research scheme VEGA No. 1/0309/18 “Social networks in human resource management” supported by the Ministry of Education, Science and Research and Sports, Slovakia
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Acton, Thomas, and William Golden. "Training: The Way to Retain Valuable IT Employees?" In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2434.

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The IT workforce of a company is an important strategic asset, an asset that needs to be managed. This paper details the results of a survey administered to 200 employees across 39 software companies in Ireland between July and August 2001, with a response rate of 102 (51 %). It presents a descriptive study, which assesses the impact that training practices have on employee retention. It also gathers data on the effects of training initiatives, the types of training in use, and the influence of training on knowledge retention. IT staff were chosen for this study as they embody the new “knowledge worker” operating in the information economy. The study finds that training helps in retaining knowledge within the organization, but may not help in retaining employees. The predominant method of training delivery is by instructor-led formal sessions, followed by self-training and workshops. Findings show that more modern methods such as web-based and computer-based training are not pervasive.
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Kaletka, Justyna, Andreas Raoul Herkommer, and Niki Chatzipanagiotou. "‘It Has a Lot of Potential!’: Use of Blockchain Technology for Education Records." In The 2st Linnaeus Student Conference on Information Technology: Digital Transformation in the Contemporary World. Lnu Press, 2021. http://dx.doi.org/10.15626/lscit2020.03.

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The paper explores the perceptions of university students and their desired features on the use of blockchain technology for the management of education records. A literature review forms the theoretical basis of the research allowing to explore how education records are managed nowadays and the potential for the use of blockchain technology in this area. The theoretical framework is then used to discuss the research findings. The research adopts the interpretive qualitative approach and collects data through a focus group interview with university students. Computer assisted thematic data analysis yields five key themes: current usage of university education records, understanding how blockchain works, sustainability of blockchain, security of blockchain and implementation of blockchain for education records. Participants were generally positive towards the use of blockchain for the management of education records and saw it as one of the potential future solutions. Nevertheless, they voiced some reservations regarding the high energy consumption, costs and security towards a possible use of the blockchain technology. Therefore, careful implementation would be needed, with increased focus on usability, solving some security and sustainability issues and ensuring a fair and transparent access model.This research contributes to the current body of knowledge within informatics by empowering students to share their perception of possible development of student record systems based on blockchain technology. It also provides insights which can be used in the future to achieve a more user focused design of education records management systems.
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Kallinen, Kari. "Using Sounds to Present and Manage Information in Computers." In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2687.

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The auditive modality, such as speech, signals and natural sounds, is one of the most important ways to present and communicate information. However, in computer interfaces the possibilities of auditive modality have been almost totally neglected. Usually the audio consists of simple signals (beeps and clicks) or background music. The present paper outlines some of the possibilities in presenting and managing information in computers by using audio from the perspective of the semiotic theory of signs. Auditive interfaces can be especially useful for people with visual or kinaesthetic disabilities, as well as in places and with devices when the visual-kinaesthetic using of the machine is difficult, for example while on the move or with small display devices.
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Simion, Doina irina. "E_LEARNER SUPPORT IN AN EXPERIENTIALLY DRIVEN FRAME OF TEACHING/TRAINING APPROACH." In eLSE 2021. ADL Romania, 2021. http://dx.doi.org/10.12753/2066-026x-21-117.

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Connectivity has brought many challenges to education in general and academic education in particular. A most sensitive one is the challenge to the experiential approach. The electronic barrier may have a significant impact upon the design, delivery, form or timing of most offers of direct learner experience in teaching or training. Nevertheless, there are three features that ensure its attraction despite obstacles. First, the motivational boost inherent in any personal experience is still likely to enhance the outcome of any quality educational act: knowledge, skills or attitudes. Furthermore, the scope for an experiential approach as a teaching/training philosophy in the online context does not differ from the classroom context: it may be implemented at the pre, while or post-course learner support stages. Finally, it can also be activated in the transmission, teacher-centered stage of knowledge delivery as well as in the transformational stage of learner-centered processing. The present paper reports on the results of implementing an experiential approach in the post-stage of the English for Professional Communication course. The subjects were first-year students of e_engineering (electronics and computer science) at the University of Politehnica of Bucharest. The students were asked to resort to self-managed group e_work tasked to devise the questions that they thought relevant for a course feedback questionnaire. This kind of task partly draws on three stages of Kolb's experiential learning cycle, i.e. concrete learning, reflective observation, and abstract conceptualization. The paper also deals with ways of implementing an experiential approach in the practice stage of activities to be delivered by trainers/trainees involved in the EXTEND project.
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Bescu, Monica mihaela, and Ioan Neacsu. "COMPETENCIES IN E-LEARNING - VALUES AND ROLE IN THE MANAGER'S STATUS AS CURRENT LEADERSHIP." In eLSE 2020. University Publishing House, 2020. http://dx.doi.org/10.12753/2066-026x-20-035.

