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Добірка наукової літератури з теми "Multimedia self-study"

Автор: Grafiati

Опубліковано: 30 травня 2022

Оновлено: 31 травня 2022

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Статті в журналах з теми "Multimedia self-study"

1

Sekey, A. "Multimedia self-study courses in DSP and speech processing." IEEE Signal Processing Magazine 9, no. 4 (October 1992): 36–42. http://dx.doi.org/10.1109/79.157329.

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Bagheri, Mohsen, Mohammad Hashemi Gheshlaghi, and Fatemeh Joshaghan Nezhad. "Effect of self-directed learning process on multimedia competencies of educational technology students." World Journal on Educational Technology 7, no. 1 (November 12, 2015): 22. http://dx.doi.org/10.18844/wjet.v7i1.20.

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The current study aimed to investigate the effectiveness of the Self-directed Learning (SDL) process on multimedia competencies of educational technology students at Arak university in Iran. The sample of the study consisted of all educational technology students studying at Arak university. The sample included students who were selected for project courses in the second semester of academic year 2014-2015. The quasi-experimental research, pre-test, post-test design was used for the study. Before the treatment, the pretest of multimedia competencies was employed, then students in the project course received education through the SDL process. The period lasted for 13 weeks, then the post-test was conducted. For data collection, the researchers prepared a questionnaire of multimedia competencies with three subscales (multimedia instructional design, multimedia production skills, and multimedia production tools). The validity of the questionnaire was confirmed by experts in the field of Educational Technology, and Cronbach's alpha coefficient was obtained as a reliability of 0.90. The data were analyzed with independent and paired-samples t-test. The results showed that there was a significant difference between students’ scores in pre-test and post-test; and there was no significant difference between male and female students’ scores on multimedia competencies.Keywords: educational technology, self-directed learning process, multimedia competencies

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3

Soboleva, Olga, and Natalia Tronenko. "A Russian Multimedia Learning Package for Classroom Use and Self-Study." Computer Assisted Language Learning 15, no. 5 (December 2002): 483–99. http://dx.doi.org/10.1076/call.15.5.483.13470.

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Finch, Arthur E., Michael J. Lambert, and George (Jeb) Brown. "Attacking anxiety: A naturalistic study of a multimedia self-help program." Journal of Clinical Psychology 56, no. 1 (January 2000): 11–21. http://dx.doi.org/10.1002/(sici)1097-4679(200001)56:1<11::aid-jclp2>3.0.co;2-g.

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Chapman, Niamh, Rebekah McWhirter, Matthew K. Armstrong, Ricardo Fonseca, Julie A. Campbell, Mark Nelson, Martin G. Schultz, and James E. Sharman. "Self-directed multimedia process for delivering participant informed consent." BMJ Open 10, no. 7 (July 2020): e036977. http://dx.doi.org/10.1136/bmjopen-2020-036977.

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ObjectiveObtaining informed consent is a cornerstone requirement of conducting ethical research. Traditional paper-based consent is often excessively lengthy and may fail to achieve the desired participant understanding of study requirements. Multimedia tools including video and audio may be a useful alternative. This study aimed to determine the efficacy, usability and acceptability of self-directed multimedia delivery of participant consent.DesignIt is a single-centre, randomised, prospective study to determine the efficacy, usability and acceptability of a self-directed multimedia consent process (intervention) compared with the traditional paper-based approach (control). The intervention was free of research staff, with computer-based finger-signed consent.SettingPathology blood collection services in Tasmania, Australia.Participants298 participants (63±8 years; 51% female individuals) referred from general practice were randomised to intervention (n=146) and control (n=152).Outcome measuresEfficacy, usability and acceptability of the allocated consent process were assessed by a questionnaire.ResultsAll participants successfully completed the allocated interventions. Efficacy parameters were higher among intervention participants, including a better understanding of study requirements compared with controls (p<0.05 all). Intervention participants were more likely to engage with the study information and spend more time on the consent process (p=<0.001 and p=0.006, respectively). Both groups reported similar levels of acceptability, although more control participants reported that the study information was too long (24% vs 14%; p=0.020).ConclusionA self-directed multimedia consent process is effective for achieving participant understanding and obtaining consent free of research staff. Thus, multimedia represents a viable method to reduce the burden on researchers, meet participant needs and achieve informed consent in clinical research.

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CHEN, Yufeng, Zhengtao XIANG, Dengliang CHENG, and Jieren XIE. "A Study on Information Multimedia Integrated Introductory Course of Internet of Vehicles to Students’ Self-Efficacy and Learning Effect." Revista de Cercetare si Interventie Sociala 64 (March 6, 2019): 223–34. http://dx.doi.org/10.33788/rcis.64.18.

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Анотація:

Along with the rapid development of information technology, the information technology education trend is emerged. The enhancement of quality becomes the cross-century direction of education reform. To grasp the trend of time and integrate information multimedia into traditional teaching courses for enhancing teaching quality are the primary issues for professional teachers. With an experimental design model, Total 100 students of Hubei University of Automotive Technology, as the research objects. The class is an 8-week experimental instruction every Thursday (32 hours in total, 16 hours in class, another 16 hours are for out-of-class activities). The research results reveal that information multimedia instruction shows higher self-efficacy than general instruction and achieves the significance, information multimedia instruction reveals higher learning effect than general instruction and reaches the significance, and self-efficacy appears notably positive effects on learning effect. According to the results to propose suggestions, it is expected, through the integration of information multimedia, to induce and maintain students’ interests in the curricula and even the willingness to make efforts towards the learning goal for better learning effect.

