An Investigation Into Computer Technology and Commercial Software: The Effects of Fourth Grade Reading Comprehension Based on Two Different Modes of Presentation

The purpose of this study was to investigate the potential of commercially produced software. It evaluated the effectiveness of two different treatments and explored the relationship this may have upon increasing students\u27 reading comprehension among fourth grade students. The subjects involved were forty heterogeneously grouped fourth grade students from a rural school setting school. The students were divided into two groups. A total of sixteen stories were read. The first group, Treatment A, utilized the computers, paired with commercially produced software, to complete eight reading passages. The second group, Treatment B, read the same stories but relied on non-computer methods to complete reading passages. On the third week of the study, the final eight stories were read where Treatment A and Treatment B switched. Treatment A relied on non-computer methods to complete reading passages while Treatment B utilized the computers to complete the reading passages. The difference between the computer and non-computer modes of presentation were compared using a two sample equal variance t-test to see if there was a significant difference between the mean scores of each story read for both modes of presentation. The results of this study indicated that there was a statistically significant difference between the posttest scores for Treatment A and Treatment B. It can be concluded that the integration of commercial software, paired with computer technology, improved students\u27 reading comprehension when compared with non-computer methods

Influence of Self-Assessment Scripts on Self-Regulated Learning and Students\u27 Performance in a Multimedia Environment

Multimedia learning may be more effective than text-only methods. Researchers have not examined the effects of metacognitive strategies on self-regulated learning (SR) within multimedia learning environments (MLE). The purpose of this quasi-experimental study was to examine potential differences in learning and SR skills between students who use a script as a self-assessment tool and students who do not, while creating a conceptual map. The cognitive-affective theory of learning with media was used to frame the study. The sample included 87 secondary school students from a public school in Puerto Rico, enrolled in 11th and 12th grade English courses. Control and treatment groups completed a questionnaire to measure group difference in goal orientations at the beginning of the study. A t-test results indicated differences between the groups in disposition, and motivation variables. SR was measured before and after the implementation process through questionnaires. A 1-way ANOVA showed no differences in SR skills used by both groups. Results showed no differences in learning in both groups. A multiple regression was run to predict learning from group, disposition, and motivation variables. Results indicated the variable group as the most significant predicting the learning process. These results may encourage more research on SR strategies including a focus on different academic content, self-assessment instruments, and variables related to SR in MLE. These findings can contribute to positive social change in guiding teachers, students, and multimedia designers to develop MLE and SR processes to enhance student performance and obtain better academic results

A new paradigm in teaching large engineering mechanics courses

This study investigated the role of a new paradigm in teaching large introductory fundamental engineering mechanics courses that combines student-centered learning and supplemental student resources. The sample consisted of close to 5000 engineering students from Iowa State University. Demographic characteristics in the study included students\u27 major, gender, performance in high school, and achievement and aptitude tests scores. Results of the study overwhelmingly showed that not only is there a difference between a class taught passively using the teacher-centered pedagogy and a class taught actively using the student-centered pedagogy, but also that the usage of the variety of student-centered pedagogies in statics of engineering is a significant predictor in student performance in mechanics of materials. The principal focus of this work was to determine if the new paradigm was successful in improving student understanding of course concepts in statics of engineering. After evaluating the effects of several variables on students\u27 academic success, the results may provide important information for both faculty and researchers and present a convincing argument to those faculty interested in a reform but hesitant to abandon conventional teaching practices. By promoting a new paradigm, the potential for improving understanding of engineering fundamentals on a larger scale may be realized

Incorporating Andragogy and Cognitive Theory Of Multimedia Learning Into Self-Paced Training and Development Programs

