24,396 research outputs found
Courseware in academic library user education: a literature review from the GAELS Joint Electronic Library project
The use of courseware for information skills teaching in academic libraries has been growing for a number of years. The GAELS project was required to create a set of learning materials to support Joint Electronic Library activity at Glasgow and Strathclyde Universities and conducted a literature review of the subject. This review discovered a range of factors common to successful library courseware implementations, such as the need for practitioners to feel a sense of ownership of the medium, a need for courseware customization to local information environments, and an emphasis on training packages for large bodies of undergraduates. However, we also noted underdeveloped aspects worthy of further attention, such as treatment of pedagogic issues in library CAL implementations and use of hypertextual learning materials for more advanced information skills training. We suggest ways of improving library teaching practice and further areas of research
An Intelligent Tutoring System for Teaching Grammar English Tenses
The evolution of Intelligent Tutoring System (ITS) is the result of the amount of research in the field of education and artificial intelligence in recent years. English is the third most common languages in the world and also is the internationally dominant in the telecommunications, science and trade, aviation, entertainment, radio and diplomatic language as most of the areas of work now taught in English. Therefore, the demand for learning English has increased. In this paper, we describe the design of an Intelligent Tutoring System for teaching English language grammar to help students learn English grammar easily and smoothly. The system provides all topics of English grammar and generates a series of questions automatically for each topic for the students to solve. The system adapts with all the individual differences of students and begins gradually with students from easier to harder level. The intelligent tutoring system was given to a group of students of all age groups to try it and to see the impact of the system on students. The results showed a good satisfaction of the students toward the system
Courseware in academic library user education: A literature review from the GAELS Joint Electronic Library Project
The use of courseware for information skills teaching in academic libraries has been growing for a number of years. In order to create effective courseware packages to support joint electronic library activity at Glasgow and Strathclyde Universities, the GAELS project conducted a literature review of the subject. This review discovered a range of factors common to successful library courseware implementations, such as the need for practitioners to feel a sense of ownership of the medium, a need for courseware customization to local information environments, and an emphasis on training packages for large bodies of undergraduates. However, we also noted underdeveloped aspects worthy of further attention, such as treatment of pedagogic issues in library computerâaided learning (CAL) implementations and use of hypertextual learning materials for more advanced information skills training. We describe how these findings shaped the packages produced by the project and suggest ways forward for similar types of implementation
Learning from a plan-based interface
The use of plan recognition in the user interface is presented as a basis for a learning environment within which students can assimilate the range of possible actions and objectives afforded by a target application. Support in the form of âpresent whereaboutsâ and âpossible progressionsâ enable students to learn by doing. When combined with a facility for exploratory learning, this helps avoid the onerous air of a âteaching situationâ
Emerging and scripted roles in computer-supported collaborative learning
Emerging and scripted roles pose an intriguing approach to analysing and facilitating CSCL. The concept of emerging roles provides a perspective on how learners structure and self-regulate their CSCL processes. Emerging roles appear to be dynamic over longer periods of time in relation to learnersâ advancing knowledge, but are often unequally distributed in ad hoc CSCL settings, e.g. a learner being the âtypistâ and another being the âthinkerâ. Empirical findings show that learners benefit from structuring or scripting CSCL. Scripts can specify roles and facilitate role rotation for learners to equally engage in relevant learning roles and activities. Scripted roles can, however, collide with emerging roles and therefore need to be carefully attuned to the advancing capabilities of the learners
From conditioning to learning communities: Implications of fifty years of research in eâlearning interaction design
This paper will consider eâlearning in terms of the underlying learning processes and interactions that are stimulated, supported or favoured by new media and the contexts or communities in which it is used. We will review and critique a selection of research and development from the past fifty years that has linked pedagogical and learning theory to the design of innovative eâlearning systems and activities, and discuss their implications. It will include approaches that are, essentially, behaviourist (Skinner and GagnĂ©), cognitivist (Pask, Piaget and Papert), situated (Lave, Wenger and SeelyâBrown), socioâconstructivist (Vygotsky), socioâcultural (Nardi and Engestrom) and communityâbased (Wenger and Preece). Emerging from this review is the argument that effective eâlearning usually requires, or involves, highâquality educational discourse, that leads to, at the least, improved knowledge, and at the best, conceptual development and improved understanding. To achieve this I argue that we need to adopt a more holistic approach to design that synthesizes features of the included approaches, leading to a framework that emphasizes the relationships between cognitive changes, dialogue processes and the communities, or contexts for eâlearning
A meta-analysis of the effectiveness of intelligent tutoring systems on college students' academic learning
© 2013 American Psychological Association.This meta-analysis synthesizes research on the effectiveness of intelligent tutoring systems (ITS) for college students. Thirty-five reports were found containing 39 studies assessing the effectiveness of 22 types of ITS in higher education settings. Most frequently studied were AutoTutor, Assessment and Learning in Knowledge Spaces, eXtended Tutor-Expert System, and Web Interface for Statistics Education. Major findings include (a) Overall, ITS had a moderate positive effect on college students' academic learning (g = .32 to g = .37); (b) ITS were less effective than human tutoring, but they outperformed all other instruction methods and learning activities, including traditional classroom instruction, reading printed text or computerized materials, computer-assisted instruction, laboratory or homework assignments, and no-treatment control; (c) ITS's effectiveness did not significantly differ by different ITS, subject domain, or the manner or degree of their involvement in instruction and learning; and (d) effectiveness in earlier studies appeared to be significantly greater than that in more recent studies. In addition, there is some evidence suggesting the importance of teachers and pedagogy in ITS-assisted learning
Extending the Boundaries of Hospitality Education
To date, hospitality management educators have struggled to modify generic software or adapt vendor-designed industry systems as a means of bringing hospitality information systems to the classroom. Specially- designed computer-based courseware can enhance learning while extending the boundaries of the traditional hospitality classroom. The author discusses the relevance of this software to the hospitality curriculum
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