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Wang, Mei Ting. "The Adult Education Self-Help Study Platform Based on Internet." Applied Mechanics and Materials 519-520 (February 2014): 1650–53. http://dx.doi.org/10.4028/www.scientific.net/amm.519-520.1650.

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With the development of computer science and multimedia technology, network act as an important role in adult education. The traditional adult education mode are not suitable the modern teaching modes need. To construct an adult education self-help study platform is urgent needed. This paper analyses the defects of the traditional adult education mode, rises a new education mode based on the internet, and realizes the framework design of the self-help study platform based on Internet.

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Dhanil, Muhammad, and Fatni Mufit. "Design and Validity of Interactive Multimedia Based on Cognitive Conflict on Static Fluid Using Adobe Animate CC 2019." Jurnal Penelitian & Pengembangan Pendidikan Fisika 7, no. 2 (December 30, 2021): 177–90. http://dx.doi.org/10.21009/1.07210.

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This study aims to produce valid cognitive conflict-based interactive multimedia. This study uses the Plomp development model, which reports the results of the preliminary study and the prototyping phase. In the preliminary phase, five journals were analyzed and data were collected through teacher questionnaires. In the prototyping phase, multimedia is designed and self-evaluation is carried out and data collection is carried out through expert review questionnaires. The results of the journal analysis show that students' misconceptions about static fluid material are quite high. The results of the questionnaire show that learning is still teacher-centered, and interactive multimedia teaching materials are not yet available that can improve understanding of 4C concepts and skills. Based on the results of the preliminary research, in the prototyping phase, interactive multimedia based on cognitive conflict was designed using the Adobe Animate cc 2019 application. Interactive multimedia was arranged according to 4 syntaxes of cognitive conflict-based learning models, namely activation of preconceptions and misconceptions, presentation of cognitive conflicts, discovery of concepts and similarities, and reflection. . Each syntax is designed to improve students' conceptual understanding and 4C skills. The results of the interactive multimedia prototype self-evaluation obtained very good criteria. The results of the prototype validity test obtained a very valid category. Interactive multimedia has been valid in material substance, learning design, visual communication display, and software utilization.

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Awogbami, Popoola A. "Lecturers’ Use of Multimedia Resources for Knowledge Transfer: A Study of Adeleke University, Ede, Osun State." Information Impact: Journal of Information and Knowledge Management 11, no. 2 (August 25, 2020): 35–50. http://dx.doi.org/10.4314/iijikm.v11i2.4.

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This study investigated lecturers’ use of multimedia resources for knowledge transfer at Adeleke University. A descriptive survey design was employed. The study was conducted among the 84 full-time academic staff using census techniques. A self-developed was used to collect data from 84 lecturers out of which 80 questionnaires were adequately completed and retrieved for analysis making a 95.2% response rate. Data analysis involves the use of descriptive and inferential statistics such as frequency counts and percentage distribution, mean and standard deviation as well as student t-test and multiple regression analysis. Findings revealed an overall moderate level of multimedia resource availability at Adeleke University (mean = 2.81) on the scale of 4points. The study also revealed a high extent of knowledge transfer among lecturers with the use of multimedia resources (mean = 2.99). The findings revealed that top among the factors militating against multimedia use includes lack of understanding of the benefits of multimedia facilities (mean = 2.89), high cost of technology (mean = 2.88), lack of perceived economic value of the multimedia resources (mean = 2.85) and inadequate capital on the part of individual lecturer to procure some of the multimedia resources for personal use (mean = 2.81). The findings revealed that slide prThis study investigated lecturers’ use of multimedia resources for knowledge transfer at Adeleke University. A descriptive survey design was employed. The study was conducted among the 84 full-time academic staff using census techniques. A self-developed was used to collect data from 84 lecturers out of which 80 questionnaires were adequately completed and retrieved for analysis making a 95.2% response rate. Data analysis involves the use of descriptive and inferential statistics such as frequency counts and percentage distribution, mean and standard deviation as well as student t-test and multiple regression analysis. Findings revealed an overall moderate level of multimedia resource availability at Adeleke University (mean = 2.81) on the scale of 4points. The study also revealed a high extent of knowledge transfer among lecturers with the use of multimedia resources (mean = 2.99). The findings revealed that top among the factors militating against multimedia use includes lack of understanding of the benefits of multimedia facilities (mean = 2.89), high cost of technology (mean = 2.88), lack of perceived economic value of the multimedia resources (mean = 2.85) and inadequate capital on the part of individual lecturer to procure some of the multimedia resources for personal use (mean = 2.81). The findings revealed that slide presentation (β = 2.494, t = 4.067, p<.05); use of projector (β = 0.075, t = .077, p<.05) and Internet use (β = 4.551, t = 9.242, p<.05) were shown to significantly influenced knowledge transfer among the lecturers. Arising from the findings, recommendations were made. Keywords: Meltimedia, Knowledge Transfer, Lecturers, Adeleke University

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Shilpa, Singh, and Mishra Sunita. "Positive effects of multimedia on the early education (3-6)." Journal of Management and Science 6, no. 1 (June 30, 2017): 1–5. http://dx.doi.org/10.26524/jms.2016.1.

