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Добірка наукової літератури з теми "Higher Victoria Computer-assisted instruction"

Автор: Grafiati

Опубліковано: 10 грудня 2022

Оновлено: 29 січня 2023

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Статті в журналах з теми "Higher Victoria Computer-assisted instruction"

Sinclair, Kelsey J., Carl E. Renshaw, and Holly A. Taylor. "Improving computer-assisted instruction in teaching higher-order skills." Computers & Education 42, no. 2 (February 2004): 169–80. http://dx.doi.org/10.1016/s0360-1315(03)00070-8.

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Weller, L. David, Shawn Carpenter, and C. Thomas Holmes. "Achievement Gains of Low-Achieving Students Using Computer-Assisted vs Regular Instruction." Psychological Reports 83, no. 3 (December 1998): 834. http://dx.doi.org/10.2466/pr0.1998.83.3.834.

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One school used computer-assisted instruction for 63 low-achieving students in Grade 5. Another school used traditional instruction for 48 low-achieving students in Grade 5. Higher posttest scores for the former were attributed to daily computer-assisted instruction.

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Lancaster, D. J., D. K. McClish, and W. R. Smith. "Computer-Assisted Instruction in Probabilistic Reasoning During the Inpatient Medicine Clerkship." Methods of Information in Medicine 32, no. 04 (1993): 309–13. http://dx.doi.org/10.1055/s-0038-1634935.

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AbstractThe acceptability and utility of computer-assisted instruction in probabilistic reasoning was assessed for medicine clerkship students. After a pretest, the experimental (n = 40), but not the control students (n = 39), completed a program that we designed. The program contained the test and its answers. After program exposure, experimental students rated their knowledge of the program’s content significantly higher (p = 10−4) than control students. On the identical posttest, experimental students also scored significantly higher than control students (p = 10−4) and improved their scores significantly more (p = 10−3). They rated ease-of-use items significantly higher than content-relevance items (p = 1CT−4). We conclude that computer-assisted instruction in probabilistic reasoning is acceptable to clerkship students, and that it may improve their knowledge and skills in this area. However, students may rate the vehicle of this instruction more highly than its content.

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Christmann, Edwin, John Badgett, and Robert Lucking. "Microcomputer-Based Computer-Assisted Instruction within Differing Subject Areas: A Statistical Deduction." Journal of Educational Computing Research 16, no. 3 (April 1997): 281–96. http://dx.doi.org/10.2190/5lka-e040-gadh-dnpd.

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This meta-analysis compared the academic achievement of students in grades six through twelve who received either traditional instruction or traditional instruction supplemented with computer-assisted instruction (CAI) across eight curricular areas. From the forty-two conclusions, an overall mean effect size of 0.209 was calculated, indicating that, on average, students receiving traditional instruction supplemented with CAI attained higher academic achievement than did 58.2 percent of those receiving only traditional instruction. The comparative effectiveness of CAI may be seen in the following descending order mean effect sizes: science, 0.639; reading, 0.262; music, 0.230; special education, 0.214; social studies, 0.205; math, 0.179; vocational education, −0.080; and English, −0.420.

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Widya Lestari, Aprillia, and Fenny Thresia. "THE EFFECT OF COMPUTER ASSISTANT INSTRUCTION ( CAI ) ON ADVANCED READING." Intensive Journal 4, no. 1 (April 30, 2021): 27. http://dx.doi.org/10.31602/intensive.v4i1.4750.

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The study was conducted to find out the significant influence of Computer Assisted Instruction (CAI) on advanced reading at fourth semester of English Department Muhammadiyah University of Metro. Computer Assisted Instruction (CAI) is a technique to give instruction by using computer to the students and instructional approach where a computer is used to evaluate the learning outcomes. This research is an experimental research and the subject of the research are 40 students at fourth semester of English department. There are two 20 students for control group and 20 students for experimental group. The result of average score of pre-test at experimental group and control group are 1.36 and 1.39. It shows that the control group is higher than the experimental group. However, the result of the post test of the experimental group is higher the control group, they are 1.71 for the experimental group and 1.41 for the control group. It can be conclude that, there is significant influence in students’ reading comprehension after being taught by using Computer Assisted Instruction (CAI )

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Inoue, Yukiko. "The University Student's Preference for Learning by Computer-Assisted Instruction." Journal of Educational Technology Systems 28, no. 3 (March 2000): 277–85. http://dx.doi.org/10.2190/a0x5-dldm-urvt-vpht.

