A theory of effective computer-based instruction for adults

Computer-based instruction (CBI) was considered the technological phenomenon to revolutionize education and training. Today, the Internet and computer technology are reported to have significantly altered the education landscape (Johnson & Aragon, 2002). The rapid advances in technology, the need for lifelong learning, and the growth of non-traditional students have encouraged the use of the computer as a method of instructional delivery. Evaluating the effectiveness of CBI as a whole technology is very difficult. The inability to measure effectiveness is attributable in part to the fact that CBI is not just one component, but a complex range of services and activities carried out for instructional and learning purposes (Gibbons & Fairweather, 2000). This study presents a theory of critical components that impact the effectiveness of computer-based instruction for adults. The theory was developed to provide a framework for research to explain or predict effective learning by adults using a desktop computer. The five conclusions drawn from this research are: (1) the characteristics of self-directedness and computer self-efficacy of adult learners play an important role in designing CBI for adults; (2) learning goal level impacts instructional design strategy and instructional control component of CBI design; (3) external support and instructional support are needed to provide a positive CBI experience; (4) CBI design is interwoven with the units of self-directedness, computer self-efficacy, learning goal level, instructional design, and external support; and (5) the theory draws together the isolated variables researchers consider important in the adult learning process and aligns them to provide effective CBI

Computer attitude, and the impact of personal characteristics and information and communication technology adoption patterns on performance of teaching faculty in higher education in Ghana, West Africa

This study examined computer attitude, and the impact of personal characteristics and ICT adoption patterns on performance of multidisciplinary teaching faculty in three public universities in Ghana. A cross-sectional research of mixed methods was applied in collecting data and information. Quantitative data from 164 respondents were analyzed using descriptive, multivariate analysis of MANOVA and simultaneous multiple linear regression statistics. Findings show high and positive computer attitude with affective dominating usefulness, behavior and control factors. Evidence of differential ICT adoption thresholds represented by computer purchase, general use, teaching, and research is observed. Overall ICT-based performance of the teaching faculty is modest. Significant variability in mean differences is reported across ICT performance factor levels on age and academic discipline, but not on gender and professional status. Independently, laggards predicted overall high statistically significant impact on ICT performance at 52% (p \u3c .01). All other significant predictors fall within regression coefficients of 17 and 38% (p \u3c.01 and .05 levels). Reasons, incentives and barriers to ICT integration were examined and reported together with special computer proficiency levels. Inclusive development is a palpable opportunity and the best practices are those supported holistically for their impact. Strategies for practice and further studies into adoption and performance behaviors that could ultimately influence investment, personal, professional, and overall growth of ICT in higher education are recommended

Taking Steps to Inclusion

Quality inclusive physical activity programs have demonstrated vast benefits for all individuals, with or without disabilities. School-based physical activity interventions, including physical education (PE), have been identified as an effective means for increasing physical activity levels. Unfortunately, full implementation of inclusive practices in PE is often hindered. Specifically, when discussing inclusive PE, teachers play a vital role in initiating and creating quality and effective PE experiences for all students. Teachers however, often note challenges related to full inclusion citing a lack of training and resources. Although, teacher training in inclusive PE has demonstrated favourable teacher level outcomes, there has yet to be a comprehensive study concerning i) theory-based factors related to teacher behavior, ii) the impact teacher training resources have on inclusive PE practice, and iii) the adoption of inclusive PE teacher training resources. In a successive manner, four distinct, yet related, studies were undertaken and work to provide valuable information to the current understanding of the complex nature of teacher behavior and behavior change specific to inclusive PE practice. Broadly, the studies in this dissertation emphasize the significance of theory for interventions within practical settings (i.e., within an educational and/or inclusive PE context). In order to provide teachers with more than knowledge-based information, interventions, such as inclusive PE training resources, should be rooted in behavior change theory. More specifically, this dissertation supports and advocates for the expanded use of the TDF as a framework to understand behavior change within an inclusive PE setting. The explicit use of the TDF throughout this program of research has bolstered the interventions influence on determinants of behavior and provided the researchers with a conceptual understanding and allowed for the findings to be connected to existing knowledge. Further, developing and nurturing closer partnerships with relevant stakeholders (e.g., teachers, PE teachers, administration) is strongly recommended. A participatory development process is suggested when considering new or updating existing inclusive PE training resources. Partnering with relevant stakeholders should be considered throughout the development and dissemination of inclusive PE training resources

Data bases and data base systems related to NASA's aerospace program. A bibliography with indexes

This bibliography lists 1778 reports, articles, and other documents introduced into the NASA scientific and technical information system, 1975 through 1980

Makers at School, Educational Robotics and Innovative Learning Environments

This open access book contains observations, outlines, and analyses of educational robotics methodologies and activities, and developments in the field of educational robotics emerging from the findings presented at FabLearn Italy 2019, the international conference that brought together researchers, teachers, educators and practitioners to discuss the principles of Making and educational robotics in formal, non-formal and informal education. The editors’ analysis of these extended versions of papers presented at FabLearn Italy 2019 highlight the latest findings on learning models based on Making and educational robotics. The authors investigate how innovative educational tools and methodologies can support a novel, more effective and more inclusive learner-centered approach to education. The following key topics are the focus of discussion: Makerspaces and Fab Labs in schools, a maker approach to teaching and learning; laboratory teaching and the maker approach, models, methods and instruments; curricular and non-curricular robotics in formal, non-formal and informal education; social and assistive robotics in education; the effect of innovative spaces and learning environments on the innovation of teaching, good practices and pilot projects

A study of the moral development, beliefs and relationships of the criminal entrepreneur

The thesis focuses on ‘criminal entrepreneurs,’ i.e. those individuals who behave in an entrepreneurial manner who have chosen a life of crime to obtain an income or create wealth rather than setting up and running their own legitimate businesses. The research is based on male prisoners, predominantly fraudsters and drug dealers, and was motivated by the assertion that by understanding why they have chosen this way of life it may be possible to encourage such people to use their entrepreneurial skills in a legitimate context thereby reducing recidivism. Based on an epistemological constructivist approach, the methodology used was a phenomenological one and included a moral dilemma, an ethics questionnaire and personal construct psychology linked with case studies. This is a novel approach in that it uses Kelly’s (1955) personal construct theories and repertory grid techniques in order to identify the criminal entrepreneurs’ constructs and the moral stances that they adopt when making sense of their world. The findings showed that moral reasoning theories with respect to offenders do not offer a reliable guide to moral or ethical behaviour and ignore relationships which were an important feature of the criminal entrepreneur’s life. For instance a strong bond was found to exist between some of the respondents and their parents, particularly the mother, and role models were important in their lives