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Multimedia is a term commonly heard among educational setup. Multimedia are compulsory for an education in many ways for developing thinking, effectivecommunication, solving questions, , curiosity and interest. In this study to identify positive effects of multimedia on the child’s education (3-6).The study was conducted in the year 2013 in Lucknow city. The main area selected for the study was Alambagh. In this area selected five mohllas. A total of 120 Pre-primary and primary teachers (respondents) were selected for the study. Random sampling method was used for sample selection and self made questionnaire schedule was used for data collection. t test used in research for data analysis. The results revealed that the multimedia can encourage children’s to learn new things and motivate to do things in own way. Multimedia has quality to increased children’s knowledge and communication skills in positively.

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Дисертації з теми "Multimedia self-study"

1

Cooper, Valerie. "Development and evaluation of computer-based self study-materials using multimedia." Thesis, Robert Gordon University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.436360.

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Oikonomou, Andreas V. "An evaluative study of the effectiveness of multimedia in breast self-examination training against traditional leaflet and video approaches." Thesis, Coventry University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.422466.

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Баркатов, Ігор Валентинович, Валерій Олександрович Тюрін, Андрій Андрійович Лозко, Микола Петрович Букін, Вячеслав Анатолійович Столба та Сергій Михайлович Севостьянчик. "Застосування мультимедійних програмних засобів для підготовки військових фахівців пожежного захисту". Thesis, Національний університет цивільного захисту України, 2020. http://repository.kpi.kharkov.ua/handle/KhPI-Press/49256.

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Niblack, Linda Marie. "Videotaping: A tool for self-evaluation in language arts processes." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/958.

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Redsell, Sarah Anne. "A study examining the psychosocial characteristics of bedwetting children and the impact of a multimedia program and written information on treatment outcomes." Thesis, University of Nottingham, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.324484.

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The first part of this thesis examines the psychosocial characteristics of a cohort oj 270 bedwetting children attending a community enuresis service for treatment These children were recruited to a stratified cluster randomised controlled trial which forms the second part of this thesis in which additional information wa~ provided via a multimedia computer program and written leaflets. The mail clinical outcome measures were becoming dry and remaining dry six months pos discharge, time to dry, non-attendance and dropout rates. The main psycho socia measures were maternal tolerance, the impact of bedwetting and self-esteem. Th theoretical basis for the intervention(s) was the 'incomplete learning' model c bedwetting.' It was hypothesised that the intervention (s) would improve the sell efficacy of children through the mediation of cognitive, motivational, affectiv and self-selection changes (Bandura 1977). The randomisation procedure was slightly biased with children in the comput( group being sampled from a more affluent population and those in tl control/leaflets group from a more deprived population. There were also few, children from minority ethnic groups in the computer group. Significa differences were found between the ethnic groups in response to the impact bedwetting and maternal tolerance scales, together with parents' reports of th{ child's distress and parental worry. Therefore analysis was conducted on a samI matched by Jarman scores which excluded the children from affluent areas in t computer group and children from deprived areas in the control and leaflets grm Analysis was also conducted on the entire cohort. Bedwetting children had a lower self-esteem than school children. However, selfesteem improved with treatment with the greatest changes occurring for those who became dry. Low self-esteem was significantly related to a high impact of bedwetting. The presence of housing difficulties produced the least positive response on the psychosocial measurement scales. Low parent reported child distress and less severe wetting at initial assessment predicted a successfu: outcome. Although self-esteem was significantly lower for bedwetting children compared t( the school children the mean difference of less than one item suggests this result i not clinically meaningful. Nevertheless there are clearly some bedwettinJ children with less positive psychosocial and clinical situations. Bedwetting seem to be worse psychosocially for children from less affluent backgrounds, measure by the presence of housing difficulties, and those who are most distressed by it ne only have a lower self-esteem, but they are less likely to get dry. Howeve children's self-esteem does improve with treatment. The intervention( s) made no significant difference to any of the clinical outcorr measures or any of the psychosocial measures recorded during and post-treatmel for either the matched sample or the entire cohort. The absence of an intervention effect is disappointing and suggests that it is n sufficient merely to provide novel additional information to bedwetting childre Two main problems with the study design were identified. The large variation bedwetting children's time to dry suggests the outcome measures used may not sufficiently precise to detect a difference if one was present. The computer and the leaflets may have had insufficient power to produce changes in children at the level measured. Future research might wish to use a more intensive program where the computer intervention is combined with the leaflets. Nevertheles~ whilst this intensive training input and measurement is likely to motivate somt children this will not be the case for all.

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Rovito, Alana. "A Case Study of Outside Looking In (OLI): A Youth Development through Recreation Program for Aboriginal Peoples." Thèse, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/23496.

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Outside Looking In (OLI) is a youth development through recreation program for Aboriginal peoples in Canada. Through the analysis of semi-structured interviews, fieldnotes, and archival documents, in this thesis I examine OLI staff and Board members’ description of OLI’s creation and implementation processes. This thesis is written in the stand alone format and is comprised of two papers. The first paper shows that OLI staff and Board members describe OLI’s creation and implementation as relatively predetermined. At the same time, however, OLI incorporates collaborative approaches to various aspects of program design. While OLI facilitates collaborative processes that can contribute to Aboriginal self-determination, Eurocentric influences and broader colonial forces make efforts to achieve Aboriginal self-determination challenging. The second paper illustrates that OLI’s approach to Aboriginal youth development through recreation creates a hybrid third space that challenges colonial discourses. Together, this thesis not only describes the creation and implementation processes of a youth development through recreation program for Aboriginal peoples, but also how the tensions associated with Aboriginal self-determination and colonial relations of power can permeate such programs.