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This study focused on the specific questions: Do significant differences exist in the preference for CAI between male and female students? Do significant differences exist in the preference for CAI between undergraduate and graduate students (academic status)? And does an interaction exist between gender and academic status? Seventy-six students ( N = 76) were randomly selected to answer the questionnaire. Analyses of variance (at the .05 level) showed graduate students favor CAI more than do undergraduate students, probably because they have jobs and need to study using CAI at a more convenient time and place. This result confirms the assumption that graduate students have more computer experiences. Since computer literacy increases as time passes, the chance of “give CAI a try” becomes higher. In technologically sophisticated societies of today, the option of mixing CAI and traditional lectures must be the key to the success of any institution of higher education.

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Foster, Matthew E., Jason L. Anthony, Doug H. Clements, Julie Sarama, and Jeffrey M. Williams. "Improving Mathematics Learning of Kindergarten Students Through Computer-Assisted Instruction." Journal for Research in Mathematics Education 47, no. 3 (May 2016): 206–32. http://dx.doi.org/10.5951/jresematheduc.47.3.0206.

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This study evaluated the effects of a mathematics software program, the Building Blocks software suite, on young children's mathematics performance. Participants included 247 Kindergartners from 37 classrooms in 9 schools located in low-income communities. Children within classrooms were randomly assigned to receive 21 weeks of computer-assisted instruction (CAI) in mathematics with Building Blocks or in literacy with Earobics Step 1. Children in the Building Blocks condition evidenced higher posttest scores on tests of numeracy and Applied Problems after controlling for beginning-of-year numeracy scores and classroom nesting. These findings, together with a review of earlier CAI, provide guidance for future work on CAI aiming to improve mathematics performance of children from low-income backgrounds.

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Richardson, D. "Student perceptions and learning outcomes of computer-assisted versus traditional instruction in physiology." Advances in Physiology Education 273, no. 6 (December 1997): S55. http://dx.doi.org/10.1152/advances.1997.273.6.s55.

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This study compared student perceptions and learning outcomes of computer-assisted instruction against those of traditional didactic lectures. Components of Quantitative Circulatory Physiology (Biological Simulators) and Mechanical Properties of Active Muscle (Trinity Software) were used to teach regulation of tissue blood flow and muscle mechanics, respectively, in the course Medical Physiology. These topics were each taught, in part, by 1) standard didactic lectures, 2) computer-assisted lectures, and 3) computer laboratory assignment. Subjective evaluation was derived from a questionnaire assessing student opinions of the effectiveness of each method. Objective evaluation consisted of comparing scores on examination questions generated from each method. On a 1-10 scale, effectiveness ratings were higher (P < 0.0001) for the didactic lectures (7.7) compared with either computer-assisted lecture (3.8) or computer laboratory (4.2) methods. A follow-up discussion with representatives from the class indicated that students did not perceive computer instruction as being time effective. However, examination scores from computer laboratory questions (94.3%) were significantly higher compared with ones from either computer-assisted (89.9%; P < 0.025) or didactic (86.6%; P < 0.001) lectures. Thus computer laboratory instruction enhanced learning outcomes in medical physiology despite student perceptions to the contrary.

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Forsyth, Donelson R., and C. Ray Archer. "Technologically Assisted Instruction and Student Mastery, Motivation, and Matriculation." Teaching of Psychology 24, no. 3 (July 1997): 207–12. http://dx.doi.org/10.1207/s15328023top2403_17.

