Integrating a software engineering approach and instructional factors in instructional software development--illustrated by a prototype in theoretical computer science

This dissertation is a multi-disciplinary study, which integrates a software engineering approach with instructional factors in the decision-making, analysis, design and development processes of instructional software. Software engineering models, tools and representations are used in the process of software construction. With reference to the fundamental characteristics of the software product, several disciplines and factors, from both instructional and computing perspectives are considered, and the most appropriate approach/es selected. Software engineering, instructional design and instructional theory are considered as pillars of courseware engineering. The object-oriented design paradigm and a prototyping life-cycle model are found to be most suitable for development of computer-aided instruction. The conceptual study is illustrated by prototype development of a component-based multi-activity practice environment in theoretical Computer Science. It offers perusal or practice, in various instructional modes, according to the user's preferred learning style or need.ComputingM. Sc. (Information Systems

The effects of CBI lesson sequence type and field dependence on learning from computer-based cooperative instruction in web

The purpose of this study was to investigate the effects of CBI lesson sequence type and cognitive style of field dependence on learning from Computer-Based Cooperative Instruction (CBCI) in WEB on the dependent measures, achievement, reading comprehension and reading rate. Eighty-seven college undergraduate students were randomly assigned to lesson sequence type levels, after assigning into three cognitive style group: field dependent (FD), field neutral (FN) and field independent (FI), based on the Group Embedded Figure Test (GEFT) scores. Instruction was delivered by means of two types of sequence of lessons for CBCI in WEB, linear lesson (LL) and branching lesson (BL). A two-way analysis of covariance was used to investigate whether there are main effects and interactions between cognitive style of field dependence and lesson sequence types. In order to control statistical power and to equate the treatment groups, Nelson-Denny Reading Comprehension Test scores were used as a covariate. The analysis of regression coefficients between lesson sequence type and dependent variables and between field dependence and dependent variables was shown in tables. Although the findings show non-significance in formal tests of hypotheses, the interaction effects between field dependence and lesson sequence types on dependent measures were clarified. Four research questions converted to statistical hypotheses were tested according to the factorial design model. Specifically, the tests of hypotheses generated discussion and conclusions were given at the end of the study. © The Turkish Online Journal of Educational Technology

Constructivism in a Primary Math Setting

Children learn by exploring and discovering. Constructivism, while not a teaching practice, is considered a theory about learning and knowledge that finds its roots in part from Piaget’s developmental stages theory and Vygotsky’s Zone of Proximal Development concept. This qualitative research project explores what happens when constructivist principles form the basis for mathematics instruction in a primary classroom. Additional questions that were considered included: How do first grade math journals guide students to deeper understandings of math concepts? What teaching strategies are useful in scaffolding students\u27 meaning-making as they use math journals? In what ways might teaching practices and curriculum change and adapt in order to teach from a constructivist perspective? What does student engagement look like when instruction and curriculum is based on constructivist principles? In what ways are student attitudes affected by this change? The project used discussions and math centers to guide mathematical understanding engaging students in small focus groups and one-on-one as needed. The research project focused on three students. The three students varied in academic strengths. Although highlighting three case studies, researcher observation and reflection was noted in the teaching journal on other students in the class. Over the course of six weeks, students participated in whole group discussions on mathematics, small group center time activities, and independent work time. Observational field notes and reflection on the daily lessons were recorded in teaching journals and memos. Student journals and paper-center work from the focus group was also noted

Design for high-intensity reading in English as a Foreign Language

The primary aim of this project is to address the demonstrated need for effective English reading training for advanced speakers of English as a second language (EFL)

An evaluation of factors affecting students' use of a web-based engineering resource

The purpose of this work was to investigate the relationship between a number of influential factors, including cognitive style and approach to learning, and students’ processing behaviour during their use of a particular Web-based resource for Electronics and Electrical Engineering undergraduates. This was achieved through the development of a learner profile for each student using Riding’s (1991) Revised Study Process Questionnaire (R-SPQ-2F). The quantitative component of the research was then set against a detailed analysis of students’ processing behaviour using verbal protocol data gathered through individual think-aloud sessions and post-intervention interviews. The results of the quantitative component of the research provided no compelling evidence to suggest that cognitive style was a factor that influenced student performance while using the resource or their perceptions of the package. There was however, some evidence to suggest that the package was more positively received by students who profiled as deep learners than their surface counterparts. The analysis of students’ processing behaviour from their verbal protocols highlighted a number of the resource’s shortcomings, which typically promoted a surface, goal-oriented approach to its content. It also identified problems with the design and structure of the resource, which at times had a deleterious effect on learning. The results also raised questions regarding the efficacy and use of psychometric inventories in this kind of research

3D visualization skills incorporation into an undergraduate biology course.