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7

Stoyle, Keri L. "SUPPORTING MATHEMATICAL EXPLANATION, JUSTIFICATION, AND ARGUMENTATION, THROUGH MULTIMEDIA: A QUANTITATIVE STUDY OF STUDENT PERFORMANCE." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1460722361.

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8

Van, Zyl Friedel. "Developing an internet-based information resource for communication and education purposes : a case study." Diss., Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-12212005-153152.

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Chou, Chia Jung, and 周佳蓉. "Efficacy Study of an Online Multimedia Self-Help Program for Insomnia." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/97909366017246044685.

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碩士
國立政治大學
心理學系
104
Insomnia is a common problem with significant psychological, health, and economic consequence. It affects nearly six million Taiwanese. Although psychological and behavioral treatment strategies are proved to be effective, they are unavailable to many people due to limited well-trained professionals to conduct the treatments and financial concerns. Hence, different forms of self-help treatment have been developed in recent years, such as books, videos, tapes, or the internet-based treatment. These treatments were found to be effective in treating insomnia. Among these treatments, internet-based program is the most convenient one. However, there are very few internet-based self-help programs for insomnia in Chinese. Also, previous studies did not have placebo control gourp but used waiting list as a control group. Based on the above limitations, this study aims to develop and test an internet-based self-help CBT-I program in Chinese. In this program, we included multimedia elements, such as picture, games, and interactive system to enhance motivation. The study also used sleep hygiene as control to rule out the placebo effect. Sixty participants with self-report of insomnia associated with distress or daytime impairment three or more nights per week for at least one months were randomly assigned to an online self-help CBT-I group (CBT-I, n=30) or a online sleep hygiene education systm (SH, n=30). The CBT-I group includes a six-week internet-based CBTI program, and the SH group was given six-week sleep hygiene education information. All participants must complete 1-week sleep diary and sleep-related questionnaire (including Pittsburgh Sleep Quality Index [PSQI], Insomnia Severity Index [ISI], Dysfunctional Beliefs and Attitudes about Sleep questionnaire [DBAS], Hospital Anxiety and Depression Scale [HADS]) at baseline, posttreatment and at 1, 3 months follow up. But the CBT-I group needed to complete the measures at 6 months. Repeated-measures analysis of variance found significant group by time interactions in sleep quality rating, ISI total score, and DBAS scores at posttreatment. Comparing with the SH group, the CBT-I group had significantly higher sleep quality rating (p <.001) and lower ISI score (p <.028 ) and DBAS scores (p <.001). The outcomes maintained at the 6-month follow. After 6-week of treatment, the CBT-I group, compared to the SH group, had significantly higher proportion of participants remitted. Eighty one percent of participants in CBT-I group were in remission at posttreatment and 40% no longer met the clinical insomnia criterion (ISI≦7). At 6-month follow-up, 88% of CBT-I participants were in remission and 67% did not meet the clinical insomnia criterion. At last, the attrition rate in our study was about 40%. In conclusion, the study showed that internet-based self-help CBT-I was effective for treating insomnia in the Chinese population; the sleep improvements in participants who received self-help CBT-I were maintained at 6-month posttreatment.

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Lin, Huei-Jen, and 林慧貞. "A Study of the Influence for New Immigrant’s Children’s Self-concept in the Multimedia Teaching Program." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/54077954523496446920.

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Анотація:

碩士
國立臺中教育大學
特殊教育學系碩士班
98
The purpose of this study was to explore the influence on the self-concept of the multimedia teaching program for new immigrant’s children, as well as acceptance of this teaching. The pretest-posttest quasi-experimental design was used in the study. Participants in the study included 22 4th~5th grade new immigrant’s children in Taichung County were divided into experimental group and control group. The experimental group (N=11) received a 12-times, each 50-minute multimedia program teaching. The control group (N=11) received schoolwork guidance. All participants received the pretest and the posttest of the Primary Children Self-Concept Scale. Test of two groups were compared one another with One-way ANOVA Co factor analysis. And then, the qualitative data was analyzed by coding, classified, and giving the meaningful unit. The major results of this study were as followings: 1. The multimedia teaching program had a significant effect for 4th~5th grade new immigrant’s children’s emotional self-concept, but general self-concept, family self-concept, school self-concept, appearance self-concept and physical self-concept were not statistically significantly. 2. Experimental group members loved this multimedia teaching program, and still would like to participate in it . Feedback from the members showed that they got positive results of learning and thoughts from the activities.

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Книги з теми "Multimedia self-study"

1

Deirbhile, Ni Churraighin, ed. Now you're talking: A multimedia Irish course for beginners. Dublin: Gill & Macmillan, 1995.

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2

Freeth, Mariolina. Contatti: A first course in Italian. Sevenoaks: Hodder & Stoughton, 1992.

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3

Freeth, Mariolina. Contatti: A first course in Italian. Hauppauge, N.Y: Barron's, 1995.