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Computer-based teaching methods can improve the transfer of information, increase instructional focus on conceptual and methodological skills, enhance motivation, and stimulate the development of expressive skills. After reviewing a number of studies of computer-based applications, we report a correlational study of psychology students' attitudes and achievement in a technologically enhanced classroom. The results indicated that (a) students rated the computer-based instructional components positively, (b) those with weak academic backgrounds who consistently used the technology achieved higher test scores than weak students who did not use the technology, and (c) students who dropped out of college the following semester tended to be low users of technology. We also discuss the implications of computer technology for teaching.

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Cook, E. K. "The Use of Macintosh Authoring Languages in Effective Computer-Assisted Instruction." Journal of Educational Technology Systems 18, no. 2 (December 1989): 109–22. http://dx.doi.org/10.2190/pw58-2qw5-r0wq-a5qr.

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Computer-assisted instruction has many widely-recognized benefits, such as reduced learning time, higher final exam scores, improved attitude, and better individualization. Detriments have been an inadequate theoretical focus, poorly conceived and reported studies, high cost, and machine-dependent, inflexible authoring languages. The microcomputer has mitigated some of these problems, and recent Macintosh authoring languages have been flexible and powerful enough to prompt much recent courseware development. A survey of the major authoring languages is presented, with an overview of projects currently in work.

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Дисертації з теми "Higher Victoria Computer-assisted instruction"

Snyder, Jeffrey S. "Effects of computer assisted instruction on learning a case study /." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1999. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M.S.)--Kutztown University of Pennsylvania, 1999.
Source: Masters Abstracts International, Volume: 45-06, page: 2812. Accompanying CD-ROM entitled: Project : interactive : an interactive introduction to creating interactive media. Typescript. Abstract precedes thesis as 3 preliminary leaves. Includes bibliographical references (leaves 84-89).

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Steinman-Veres, Marla. "Computer-aided instruction and simulations." Thesis, McGill University, 1987. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=63891.

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Hsu, Yung-chen. "The effectiveness of computer-assisted instruction in statistics education: A meta-analysis." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/289887.

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The purpose of this study was to investigate the effectiveness of computer-assisted instruction (CAI) in statistics education at the college level in the United States. This study employed meta-analysis to integrate the findings from 25 primary studies which met a specific set of criteria. The primary studies were selected from journal articles, ERIC documents, and dissertations. Results of the meta-analysis produced an overall effect size estimate of 0.43, indicating a small to medium positive effect of applying CAI in teaching college-level introductory statistics on students' achievement. Several study characteristics were examined for the association with the effect magnitude. These characteristics included the publication year, the publication source, the educational level of participants, the mode of the CAI program, the type of CAI program, the level of interactivity of the CAI program, the instructional role of the CAI program, and the sample size. The results of the analogous analysis of variance showed that different modes of CAI programs produced significantly different effects on students' achievement in learning statistics. Expert systems and drill-and-practice programs were the most effective modes and were followed by multimedia, tutorials, and simulations. Computational statistical packages and web-based programs were the least effective modes. The teacher-made CAI programs were significantly more effective than the commercially-developed CAI programs. The effectiveness of CAI program in teaching statistics did not differ significantly according to the study characteristics of the publication year, the publication source, the educational level of participants, the level of interactivity of CAI program, the instructional role of CAI program, and the sample size.

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May, Gwendolyn Kennedy Larry DeWitt. "The use of computer-assisted instruction in non-conventional classroom environments in higher education." Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9604376.

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Thesis (Ed. D.)--Illinois State University, 1995.
Title from title page screen, viewed April 24, 2006. Dissertation Committee: Larry Kennedy, Michael Lorber (co-chairs), Frank Lewis. Includes bibliographical references (leaves 38-41) and abstract. Also available in print.

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Anderson, Mindi Kvaal. "Comparing the Effectiveness of Three Unique Research Based Tutorials for Introducing Newton's Second Law." Fogler Library, University of Maine, 2009. http://www.library.umaine.edu/theses/pdf/AndersonMK2009.pdf.

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Pichayapaiboon, Poonarat Moore Barry E. "A study of the effect of the use of computer assisted instruction in art appreciation in higher education." Normal, Ill. Illinois State University, 1987. http://wwwlib.umi.com/cr/ilstu/fullcit?p8726509.