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The connection between management and leader is an increasingly current problem. Through e-learning, which means the use in education of new technologies, electronic media and information and communication technologies (ICT), we bring added value to the Romanian education. E-learning, in fact, includes all forms of educational technology in learning and in providing education. E-learning is associated in the specialty literature with multimedia learning, computer instruction, internet, virtual education. Thus, through e-learning, the competence of the manager and the assimilation by him of the leadership status including in the school and education institutions are better outlined. Our article tries to develop the new roles and contributions of e-learning in the combination of the two statutes.We will highlight the importance of e-learning in education and learning.We are interested in understanding the importance of e-learning, the relationships that are created between learning and their use in education. We will be able to identify the different educational situations in which the use of e-learning will be efficient and constructive. The society is constantly changing, and today's students need new learning situations and innovative strategies. The teacher must adapt to the needs of the students and for this to be possible, the use of new technologies in education is a useful solution. The e-learning platforms will help the teacher in the teaching activity, but also the manager, seen as a leader. The manager's activity is important, even more so, as this one through the competences it has will influence the educational activity, obtaining excellent results.
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Marinescu, Roxana, and Mariana Nicolae. "MOOCS: CHALLENGES AND OPPORTUNITIES FOR ROMANIAN UNIVERSITIES." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-239.

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This paper examines the opportunities and the challenges of introducing computer-assisted language learning, and more precisely Massive Open Online Courses (MOOCs), in foreign language education in combination with face-to-face tuition, as a more dynamic and cost-effective alternative to traditional education. As Romanian universities are facing on the one hand harsh international competition and on the other hand have to manage on a volatile and unstable domestic educational market, could MOOCs represent the solution for their repositioning on the educational market and the starting point for the redefinition of their identity? While globally MOOCs are increasingly more widely used - the world top universities, such as Stanford, Massachusetts Institute of Technology, Harvard, etc., offer such free courses for the larger public - Romanian universities are stuck in an isolationist paradigm in which lack of time and financial resources for research, and personal and institutional arrogance represent only some features of a traditional organisational culture with numerous issues of ethics and corruption. The paper reviews the European documents regarding computer-assisted education, explores some of the best practices in the field, and makes the claim that the Romanian educational market is ready for this challenge. We base this assumption on the results of a quantitative and qualitative research, presented in the paper. We conducted a small-scale survey, interviews and focus groups with students of The Bucharest University of Economic Studies in May and June 2013 with a total of 54 students of the Master's Programme International Business Communication. All Master's students show their acute interest in using computer-assisted language learning and their openness to do so in a more formal context. Our recommendations therefore are that, starting from their main stakeholders' interest, Romanian universities should definitely take MOOCs into consideration when producing their curricula and when designing specific syllabi and learning materials.
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Condruzbacescu, Monica. "LEARNING FOREIGN LANGUAGES BY USING E-LEARNING PLATFORMS." In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-097.

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The article deals with the idea of using e-learning platforms in order to acquire foreign languages. Computer assisted language learning is often considered a teaching method. Nowadays, teachers look for new ways to better develop students communication competencies. E-learning platforms represent the most important tools in language learning. Using the Internet in education, along with other additional tools, promotes access to real-time information exchange and international cooperation and offer new opportunities for learning - teaching. Furthermore, the article gives some examples of e-learning platforms and also emphasizes the advantages of using them. E-learning is addressed to all those who want to learn, regardless of age or training. It is thus an option of lifelong learning in the information society. Learning methods based on e-learning manage to adapt the educational process to the real needs of students and offer access to relevant and updated information. The main benefits of e-learning platforms are considered to be: individual skill development and team work, development of analysis skills and synthesis of information and the ability to put into practice the theoretical knowledge learned in school. I tend to believe that e-learning represents a new revolution in education and the current role of the teacher becomes obsolete. Experts believe that e-learning fully meet market and modern society demands and help create more economic and social opportunities. Globally speaking e-learning plays an increasingly important role in education and the effects of introducing new technologies in schools bring major effects, helping to develop the whole society. Students are free to enroll in a course or another, and are free to leave the course if it is ineffective. In conclusion, computers will never replace teachers, but teachers who use computers will replace those who do not use them.
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Звіти організацій з теми "Computer managed education"

1

Balyk, Nadiia, Svitlana Leshchuk, and Dariia Yatsenyak. Developing a Mini Smart House model. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3741.

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The work is devoted to designing a smart home educational model. The authors analyzed the literature in the field of the Internet of Things and identified the basic requirements for the training model. It contains the following levels: command, communication, management. The authors identify the main subsystems of the training model: communication, signaling, control of lighting, temperature, filling of the garbage container, monitoring of sensor data. The proposed smart home educational model takes into account the economic indicators of resource utilization, which gives the opportunity to save on payment for their consumption. The hardware components for the implementation of the Mini Smart House were selected in the article. It uses a variety of technologies to conveniently manage it and use renewable energy to power it. The model was produced independently by students involved in the STEM project. Research includes sketching, making construction parts, sensor assembly and Arduino boards, programming in the Arduino IDE environment, testing the functioning of the system. Research includes sketching, making some parts, assembly sensor and Arduino boards, programming in the Arduino IDE environment, testing the functioning of the system. Approbation Mini Smart House researches were conducted within activity the STEM-center of Physics and Mathematics Faculty of Ternopil Volodymyr Hnatiuk National Pedagogical University, in particular during the educational process and during numerous trainings and seminars for pupils and teachers of computer science.
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2

Ahmed, Badrun Nessa, and Rizwana Islam. TEACHING AND LEARNING EXPERIENCE AT THE NATIONAL UNIVERSITY AFFILIATED TERTIARY COLLEGES IN BANGLADESH. Bangladesh Institute of Development Studies, March 2024. http://dx.doi.org/10.57138/axvn7639.