In the modern higher educational system, technology permeated almost all the provisions of educational processes and transformed individual learning transactions. Empirical evidence reveals students’ skill gaps in the digitized campus and the real-world work environment driven by technology. Technical training is of high value and in high demand in helping students to develop the skills necessary to carry out schoolwork and be prepared for the real-world work environment. The purpose of this study was to investigate the effectiveness of the combined method of Andragogy and Cognitive Theory of Multimedia Learning (CTML) in enhancing learning results and optimizing students’ learning experience in an asynchronous Excel training program designed on Storyline 360. This study utilized a mixed-method design and was conducted in a private religiously affiliated university on the west coast of the U.S. Quantitative data (i.e., control group n=22; Treatment group n=22) were collected through quiz and survey to measure learning results and learning motivation, autonomy, and satisfaction respectively. Qualitative data (n=4) were collected through semi-structured individual interviews to obtain a deeper insight into the different learning experiences between conventional instruction and the Andragogy and CTML-enhanced instruction. The first finding of this study was the effectiveness of the interventional training designed with a combined method of Andragogy and CTML in improving students’ learning outcomes in the post-test (i.e., t (42) = 2.65, p-value = 0.01\u3c0.05, Cohen’s D = 0.80)) and maximizing gained scores (i.e., (t (42) = 2.23, p-value = 0.03), Cohen’s D = 0.67). iii The second finding of the research was that the interventional training designed with a combined method of Andragogy and CTML had a significant effect on improving students’ learning motivation (t (42) = 2.71, p-value = 0.0096 \u3c 0.05, Cohen’s d = 0.82,), but no effect on improving learning autonomy (t (42) = -0.17, p-value = 0.87 \u3e 0.05, Cohen’s d = -0.05,) and learning satisfaction (t (42) = 1.43 p-value = 0.16 \u3e 0.05, Cohen’s d = 0.42). The third finding of this research revealed: (1) learners found both the conventional and the Andragogy and CTML-enhanced training beneficial as it met their current or future needs; (2) learners in both groups were engaged in the micro-learning experience multimedia-based (i.e., simulations and mind maps); (3) Project-based assessment and brief course navigation instructions are preferred in the self-paced training. This study formulated an evidence-based framework to design effective online technical capability-building solutions that are centered on the needs of learners. Educational leaders should enable instructional technologies and define governance and processes to support the integration of the combined andragogy and CTML method. Additional research implementing the andragogy and CTML approach with learners in different educational settings and subject matters would further expand the findings and drive teaching innovations

Survey Says—How to Engage Law Students in the Online Learning Environment

The pandemic experience has made it clear that not everyone loves teaching or learning remotely. Many professors and students alike are eager to return to the classroom. However, our experiences over the last year and a half have also demonstrated the potentials and possibilities of learning online and have caused many professors to recalibrate their approaches to digital learning. While the tools for online learning were available well before March of 2020, many instructors are only now beginning to capitalize on their potential. The author of this article worked in online legal education before the pandemic, utilizing these tools and exploring ways to make the online experience more effective. This article is the result of her research on online legal education prior to the pandemic, which sheds light on future possibilities for online learning in law schools in post-pandemic times. The discussion explores various engagement strategies used by online legal educators, assesses students’ perceptions of those strategies, and examines these findings against the backdrop of existing learning theories. The article contributes to the scholarly literature on legal education and pedagogy by tying empirical evidence of student learning preferences to educational theory and identifying concrete strategies for increasing law student engagement and enjoyment

The Effects Of Constructivist-Strategies And Direct Instruction Using Multimedia On Achievement Among Learners With Different Psychological Profiles [LB1028.55. K82 2006 f rb].

Soalan penyelidikan utama kajian adalah “Adakah dua strategi pengajaran yang berbeza menyumbang kepada perbezaan pembelajaran pada tugas ilmu berbeza paras untuk pelajar yang berbeza dalam ukuran psikologi bagi topik Kimia Jadual Berkala Unsur ?” The main research question of the study was “Do two different instructional strategies contribute to differences in learning at different levels of knowledge tasks for learners with different psychological profiles on the Chemistry topic of the Periodic Table ?