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Thesis (Ed. D.)--Illinois State University,
Title from title page screen, viewed August 18, 2005. Dissertation Committee: Barry E. Moore (chair), Jack A. Hobbs, Kenneth H. Strand, Thomas E. Malone. Includes bibliographical references (leaves 46-49) and abstract. Also available in print.

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Payne, John William 1946. "A Study of the Effectiveness of Using Computer- Assisted Instruction for Teaching the Interpretation of Weather Reports and Forecasts to College Students." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc278543/.

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The purpose of this study was to assess the effectiveness of computer-assisted instruction (CAI) as a method of delivery. Student attitude toward method of instruction was examined. Additionally, the amount of study time required by the students was observed.

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Bain, Yvonne Catherine. "Learning through online discussion : case studies of higher education student's experiences." Thesis, University of Aberdeen, 2011. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=167158.

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Although much has been written about learning in online discussion, the research literature reveals the need for further empirical research to be carried out. For example, the use of online discussion is often seen as a means by which students can engage in a socially constructivist approach to learning, (Pena-Shaff et al., 2005; Hudson et al., 2006; Schrire, 2006) whilst others raise questions about the depth of engagement and the preparedness to learn in this socially constructivist context (Hawkey, 2003; Roberts and Lund, 2007). The need to gain further understanding of learning through discussion is raised by Ravenscroft (2005); McConnell (2006); Goodyear and Ellis (2008). This study adds to empirical research by exploring students’ engagement with online discussion at an individual and course level. Two key research questions are: What are the different approaches taken by students when responding to learning activities which ask them to engage in online discussion? What are students’ perceptions of how their engagement in online discussion impacts on their learning and the learning of others? The study is qualitative, phenomenographic in nature drawing on six case studies of Higher Education students’ engagement with online discussion. A rich set of empirical data is gathered within the case studies. A grounded approach to data collection and analysis is used, including the analysis of interview data in order to hear the students’ voices about their experiences. The findings from the analysis of the case studies reveal different strategies that students use when engaging in online discussion, and diverse students’ views of learning through online discussion, even from within the same course context. A framework for learning through online discussion emerges from the discussion.

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Kealey, Meredyth, and Meredyth Kealey. "Meeting the Diverse Needs of Community College Students: Using Computer Assisted Instruction to Improve Reading Skills." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/625372.

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Approximately two-thirds of community college students nationwide are considered academically underprepared and required to enroll in at least one developmental education course (Anderson & Horn, 2012; Bailey, Jeong, & Cho, 2010; Levin & Colcagno, 2008). Unfortunately, researchers have found that enrollment in developmental classes often has adverse effects on community college students (Bailey et al., 2010; Grubb, 2001). Bailey et al. (2010) and Grubb (2001) explained that enrolling in developmental courses is time consuming and often results in delay or prevents the completion of a degree. With a significant number of underprepared community college students, it is important to develop effective methodologies to help students gain the skills required to be successful in college and future employment. It is equally important to determine how the student experience impacts academic progress and motivation to succeed in developmental programs and continue in college credit courses. Developmental reading courses provide the gateway to college-level courses, therefore it is important to investigate effective, time efficient reading interventions that provide students with the basic reading skills in a private and self-directed environment. Peterson, Burke, and Segura (1999) suggested that struggling readers have a desire for privacy, and ability for self-pacing. They want to be motivated, and receive immediate feedback. All of these are components of computer-based instruction. Unfortunately, there is a limited amount of research on the use of Computer Assisted Instruction (CAI) to teach developmental reading at the community college level (Bueno-Alastuey & Perez, 2014; Nguyen, Fichten, King, Barile, Mimouni, Havel, & Asuncion, 2013; Vassiliou, 2011). The purpose of this study was to examine the effects of the computer-based reading intervention, MindPlay Virtual Reading Coach (MVRC), on the reading and spelling achievement of community college students, and to explore whether or not students' perceptions and attitudes changed after participation in this program. Findings demonstrated statistically significant results in both reading and spelling and an increase in the enjoyment of reading.