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4

Jeanne, McCarten, Sandiford Helen, and Aldcorn Sue Brioux, eds. Touchstone. Cambridge, UK: Cambridge University Press, 2005.

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5

McCarthy, Michael. Touchstone: Full contact. Cambridge, UK: Cambridge University Press, 2008.

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6

Touchstone: Full contact. Cambridge, UK: Cambridge University Press, 2008.

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7

Jeanne, McCarten, and Sandiford Helen, eds. Touchstone. Cambridge: Cambridge University Press, 2006.

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8

Michael, McCarthy. Touchstone: Full contact. Cambridge, UK: Cambridge University Press, 2008.

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9

Michael, McCarthy. Touchstone: Full contact. Cambridge, UK: Cambridge University Press, 2008.

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10

McCarthy, Michael. Touchstone: Full contact. Cambridge, UK: Cambridge University Press, 2008.

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Частини книг з теми "Multimedia self-study"

1

Wiemeyer, Josef, and Bernhard Schmitz. "Self-regulated multimedia learning in Sport Science Concepts and a field study." In Proceedings of the 10th International Symposium on Computer Science in Sports (ISCSS), 259–66. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-24560-7_33.

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2

Hai-Jew, Shalin. "Eavesdropping on Narrowcast Self-talk and Microchats on Twitter." In Advances in Multimedia and Interactive Technologies, 106–47. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8696-0.ch003.

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On Twitter, a range of discourse networks may be extracted showing different types of conversational interactions. While the attention is often on what is trending and large-size high-interactive social graphs, many extracted networks are self-loops and small-group discourse networks based on ad hoc narrowcast conversations. In this exploratory study of microblogging messaging on Twitter, the focus is on microblogging conversations that result in self-loops (self-to-self conversations, individuals microblogging to themselves) and small-group graphs and motifs (one-to-few or few-to-few conversations). This work proposes and tests hypotheses about the various types of seeding #hashtags and keywords that result in different types of ad hoc microblogging microchat network graphs on Twitter.

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Zhao, Tong, H. Lilian Tang, Horace H. S. Ip, and Feihu Qi. "Content-Based Trademark Recognition and Retrieval Based on Discrete Synergetic Neural Network." In Distributed Multimedia Databases, 58–72. IGI Global, 2002. http://dx.doi.org/10.4018/978-1-930708-29-7.ch004.

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Synergetic Neural Network (SNN) as proposed by Hermann Haken is a novel top-down, self-organized system. In this chapter, its associated discrete SNN is proposed and the recognition stability and the convergence of a generalized discrete SNN is analyzed. We proposed an adaptive algorithm of iterative step length refinement for synergetic recognition, which can ensure fast convergence and network steadily for all kinds of input pattern. Additionally, we apply the SNN to trademark retrieval and study its ability to support affine invariant retrieval of 2D patterns. To this end, we propose an affine invariant input vector in the frequency domain for the SNN and evaluate the retrieval ability of such networks for different types of input queries, for example, query by complete trademark pattern and query by image components. We show experimentally that our proposed SNN method is noise tolerant as well as able to support affine invariant retrieval. This led us to propose a novel paradigm for trademark retrieval based on visual keywords whereby trademark images can be queried in terms of simple geometric components.

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Shen, Chun-Yi, and Chiung-Sui Chang. "The Factors that Influence E-Instructors’ Performance in Taiwan." In Methods and Innovations for Multimedia Database Content Management, 290–98. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-1791-9.ch017.

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Online teaching is the fastest growing form of delivery in higher education and faculty is expected to integrate technology into their teaching. The purpose of this study is to examine the performance of e-instructors in Taiwan based on the new human performance model. To achieve the purposes, this paper adopted a questionnaire survey and One hundred and six online instructors from 25 universities in Taiwan participated in this study. Correlation and multiple regression are performed to analysis the data. After statistical analysis, the results show that the four factors, advanced skill, basic skill, effort, and self-efficacy, contributed significantly to the model variance of e-instructors’ performance in online teaching. The results also provide the evidences of the importance of self-efficacy in online teaching.

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Robertson, Joanne A. "Exploring Multiliteracies Pedagogies With Pre-Service Teachers." In Advances in Multimedia and Interactive Technologies, 178–92. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-9261-7.ch011.

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This chapter provides a review of the research literature related to contemporary views of literacy, including the concept of multiliteracies that originated with the New London Group in the 1990s. The chapter aims to facilitate understanding of a pedagogy of multiliteracies from a Canadian perspective, both in terms of the current research agenda and the implementation of multiliteracies in practice, with a specific focus on the role of teacher education programs. Using a self-study methodology, the author shares her experiences as a teacher educator in British Columbia and proposes a pedagogical framework for pre-service teachers that aims to deepen their understanding of multiliteracies through situated practice, overt instruction, critical framing, and transformed practice. The chapter includes a discussion of digital resources that may enhance educators' ability to design literacy programs that are responsive to the rich cultural and linguistic identities of their students.

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Evans, Chris, and Luis Palacios. "Interactive Self-Assessment Questions within a Virtual Environment." In Adoption of Virtual Technologies for Business, Educational, and Governmental Advancements, 218–27. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2053-7.ch018.

