546,813 research outputs found
Approaches to knowledgeâtransfer systems
The use of computers for knowledge transfer does not result automatically in success: the efficiency of the process depends on the approach to instruction underlying the knowledgeâtransfer system in question. In this paper, the authors describe and compare computer technologies used for instruction in ComputerâAided Instruction (CAI) courses, electronic books, and knowledgeâtransfer systems based on heterogeneous information. They also deal with some psychological issues involved in dialogue, with the adaptability of knowledgeâtransfer systems, and with psychologicallyâbased computerized instruction
Acceptability and Feasibility of Web-based Diabetes Instruction for Latinos with Limited Education and Computer Experience
Introduction: The internet offers an important avenue for developing diabetes self-management skills, but many Latinos have limited experience with computer-based instruction.
Objective: To evaluate the feasibility and acceptability of delivering a web-based diabetes education program in a computer classroom for Spanish-speaking Latinos.
Methods: Spanish-speaking Latinos (n=26) attended two classroom sessions to learn computer skills while navigating a web-based diabetes education platform. Diabetes knowledge was assessed before and after the intervention; structured interviews were completed to assess program acceptability.
Results: Half of participants (50%) had not previously used a computer. Post-intervention, diabetes knowledge improved significantly (p=.001). The majority of participants (86%) indicated a preference for web-based instruction as a stand-alone program or as an adjunct to traditional classroom training, particularly citing the advantage of being able to engage the material at their own pace.
Conclusion: With limited support, Latinos with minimal computer experience can effectively engage in web-based diabetes education
Using motivation derived from computer gaming in the context of computer based instruction
This paper was originally presented at the IEEE Technically Sponsored SAI Computing Conference 2016, London, 13-15 July 2016. Abstractâ this paper explores how to exploit game based motivation as a way to promote engagement in computer-based instruction, and in particular in online learning interaction. The paper explores the human psychology of gaming and how this can be applied to learning, the computer mechanics of media presentation, affordances and possibilities, and the emerging interaction of playing games and how this itself can provide a pedagogical scaffolding to learning. In doing so the paper focuses on four aspects of Game Based Motivation and how it may be used; (i) the game playerâs perception; (ii) the game designersâ model of how to motivate; (iii) team aspects and social interaction as a motivating factor; (iv) psychological models of motivation. This includes the increasing social nature of computer interaction. The paper concludes with a manifesto for exploiting game based motivation in learning
Computers in writing instruction
For computers to be useful in writing instruction, innovations should be valuable for students and feasible for teachers to implement. Research findings yield contradictory results in measuring the effects of different uses of computers in writing, in part because of the methodological complexity of such measurements. Yet the computer seems to be a promising tool in several new, theoretically based approaches to writing instruction. Research of these kinds of computer applications should continue, paying attention to context variables that influence the implementation process importantly
Personalizing the design of computerâbased instruction to enhance learning
This paper reports two studies designed to investigate the effect on learning outcomes of matching individualsâ preferred cognitive styles to computerâbased instructional (CBI) material. Study 1 considered the styles individually as Verbalizer, Imager, Wholist and Analytic. Study 2 considered the biâdimensional nature of cognitive styles in order to assess the full ramification of cognitive styles on learning: Analytic/Imager, Analytic/ Verbalizer, Wholist/Imager and the Wholist/Verbalizer. The mix of images and text, the nature of the text material, use of advance organizers and proximity of information to facilitate meaningful connections between various pieces of information were some of the considerations in the design of the CBI material. In a quasiâexperimental format, studentsâ cognitive styles were analysed by Cognitive Style Analysis (CSA) software. On the basis of the CSA result, the system defaulted students to either matched or mismatched CBI material by alternating between the two formats. The instructional material had a learning and a test phase. Learning outcome was tested on recall, labelling, explanation and problemâsolving tasks. Comparison of the matched and mismatched instruction did not indicate significant difference between the groups, but the consistently better performance by the matched group suggests potential for further investigations where the limitations cited in this paper are eliminated. The result did indicate a significant difference between the four cognitive styles with the Wholist/Verbalizer group performing better then all other cognitive styles. Analysing the difference between cognitive styles on individual test tasks indicated significant difference on recall, labelling and explanation, suggesting that certain test tasks may suit certain cognitive styles
Instruction based on computer simulations
Excerpts available at Google Books. For integral text, see publisher's website : http://www.routledge.com/books/details/9780415804615/"Introduction : In the scientific debate on what is the best approach to teaching and learning, a recurring question concerns who should lead the learning process, the teacher or the learner (see e.g., Tobias & Duffy, 2009) ? Poistions takens vary from a preference for direct, expository, teacher-led instruction (Kirschner, Sweller, & Clark, 2006) to fully open student-centered approaches that can be called pure discovery methods (e.g., Papert, 1980), with intermediate positions represented by more or less guided discovery methods (e.g., Mayer, 2004). This discussion also is a recurring theme in this chapter." (http://books.google.fr/books?id=cCD_thHjuxEC&pg=PA446&lpg=PA446&dq=Instruction+based+on+computer+simulations+de+jong&source=bl&ots=tOJ7FdkZow&sig=s8W6OnyU3H7iRLm7wqISfu6CAYE&hl=fr&ei=AZGATviHDMuV0QXewI3KCQ&sa=X&oi=book_result&ct=result&resnum=3&ved=0CDoQ6AEwAg#v=onepage&q=Instruction%20based%20on%20computer%20simulations%20de%20jong&f=false
A Study of Typing Speed and Accuracy Development Using Computer-Based and Typewriter-Based Instruction in a Public High School
To evaluate the effect of computer-based versus typewriter-based instruction on keyboarding speed, the following hypotheses were proposed: 1. Students acquire keyboarding speed more quickly using computer-based instruction than using typewriter-based instruction; 2. Students in computer-based keyboarding classes will demonstrate a lower error rate than students in typewriter-based keyboarding classes
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A comparative analysis of student performance utilizing computer based instruction and teacher based instruction within a secondary mathematics setting
This project addresses the question: does computer based instruction enhance student learning when compared to traditional lecture or teacher based instruction? The overall purpose of this project was an assessment of student performance before and after using computer based instruction versus a before and after assessment using traditional teacher based instruction
Computer-Based Instruction and Cognitive Load
Following cognitive load theory, we used a computer-based software training paradigm to determining the optimal number of steps or information chunks to present before practice opportunities. Results demonstrating that the size of information chunks presented and the type of practice used individually influenced participants\u27 ability to effectively learn via computer-based instruction. These findings contribute to the literature by showing the importance of practice and optimal segment sizes for learning via a computer
Effective Use of Computer-Based Instruction and Assessment
Advancing technology, increased emphasis on computer curricula, tech-savvy students, and shrinking budgets indicate that it is time to address the pedagogical issues of the introductory computing course. This study investigates the feasibility of using a hybrid instructional model of computer-based instruction with minimal classroom interaction when teaching an introductory computing course at a college or university. ANOVA reveals that computer-based instruction with minimal classroom interaction is as effective as a traditional model of lecture and hands-on instruction. Computer-based instruction provides a means to enrich students\u27 teaming experiences, maximize faculty productivity, and effectively manage scarce resources
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