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O'Donoghue, John. "Technology supported learning and teaching within the context of higher education in a 21st century society." Thesis, University of South Wales, 2008. https://pure.southwales.ac.uk/en/studentthesis/technology-supported-learning-and-teaching-within-the-context-of-higher-education-in-a-21st-century-society(a9ed8378-b881-4f67-9745-88fdba99e581).html.

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"The physical environment in which teaching and learning occurs is being replaced with an electronic classroom, but the process of teaching is very much the same. In the second phase, however, we will begin to use technology in new ways, to advance beyond what was possible in the classroom. "Downes. (2004). This overview supports an application for a PhD by publication at the University of Glamorgan. It identifies the tensions, barriers and facilities within the field which is broadly called eLeaming, but which I prefer to term Technology Supported Leaming. Successful uses of appropriate innovative technologies by staff and students in education is not a mystical or ethereal goal. Real innovation is often driven by the passionate few, frequently developed in their own time and enthused by a real desire to make a difference to the learning of their students. This motivation is not unique, unusual or perhaps unexpected. However the real problem is in 'mainstreaming' this innovatory practice or activity, (O'Donoghue, 2006, p. vii). As contemporary society becomes increasingly diverse and complex, so does the process of preparing young people for life as independent thinkers, productive citizens, and future leaders. The changing nature of students, the collegiate experience, learning, teaching, and outcomes assessment all have substantive implications for altering educational practice. The information age has encouraged the ubiquity of a seemingly endless supply of information that is there just waiting to be internalised by students who have the ability and the inclination to interrogate the vast range of information systems available. There is a need to consider the relationship between pedagogy and technology in driving the changes to the education process and what outcomes will determine the efficacy of these new learning environments. Pedagogic determinism needs to be focused within the 'real' world of increasing financial pressures on students and educational establishments. The development of Higher Education Institutions into 'customer' focused establishments competing for students who are, in some cases, reluctant or unable to attend formal educational institutions but who want to acquire qualifications and skills creates problems for both the establishments and staff. There are associated issues which my overview addresses, such as how technology might service this cohort of people who are looking to less formal mechanisms of education, technology versus pedagogy, issues of social learning whilst being remote and yet online, issues and necessary change required if the concept of 'virtual' educational institutions are to be realised. Higher education is best seen as a process, focused on learning, in which content is combined in some way with some forms of technology, whether they be "chalk and talk," television broadcast, or an IT-based delivery platform. My conclusion is that the development of technology-based learning support structures, that is, technology based enhancements to formal teaching and learning strategies embedded in the pedagogy, will assist the education and training sector. In some ways, many of the changes currently going, economic, technological, political, are compelling us to examine issues about how we support student learning, an issue which many of us might prefer to ignore, (Bernardes and O'Donoghue, 2003). I have endeavoured to consider this within a variety of different learning contexts - nursing to engineering, (Drozd and O'Donoghue, 2007; O'Donoghue and Laoui, 2008).

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Книги з теми "Higher Victoria Computer-assisted instruction"

1948-, Beattie Kate, McNaught Carmel 1950-, and Wills Sandra 1955-, eds. Interactive multimedia in university education: Designing for change in teaching and learning : proceedings of the IFIP TC3/WG3.2 Working Conference on the Design, Implementation, and Evaluation of Interactive Multimedia in University Settings, Melbourne, Victoria, Australia, 6-8 July 1994. Amsterdam: Elsevier, 1994.

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Hodson, Peter. Managing CBT developments in higher education. Pontypridd: University of Glamorgan, Educational Development Unit, 1998.

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Philip, Race, Bull Joanna, and Brown Sally 1935-, eds. Computer-assisted assessment in higher education. London: Kogan Page, 1999.

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Savel'ev, A. Ya. Higher education and computerisation. Moscow: Progress Publishers, 1989.

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Savelʹev, A. I͡A. Higher education and computerisation. Moscow: Progress, 1989.