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This study considers the impact that different levels of interactivity have on the memory and understanding. In particular, it focuses in the use of interactive self-assessment questions (ISAQs) as a mechanism to help students learn better. An ISAQ is a computer-based multiple-choice or text-entry question that requires input from the learner, and provides feedback based on that input. This study extends some of Mayer’s (1990) multimedia design principles and considers their applicability in this context. The study also takes into account whether the incorporation of ISAQs has a measurable impact on learning as indicated by their performance in tests. The study considers three different types of ISAQs, designed to engage either memory or understanding, in an effort to determine which one is the most effective. It considers the effect of adding interactivity in the form of memory (retention) and understanding (transfer) self-assessment questions in a learning-object content management system used by undergraduate students at Brunel University in West London, UK. It was predicted that both types of ISAQ would increase the performance of learners in tests but with different degrees. The results indicate that transfer tests have a significant impact on retention.

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Rajaratnam, Vaikunthan, Norana Abdul Rahman, Chaoyan Dong, and Hannah Jia Hui Ng. "Redefining Surgical Skill Acquisition." In Medical Education for the 21st Century [Working Title]. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.99408.

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There have been reduced opportunities for surgical skill acquisition due to the COVID-19 pandemic and the regulated training hours. Despite these challenges, self-regulated learning allows trainees to learn continuously, and motor skills development can be augmented through mental practice and motor imagery. The aim of this chapter is to introduce the theoretical concepts in skill acquisition and the role of mental and deliberate practice as an alternative for skill training. A case study is presented using a design and development framework for producing an online basic micro suturing training resource based on self-regulated learning. This case study demonstrates the use of the ADDIE instructional design model and Mayer’s multimedia theory guidelines, for creating online instructional resources. The methodological approach of a design and developmental framework to create an educationally sound online training module for micro suturing which has significant utility in hand surgery is discussed in this chapter. The tools described in this chapter are translatable to any psychomotor skills development in medical education.

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Chiong, Raymond. "Distance Learning Concepts and Technologies." In Encyclopedia of Multimedia Technology and Networking, Second Edition, 417–22. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-014-1.ch056.

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The rapid growth of information technology has opened up the possibilities of corporate learning and a completely new dimension to the progress in education and training. Educational and training programs that were once delivered only through a face-to-face setting can now be done electronically due to the advancement of technologies. As a result, the advent of distance learning has enabled not just flexible learning which is independent of time and space, but also significantly reduced the cost in acquiring necessary educational or professional training. Distance learning through virtual classroom is thus being considered by many to be the next revolution in the marketplace, with an estimated potential growth of $23.7 billion worldwide in 2006, according to a study conducted by the International Data Corporation (Downes, 2003). This article aims to provide an overview of the concepts and technologies of distance learning, and discuss the critical factors that determine the successful implementation of a distance learning system. Before going into further details of the distance learning concepts, it is necessary to look at some of the definitions of distance learning that have been proposed by various parties. Waller and Wilson (2001) from the Open and Distance Learning Quality Council in the UK defined distance learning as “the effective learning process created by combining digitally delivered content with (learning) support and services.” This brief but concise definition shows that distance learning is in digital form. In a more lengthy definition, Broadbent (2002) refers distance learning to training, education, coaching, and information that are delivered digitally, be it synchronous or asynchronous, through a network via the Internet, CD-ROM, satellite, and even supported by the telephone. From this extended definition, we see that distance learning can be synchronous where the learning process is carried out in real-time led by instructor, or asynchronous, where the learners can self-pace their progress. Zhang, Zhao, Zhou, and Nunamaker (2004, p. 76) in their paper described distance learning as “technology-based learning in which learning materials are delivered electronically to remote learners via a computer network.” This definition reiterates that there is a shift of trend from the old-fashioned classroom learning to the more mobile learning where the remote learners everywhere can learn. As distance learning is still a relatively new discipline, the term tends to evolve from time to time based on the technological advancements. As such, the above mentioned definitions are by no means definitive but suggestive. Generally, the emergence of distance learning concepts a decade ago can be reasoned from two factors: the needs of corporations and the availability of technological advances (Faherty, 2002; Urdan & Weggen, 2000). From the corporation aspect, one must cope with the fact that knowledge plays an important role in delivering immediate skills and just-in-time information the industries need nowadays. As knowledge becomes obsolete swiftly, it is essential for corporations to find a cost-effective way of delivering state-of-theart training to their workers. From the technological aspect, global network access has become widely available with an increased Internet bandwidth, a broad selection of available software packages, and a wide range of standardized distance learning products. This has made it possible for everybody with a computer and an Internet connection to learn in a way that is most convenient and comfortable. Learners are able to customize their learning activities based on their own styles and needs, and decide for themselves when to study in the midst of busy schedules. Nevertheless, many corporations still hold doubts towards the effectiveness of distance learning. Deficiencies in support, content, quality of teaching, cultural, and motivational problems are some of the main concerns that have been raised (Rosenberg, 2001). For individuals, especially the older generations, the fear of technology is something to overcome (Nisar, 2002). This somehow confines the prospect of distance learning to a limited number of age groups. Meanwhile, the flexibility of self-paced learning also leads to the possibility of spending less time in study when workload in other areas increases, which could be quite detrimental to the learning process. Although some obstacles do exist in the adoption and implementation of distance learning, the benefits of it can be tremendous if the design and delivery are well catered for. A few core elements which are deemed to be essential for successful implementation of distance learning systems have thus been identified. The following section describes these core elements.