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The Government of Bangladesh is currently implementing the College Education Development Project (CEDP) to improve participating colleges' teaching and learning environment and strengthen the strategic planning and management capacity of National University (NU) affiliated tertiary colleges in Bangladesh. The focus of CEDP is to improve the capacity of the National University College system to plan, manage, implement, and monitor institutional programs, as well as strengthen the foundation for the next phase of development activities. CEDP promotes institution-led activities that focus on creating quality teaching-learning environments in government and non-government colleges through the availability of competitive grants. The achievement of the College Education Development Project (CEDP) is the satisfaction level of students, teachers, and employers in terms of the quality and relevance of teaching. To measure the satisfaction level of the relevant stakeholders (i.e., students, teachers, and employers), three beneficiary feedback surveys (i.e., baseline, mid-term, and endline) are planned to be conducted, among which the baseline was carried out in 2019. The Bangladesh Institute of Development Studies (BIDS) conducted the Mid-term Satisfaction Survey in May-June 2022. The mid-term survey is the second of the three planned surveys of the CEDP, measuring the mid-term satisfaction level of the stakeholders, students and teachers of National University-affiliated colleges, and employers of NU graduates. This study uses data from the Mid-term Satisfaction Survey to assess the mid-term satisfaction level of students, teachers, and employers. The study was designed using a mixed-method approach, both quantitative and qualitative, to address the objectives of this study. Data analysis has used both the baseline data collected in 2019 and the mid-term data collected in this study. Using the baseline and mid-term data, a two-round panel data was constructed at the college level. Depending on the specific indicators, the program's effect at the college level was calculated. We compare the overall satisfaction level regarding all the relevant indicators by stakeholder types, i.e., principals, teachers, and students, and observe differences among the average satisfaction levels. The overall teaching and learning environment satisfaction level is 3.81 among college principals, 2.95 among teachers, and 2.57 among students. A similar pattern is also found for other indicators except the collaboration of colleges with industries. The satisfaction level regarding the collaboration of colleges with industries is noted as the lowest for principals (1.62) and teachers (1.76), and for students, it is slightly higher (2.10 on a scale of 5). The lowest satisfaction level among students is recorded for connectivity through the internet (1.89), and the highest for teaching skills (3.92). The regression results show that for the full sample, the Difference-in-Difference (DiD) of the satisfaction scores on the quality of academic infrastructure, the quality of internet connection, and the quality of facilities for students’ soft skill improvement are statistically significant. The DiD for the other two satisfaction scores, namely, the teaching and learning environment and the degree of industry linkage, are not statistically significantly different from zero. These results show that the colleges that received Institutional Development Grants (IDGs) have made a positive and statistically significant impact on the improvement of the quality of academic infrastructure, quality of internet connection and other related facilities, and quality of facilities for students’ soft skill compared to those who did not receive this grant. However, the grant has made some changes in the teaching and learning environment and the degree of industry linkage between IDG awarded colleges and IDG non-recipient colleges. These changes are not statistically significant. The overall findings from the mid-term satisfaction survey highlighted that: (1) Institutional Development Grant (IDG) has made positive and statistically significant impact on the improvement of quality of academic infrastructure, quality of internet connection and other related facilities, and quality of facilities for students’ soft skill compared to those who did not receive this grant; (2) The grant has made some changes in the teaching and learning environment and the degree of industry linkage between IDG-awarded colleges and IDG non-recipient colleges. These changes are not significant enough to increase the satisfaction level of the students, teachers, and principals. Therefore, this study proposes these recommendations for increasing the overall satisfaction level of all stakeholders: (1) The poor level of industry collaboration has been highlighted by all types of beneficiaries. To facilitate industry collaboration, job fairs should be organised every year, preferably at the district level; (2) Introducing short course facilities can increase the job market opportunities of the NU-affiliated colleges; (3) Subject-based pedagogical training for the NU teachers is highly recommended; (4) The interrelation and collaboration between NU-affiliated colleges and universities should be increased. The colleges that are not well equipped with enough facilities can collaborate with the universities to share their equipment, such as computer labs, libraries, scientific labs, etc. This will help the less privileged colleges provide quality teaching and learning facilities to the students; (5) Forming and activating the activities of Alumni Associations in the NU-affiliated colleges; (6) There should be funds available for the renovation of old academic buildings, addition to an existing building, and upgrading labs and research facilities for teachers wherever appropriate, (7) There should be some provision of need-based funds/emergency grant that might be used or made available to the college authorities in case of sudden emergency or need (e.g., a sudden flash flood in Sylhet division)
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