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D, Ángel Facundo. Tecnologías de información y comunicación y educación superior virtual en Latinoamérica y el Caribe: Evolución, características y perspectivas. Bogotá: UNESCO, Instituto Internacional para la Educación Superior en América Latina y el Caribe, 2005.

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Vockell, Edward L. The computer and higher-order thinking skills. Watsonville, CA: Mitchell Pub., 1989.

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Kesner, Richard M. The Online University: Building viable learning experiences for higher education. Champaign, Illinois: Common Ground, 2013.

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A, Morris Brayden, and Ferguson George M. 1965-, eds. Computer-assisted teaching: New developments. Hauppauge, N.Y: Nova Science Publishers, 2009.

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M, Van Deusen Robert, ed. The computer and higher-order thinking skills. Watsonville, CA: Mitchell Pub., 1994.

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Частини книг з теми "Higher Victoria Computer-assisted instruction"

Duursma, C. M. "AI IN COMPUTER ASSISTED INSTRUCTION." In Higher Education and New Technologies, 99–103. Elsevier, 1989. http://dx.doi.org/10.1016/b978-0-08-037261-7.50018-7.

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van Erve, M. F. J. "LAW AND ORDER THROUGH COMPUTER ASSISTED INSTRUCTION." In Higher Education and New Technologies, 135–38. Elsevier, 1989. http://dx.doi.org/10.1016/b978-0-08-037261-7.50022-9.

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Chougale, N. P., K. G. Kharade, S. K. Kharade, S. R. Ghatage, Mallappa G. Mendagudli, S. Yuvaraj, and K. Vengatesan. "Deployment of Computer Assisted Instruction in Higher Educational Organization." In Recent Trends in Intensive Computing. IOS Press, 2021. http://dx.doi.org/10.3233/apc210229.

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The current study looked at how computers help students of different reading abilities. Studies have been conducted on the effect of computers on educational achievement and attitudinal levels. During this study, we have gone through the impact of Bloom’s taxonomy over the conventional system and then focused on integrating CAI in higher education. This research is branching out to encompass the use of computers in the education system. The paper aims to outline and elaborate on the way computers aid every department of life, including education. Information is much more valuable when presented within the context of education or training. Teaching to reflect well is known as “advance” teaching. This research paper is concerned with the educational faculties, facilities, and the organizational structure of the educational process. This study aims to focus on CAI to improve the quality of higher education in India. We have also discussed the areas where we can implement this technology

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Wang, Hongmei, Hui Yuan, and Shanshan Zhang. "Towards the Normalization of Web-Based Computer-Assisted Language Learning (CALL) in College English Instruction." In Computer-Assisted Language Learning, 1360–82. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7663-1.ch065.

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Since the turn of the 21st century, many Chinese higher institutions followed the trends of Web-based Computer-assisted Language Learning (CALL) in College English instruction. After one decade's development, the effectiveness of this west-originated approach remains to be investigated. This chapter analyses two cases from two Chinese higher institutions, examining to what extent Web-based computer-assisted language learning is integrated into College English teaching and how the instructors and students adapt to it. The findings in the two cases show that lack of training for both faculty and students, technological defects of online systems, hybrid levels of students' English proficiency within one class have presented great challenges to the implementation of the new mode of instruction. While defining these obstacles, the second case, in particular, explored ways to address some of these challenges by the innovative use of internet technology.

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Yeh, Ellen, and Guofang Wan. "The Use of Virtual Worlds in Foreign Language Teaching and Learning." In Computer-Assisted Language Learning, 1949–72. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7663-1.ch093.

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This book chapter presents, a review of the literature from 2004-2014 regarding the various models of virtual worlds used in foreign language teaching and learning, the impact of virtual world learning environments and the implications of language teaching. The study being reported aims to address the following questions: (1) What are the models of virtual worlds used in language learning instruction in K-12 and higher education; (2) How do VWLEs impact language learning in terms of motivation, communicative competency, intercultural competency, collaborative competency, constructivist learning, and sociocultural competency; and (3) What are the implications of using VWLEs in foreign language teaching and learning? Results indicate that social context and task-based learning enhanced language learners' participation and motivations. Findings also indicate that consistent use of interactional strategies encouraged learners to engage in the tasks and stay motivated. The study suggested that a VWLE offers a motivating, engaging, and multi-dynamic environment for language learners.