Thesis (M.Ed.)-University of Natal, 1999.Current trends indicate that the population explosion and invasion of information technology, particularly in developing nations, are likely to overwhelm education systems and policy makers, educators, researchers and therefore the community faces enormous challenges. Also, many graduates of various levels and disciplines appear unable to practically apply their knowledge in problem solving situations. In an attempt to achieve and maintain high educational standards, many nations are devoting substantial proportions of the gross domestic product toward educational endeavours. However, few systems are adopting modern education practices that intrinsically motivate and engage learners, and are at the same time flexible enough to consider students' aspirations and interests. It is argued that such systems would make learning more relevant, meaningful and enjoyable to the learners and are bound to improve exit performances. In such a system, the role of the teacher is that of a facilitator, and not instructor. Constructivism, a philosophy which holds that knowledge is actively constructed by learners through learning, is regarded as promising to provide a long-term solution to many educational problems since its underlying principles are argued to be holistic. It has become imperative that technology in general and the computer in particular should play a role as educational tools as these have capabilities that could be designed to make learning relevant and interesting to learners. It is argued that its use within constructivist approaches and curriculum considerations would increase learner abilities. An eclectic approach to curriculum design is advised for success in this endeavour. Since computers permeate most aspects of our lives (directly or indirectly) their inclusion in teaching and learning situations must become a reality. This project is focused on underscoring the fact that computer based education (CBE), under constructivist philosophy, can provide solutions to problems brought about by extreme interpretations of the deductive or traditional teaching approach. Particularly, it attempts to show that use of three-dimensional (3D) visualizations could significantly aid comprehension and perception of, among other units of discourse, cytoplasmic structure, geo-referenced graphical data, and the understanding of spatial relationships. This is a technique that has, in the recent past, received little attention and no extensive educational research has been carried out with the aim of perfecting it. Recent research carried out by members of the Biological Pedagogy (Bioped) research group identified conceptual problems in learners regarding biological processes such as photosynthesis and respiration. Having established that the misconceptions in learners were attributable to their lack of visualization ability, the first part of the project involved identifying some of the specific visual problems. A qualitative research approach was used to ascertain from university lecturers what convictions, beliefs and experiences they had had with their students that related to use of visualization skills. Skills most required included interpretation of 2D and 3D structures as well as their rotation in space. A survey was also carried out among Cell Biology first and second year students of the School of Life and Environmental Studies in order to precisely determine aspects of three-dimensionality and visual skills suspected to cause conceptual difficulties. Quantitative data analysis showed that the most deficient skills in the learners included pattern folding (projecting 2D material into 3D objects), orientation of form (identifying 3D objects that are oriented differently) and rotation (identifying 3D objects from top and front views). These findings corroborated qualitative analysis of lecturers opinions and convictions. An educational computer game was designed with the aim of ameliorating these problems. The game consisted of 3D scenes where puzzles related to the skills mentioned above needed to be solved. It was recommended that visualization skills should be incorporated into the biology curriculum for all undergraduate students within the first year of the course

Interactive learning systems for higher education: Learning styles and students' attitude

This thesis was submitted for the degree of Doctor of Philosophy and awarded by Brunel University.This dissertation reports research concerning the adaptation of learning systems to students' different learning styles (LSs), particularly in relation to the analysis and planning of Interactive Learning Systems (ILSs). Given the primacy of Interactive Learning and its pedagogical implication on educational designs, the motivation for this research is better understanding of students' different learning preferences and perceptions of Computer Mediated Learning Interactions (CMLIs), as this may present some insights into what and how interactivity can be incorporated more purposefully and efficiently into learning systems designs. This research undertakes a review of the literature relating to LSs' theories, which have been used to explore how individual learners approach learning, as well as different Learning Interactions in relation to Interactive Learning Systems (ILSs). The work undertaken in this research makes its contribution to the field in that it represents one of the first explicit investigations of the relationship between students' LSs (Active-Reflective/Visual Verbal dimensions) and their attitude towards different CMLIs that constitute essential part of ILSs, in terms of use, perceptions and learning preferences, from the users' (learners) perspective rather than the teachers and/or designers of these systems. The research provides evidence to support the differing views of learners of different LSs as well as evidence of common attitudes towards certain CMLIs. However, it warns against and highlights some of the limitations of using the LSs in isolation and the importance of considering other factors and aspects of students' individual differences. A model is proposed to guide the planning and design of ILSs, and to raise the designers' and teachers' awareness of learners' differences and call upon them to take necessary steps to consider actual learners' LSs in the learning design. Implications of the findings in terms of interactivity design considerations are discussed; research limitations and recommendations for future work are made