Low empathizing and high systemizing tendencies in Higher Education computing students: The affordances of virtual worlds in their education

Background. The increasing societal reliance on emerging technology is demanding much more of those planning a career in the computing profession than technical ability alone. Many contemporary roles require business contact and therefore soft skills are an essential component of capability. However, the association between those who are inherently drawn to a career in computing and low empathizing, high systemizing (LEHS) tendencies could impair their future performance. Therefore, it is important for higher education to both recognize this need and devise strategies to ensure that the required soft skills are developed as early as possible.Aim. To evaluate the ability of virtual world technology, through its characteristics of immersion, identity and interaction, to foster the soft skills identified as presenting the most difficulty for those with a LEHS disposition as part of their higher education experience.Method. A variety of virtual world activities were introduced to an undergraduate applied computing programme in order to target the following areas: coping with changes in routine, verbal and non-verbal communication, the application of play/imagination and the development of social relationships. The study was guided by the students’ position on the Autism Quotient continuum and a range of quantitative/qualitative methods were applied to assess student performance, as well as their perception of the intervention.Result. It was found that achievement was generally improved for all students in areas that involved virtual world activities. Although the soft skills attainment appeared to be delayed in those with LEHS tendencies, it was seen as being more significant than those below the average AQ threshold, with a noticeable impact in areas of extreme difficulty.Conclusion. The achievement, apparent in all computing students, was expedient in terms of educational practicality. However, the study suggests that VW activities could be used as an engaging device to provide a technical solution to the acquisition of non-technical skills, particularly for those exhibiting LEHS traits

Designing Multimedia Learning for Student Employees in a Higher Education Institution

This portfolio explores the multimedia learning design for student employees at a higher education institution to improve employment skills and knowledge. Based on the ADDIE Model, video-based learning, cognitive learning, and multimedia principles, this paper suggested eLearning designs that enhance learners′ comprehension and employee training development approaches. This paper seeks to create and provide employment skills and knowledge training via the learning management system: Desire2learn Brightspace using various eLearning tools, including video-based learning, interactive web-based tools, and web-page learning materials

Multimedia mathematics intervention for math-delayed middle school students

The purpose of this study is to determine if the Sharpening Math Skills Lab technology-mediated mathematics instructional practices for math-delayed middle school students have positive effects on their mathematics achievement and spatial visualization ability and to gauge student engagement in learning, implementation of the principles of instructional design, and attitudes toward mathematics instruction. The results of a recent meta-analysis report a range of significantly positive to significantly negative effect sizes which establish a need for further evaluation of academic achievement utilizing technology-mediated mathematics programs at the middle school level (Slavin, Lake, & Groff, 2007). The literature (Moreno & Mayer, 2000) also suggests examining the principles of multimedia instructional design as they relate to programs such as those utilized in the Sharpening Math Skills Lab. The need for testing for relationships between student spatial visualization and problem solving ability (Wheatley, 1991), student attitudes and motivation toward mathematics (Tapia & Marsh, 2004), and students’ behavior while engaged in multimedia learning activities has also been established in the literature. This quasi-experimental study compares academic achievement of 109 southwest Louisiana 6th, 7th, and 8th grade students in one school who participated in a treatment program of technology-mediated remedial math instruction with 162 - 6th, 7th, and 8th grade students from two other schools in the same district who received traditional classroom mathematics instruction. The experimental group attended the Sharpening Math Skills Lab 45 minutes per day utilizing FASTTMath software and iSucceed software with individual assistance provided by the lab facilitator and math teacher. Measurement instruments include Scantron Performance and Achievement Series tests, Wheatley Spatial Ability Test (WSAT) (1996), and Attitudes Toward Math Survey (ATMI) (Tapia, 1996). Qualitative data about the experimental group including levels of engagement and the effectiveness of instructional design of the software utilized were also gathered. Positive outcomes of the study include making “best practices” recommendations for remedial mathematics instruction of math-delayed middle school students. Data accumulated in the study contributes to the body of evidence on the usefulness of technology-based remediation practices and provides important information to school officials in the development of curricular and budgetary decisions