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Fuchs, Carolin. "The Structural and Dialogic Aspects of Language Massive Open Online Courses (LMOOCs)." In Computer-Assisted Language Learning, 1540–62. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7663-1.ch073.

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This case study contributes to the growing body of research on Language Massive Open Online Courses (LMOOCs) by examining their structural aspects (i.e., layout and format) and dialogic nature (i.e., interaction and negotiation) from the language learner's perspective. This exploratory study draws on data from 15 student teachers of English as a Second/Foreign Language at a private graduate institution on the East Coast of the U.S. As required by their technology elective, participants who were enrolled in a beginner-level LMOOC of their choice kept a log of their learning process/progress over a period of eight weeks. At the end of the course, they were invited to fill out a post-project questionnaire to reflect on their overall experience. The goal of the project was to educate student teachers on the pedagogical underpinnings of LMOOCs while exposing them to online language learning. In this study, the focus was primarily on self-reported system interaction and profile data since the Author was not involved in the design of any of the LMOOCs. Data collection instruments included a needs analysis, weekly LMOOC logs, and a post-LMOOC questionnaire. According to the questionnaire results, student-teachers' motivation was “satisfactory,” and only four out of 15 student teachers completed their LMOOCs. Results further showed that structural aspects (i.e., content, materials, and procedures) rank higher than dialogic aspects (i.e., scaffolding and feedback). This questions the over-reliance on content transmission and instructivist (or teacher-instruction) approaches in LMOOCs, especially since MOOCs enrolment numbers rely heavily on learner's self-motivation to sign up and complete a course.

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Perez, Maria Del Mar Sanchez, and Alicia Galera Masegosa. "Gamification as a Teaching Resource for English-Medium Instruction and Multilingual Education at University." In Recent Tools for Computer- and Mobile-Assisted Foreign Language Learning, 248–67. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1097-1.ch012.

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Gamification has emerged in recent years as a resource that incorporates game-related elements and mechanics into the classroom to foster students' motivation, engagement, and further competences. With the proliferation of English-medium instruction (EMI) and multilingual degree programs at university nowadays, new and innovative teaching tools are desirable to help students cope with the double-challenging task of acquiring new and complex disciplinary content through a foreign language. This chapter provides an overview of some recent computer-based gamification tools that may be applied in EMI and multilingual university settings. More specifically, the main features and advantages of these tools for these specific educational contexts are explored. This chapter may be useful for researchers and practitioners in the field of EMI and multilingual teaching in higher education.

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Wang, Hongmei, Hui Yuan, and Shanshan Zhang. "Towards the Normalization of Web-Based Computer-Assisted Language Learning (CALL) in College English Instruction." In Advances in Educational Technologies and Instructional Design, 357–85. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4482-3.ch018.

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Since the turn of the 21st century, many Chinese higher institutions followed the trends of Web-based Computer-assisted Language Learning (CALL) in College English instruction. After one decade’s development, the effectiveness of this west-originated approach remains to be investigated. This chapter analyses two cases from two Chinese higher institutions, examining to what extent Web-based computer-assisted language learning is integrated into College English teaching and how the instructors and students adapt to it. The findings in the two cases show that lack of training for both faculty and students, technological defects of online systems, hybrid levels of students’ English proficiency within one class have presented great challenges to the implementation of the new mode of instruction. While defining these obstacles, the second case, in particular, explored ways to address some of these challenges by the innovative use of internet technology.

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Tsai, Shu-Chiao. "Task-Based Learning with Interactive ESP Courseware Integration in Higher Vocational Education." In Educational Stages and Interactive Learning, 388–406. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-0137-6.ch021.