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Koh, Elizabeth. "Online Education and Cultural Background." In Encyclopedia of Multimedia Technology and Networking, Second Edition, 1080–85. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-014-1.ch146.

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Online education is growing rapidly. Online education is a Web-based form of education where students gain access to online materials and communicate with instructors and other students. There are four distinguishing characteristics that separate it from e-learning and other modes of learning (Paulsen, 2003). First, there is a physical separation of teachers and learners in online education. This differentiates it from face-toface education. Second, online education is regulated or instituted by an educational organization, hence disqualifying it from the self-study mode of learning. Third, educational content is distributed over a computer network, unlike e-learning, which includes educational content distributed by CD-ROMS and DVD-ROMS. Fourth, students and instructors communicate with each other over a computer network. There is a twoway flow of information which is not always available in e-learning. Indeed, the communicative element is a unique feature of online education and is an extension of the individualized experience of earlier technologies (Piccoli, Ahmad, & Ives, 2001). Not solely an interaction between the student and the system, online education allows communication between peers and instructors and even collaborative learning communities. Online education also provides high levels of student control and supports participant contact and interaction continuously during the learning process. There are different levels of “onlineness” (Hosie & Schibeci, 2005). The most basic level is Web supplemented. It is optional for students to interact with the education content, and to communicate with instructors and other students. These online learning resources are a component in addition to their face-to-face learning. The intermediate level is Web dependent. Students need to participate online as part of the course requirement, besides some face-to-face component. Students should utilize the online education content, which includes course descriptions, study guides, examination details, assessment overview, reading lists, and online quizzes. Also, students are expected to interact with lecturers and peers by participating in the online discussion forum or other computer-mediated communications (CMC). This is the most popular form of online education today. The advanced level is fully online. This final level requires no face-to-face meetings with the students. Education content, learning activities, assessment, and support services can only be referred to vis-à-vis the computer network. Distance education could occur in this manner, but the term “distance education” also includes the use of other types of media which may not be electronic. Online education is supported by various systems. The core system in most educational institutes is the learning management system or the virtual learning environment. Learning management systems grant access to online learning resources for students and instructors; they register users, provide communication tools for users, manage courses, evaluate learners, and provide administrative reports (Paulsen, 2003). They can be commercial software like Blackboard or developed in-house. Online education can also require library and digital resources, learner support services, accounting, security, the Internet and e-commerce technology, which may be integrated with the core system Online educational technologies can be categorized into synchronous or asynchronous. Synchronous applications require users to be available at the same time. They include networked group decision support systems (GDSS), e-meetings, e-conferences, and features like whiteboards, text-based chat, and video conferencing. Asynchronous technologies are time independent and comprise discussion boards or Web boards, document repositories, Web logging, podcast audio content, and Web cast lectures.

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De Santo, Maria, and Luisa Boardman. "Promoting Autonomous Language Learning in Online Environments." In 9. The Answer is Learner Autonomy: Issues in Language Teaching and Learning., 165–280. Candlin & Mynard ePublishing Limited, 2013. http://dx.doi.org/10.47908/9/15.

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The Self-Access Language Centre of the University of Naples “L’Orientale” (CILA) promotes the development of autonomy in language learning, offering a wide range of technology-based resources and a language counselling service. In the last few years, to satisfy the growing need for independent language learning in our university, we have integrated autonomous learning in the SAC with online pathways and multimedia materials. We started by offering online Self-Access activities in blended courses, integrating face-to-face classroom teaching with online modules. This experiment enabled us to develop a kind of blended autonomous learning, combining a real-life SAC with online Self-Access Centres. Virtual SACs suggest a variety of language learning activities and allow learners to study a language while reflecting on their learning process. In the online SAC, language counsellors implement the language learner’s autonomy promoted in presence in the SAC, interacting with them through computer-mediated communication. In this paper we shall look at how the promotion of autonomy in language learning can be enhanced through the integration of technology-based materials and activities made available in self-access modality. Our aim is to present online resources designed to help students learn a foreign language autonomously.

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Тези доповідей конференцій з теми "Multimedia self-study"

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Sekey, A. "Multimedia self-study course in DSP and speech processing." In [Proceedings] ICASSP-92: 1992 IEEE International Conference on Acoustics, Speech, and Signal Processing. IEEE, 1992. http://dx.doi.org/10.1109/icassp.1992.226408.

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Guo, Lianzhi, and Guo'an Zhang. "Study of Self-Similar Traffic Control of Campus Network." In 2010 International Conference on Multimedia Technology (ICMT). IEEE, 2010. http://dx.doi.org/10.1109/icmult.2010.5630859.

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Sun, Lina, and Song Liu. "Based on Improving Students' Self-Learning Ability Sports Physiology Multimedia Experimental Study." In 2011 International Conference on Computer and Management (CAMAN). IEEE, 2011. http://dx.doi.org/10.1109/caman.2011.5778748.

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Zhang, Haojie, Huiyan Chen, and Tao Hong. "Study on Tracking System of Intelligent Vehicle Based on Self-Tuning Fuzzy Controller." In 2010 International Conference on Multimedia Technology (ICMT). IEEE, 2010. http://dx.doi.org/10.1109/icmult.2010.5630924.

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Tonghua Yang and Sheng Xu. "Study on web-based stream media courseware make for college self-regulated learner." In 2011 International Conference on Multimedia Technology (ICMT). IEEE, 2011. http://dx.doi.org/10.1109/icmt.2011.6002267.

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Kang, Li-Wei, Chia-Hung Yeh, Duan-Yu Chen, and Chia-Tsung Lin. "Self-learning-based signal decomposition for multimedia applications: A review and comparative study." In 2014 Asia-Pacific Signal and Information Processing Association Annual Summit and Conference (APSIPA). IEEE, 2014. http://dx.doi.org/10.1109/apsipa.2014.7041778.

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Ting, Robert Yu-Liang, Huang Bo-Ji, Cheng Yi-Wei, and Fang-Wei Hsu. "Use of multimedia tool for self-learning: A case study and students' response." In 2011 International Conference on Consumer Electronics, Communications and Networks (CECNet). IEEE, 2011. http://dx.doi.org/10.1109/cecnet.2011.5768321.

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Wang, Bin, Jian-hui Zhang, Yun-fei Guo, and Jia Zhou. "A Study of Fast Network Self-Healing Mechanism for Distance Vector Routing Protocol." In 2009 International Conference on Multimedia Information Networking and Security. IEEE, 2009. http://dx.doi.org/10.1109/mines.2009.225.

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Felhi, Faical, and Jalel Akaichi. "Self adaptable real time web services to the context: Ambulance trajectory case study." In 2014 International Conference on Multimedia Computing and Systems (ICMCS). IEEE, 2014. http://dx.doi.org/10.1109/icmcs.2014.6911387.

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Renke Sun, Enjie Ding, and Duan Zhao. "The study of a wireless multimedia sensor network self-organization protocol for coal mine." In 2010 2nd International Conference on Computer Engineering and Technology. IEEE, 2010. http://dx.doi.org/10.1109/iccet.2010.5486357.

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Звіти організацій з теми "Multimedia self-study"

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Yatsymirska, Mariya. SOCIAL EXPRESSION IN MULTIMEDIA TEXTS. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11072.

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The article investigates functional techniques of extralinguistic expression in multimedia texts; the effectiveness of figurative expressions as a reaction to modern events in Ukraine and their influence on the formation of public opinion is shown. Publications of journalists, broadcasts of media resonators, experts, public figures, politicians, readers are analyzed. The language of the media plays a key role in shaping the worldview of the young political elite in the first place. The essence of each statement is a focused thought that reacts to events in the world or in one’s own country. The most popular platform for mass information and social interaction is, first of all, network journalism, which is characterized by mobility and unlimited time and space. Authors have complete freedom to express their views in direct language, including their own word formation. Phonetic, lexical, phraseological and stylistic means of speech create expression of the text. A figurative word, a good aphorism or proverb, a paraphrased expression, etc. enhance the effectiveness of a multimedia text. This is especially important for headlines that simultaneously inform and influence the views of millions of readers. Given the wide range of issues raised by the Internet as a medium, research in this area is interdisciplinary. The science of information, combining language and social communication, is at the forefront of global interactions. The Internet is an effective source of knowledge and a forum for free thought. Nonlinear texts (hypertexts) – «branching texts or texts that perform actions on request», multimedia texts change the principles of information collection, storage and dissemination, involving billions of readers in the discussion of global issues. Mastering the word is not an easy task if the author of the publication is not well-read, is not deep in the topic, does not know the psychology of the audience for which he writes. Therefore, the study of media broadcasting is an important component of the professional training of future journalists. The functions of the language of the media require the authors to make the right statements and convincing arguments in the text. Journalism education is not only knowledge of imperative and dispositive norms, but also apodictic ones. In practice, this means that there are rules in media creativity that are based on logical necessity. Apodicticity is the first sign of impressive language on the platform of print or electronic media. Social expression is a combination of creative abilities and linguistic competencies that a journalist realizes in his activity. Creative self-expression is realized in a set of many important factors in the media: the choice of topic, convincing arguments, logical presentation of ideas and deep philological education. Linguistic art, in contrast to painting, music, sculpture, accumulates all visual, auditory, tactile and empathic sensations in a universal sign – the word. The choice of the word for the reproduction of sensory and semantic meanings, its competent use in the appropriate context distinguishes the journalist-intellectual from other participants in forums, round tables, analytical or entertainment programs. Expressive speech in the media is a product of the intellect (ability to think) of all those who write on socio-political or economic topics. In the same plane with him – intelligence (awareness, prudence), the first sign of which (according to Ivan Ogienko) is a good knowledge of the language. Intellectual language is an important means of organizing a journalistic text. It, on the one hand, logically conveys the author’s thoughts, and on the other – encourages the reader to reflect and comprehend what is read. The richness of language is accumulated through continuous self-education and interesting communication. Studies of social expression as an important factor influencing the formation of public consciousness should open up new facets of rational and emotional media broadcasting; to trace physical and psychological reactions to communicative mimicry in the media. Speech mimicry as one of the methods of disguise is increasingly becoming a dangerous factor in manipulating the media. Mimicry is an unprincipled adaptation to the surrounding social conditions; one of the most famous examples of an animal characterized by mimicry (change of protective color and shape) is a chameleon. In a figurative sense, chameleons are called adaptive journalists. Observations show that mimicry in politics is to some extent a kind of game that, like every game, is always conditional and artificial.

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