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This chapter reports on integrating a self-developed interactive courseware of English for Specific Purposes (ESP) into a self-study and elective course “English Reading for Technology” offered for sophomore students in the Applied Foreign Languages Department (AFLD) of a vocational university in Taiwan two hours per week for twelve weeks. A Computer-Assisted Language Learning (CALL) approach combined with a Task-Based Learning (TBL) approach was adopted. The course mainly focused on vocabulary, reading, and comprehension. Evaluation of implementing these Information and Communication Technologies (ICT) into ESP instruction with courseware integration was based upon data from a variety of pre- and post-tests including cloze, listening, writing, and Q&A. Meanwhile, a traditional teacher-centered Face-to-Face (F2F) instruction was conducted as a control group. The learning effectiveness in most of the post-tests under both instructions has been significantly improved. Students under the ICT instruction with courseware integration made as much progress as those did under the F2F instruction, suggesting that the well-structured courseware offered a potential solution to problems in the development and expansion in frequency of ESP courses in Taiwan by playing the role of an adjunct teacher, peer, and facilitator, through which students were able to practice language skills and learn content knowledge. Most students were satisfied with practices for learning English skills and professional knowledge provided by the courseware and had a positive attitude toward such ICT instruction. In addition, students used reading strategies to a high degree, and the most-commonly used reading strategies were cognitive, memory, and compensation, but social-affective strategies were least frequently employed.

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Kasemsap, Kijpokin. "Foreign Language Learning." In Handbook of Research on Technology-Centric Strategies for Higher Education Administration, 137–58. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2548-6.ch009.

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This chapter reveals the overview of Computer-Assisted Language Learning (CALL) in foreign language learning; the overview of mobile technology in foreign language learning; the overview of Mobile-Assisted Language Learning (MALL); the overview of web-based language learning; Facebook applications in global education; social media applications in foreign language learning; and the significance of social media in foreign language learning. Through CALL, MALL, and social media applications, teachers and language learners can go online to read or listen to the learning material about different areas of interest, and can write or speak about what they have discovered, telling others in the foreign language class or other classes elsewhere in the world. Technology tools enable teachers to differentiate instruction and adapt classroom activities, thus enhancing the foreign language learning experience in global education.

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Тези доповідей конференцій з теми "Higher Victoria Computer-assisted instruction"

Zhang, Minxia, and Yamin Zheng. "Practices and Considerations on Multimedia Assisted Instruction in Higher Education." In 2009 First International Workshop on Education Technology and Computer Science. IEEE, 2009. http://dx.doi.org/10.1109/etcs.2009.475.

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Hawking, Paul, and Brendan McCarthy. "Integrating E-Learning Content into Enterprise Resource Planning (ERP) Curriculum." In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2796.

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Enterprise Resource Planning (ERP) systems offer a software-based system that handles an enterprise’s total information system needs in an integrated fashion. Such systems have seen a significant growth in the last decade in the US, Europe and Australian markets and, more recently, increasing growth in Asian countries. This increase in demand for ERP systems in Asia offers opportunities for the provision of high-quality ERP education programs in the region. This paper describes the issues and barriers associated with integrating ERP systems into university curricula. It outlines the experiences of Victoria University in offering ERP education through a strategic alliance with SAP. The University is extending its offshore programs by offering ERP education in the region to take advantage of the current increase in demand in ERP applications. To assist with the delivery of offshore ERP education an ERP e-Learning model has been developed that integrates synchronous and asynchronous content. Asynchronous e-learning does not involve the presence of a teacher. Typically the learning content is located on a web server that students can access using the Internet. Synchronous e-learning requires the learner and teacher to be present in the event at the same time. It is a real-time, instructor-led online learning event in which all participants are available at the same time and can communicate directly with each other. The model uses four technologies to facilitate teaching: application service provision (ASP), web-CT, computer-based training and virtual classroom technology. The ERP e-learning model provides an innovative and efficient means to deliver ERP curriculum. It is able to provide greater flexibility in offshore subject delivery and to maximise student learning outcomes. This is particularly relevant in light of recent international medical (SARS) and terrorists incidents.

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