Autism and Computer Assisted Learning

Autism is a learning and social disorder that has seen increased diagnosis within school-age populations. As educators grapple with overwhelmed and understaffed classrooms, finding ways to address the educational needs of this particular population can be very challenging. However, technology may serve to create alternative “virtual” world opportunities and thus, begin to expand learning possibilities for these students

A COMPARATIVE STUDY BETWEEN ICT LEARNING RESULTS USING INTERACTIVE COMPUTER-ASSISTED LEARNING AND THE ONES USING TEXTBOOKS FOR GRADE VII STUDENTS AT SMP N 4 WATES

This research aims to examine the comparison between interactive computer assisted-learning and textbook-based learning on the ICT learning results upon computer software of the grade VII students at SMP N 4 Wates Kulon Progo. The research methods employed was quasi-experimental. The research design selected was non-equivalent control group design. The research was conducted towards the grade VII students, they were class VIIA (by using interactive computer assisted-learning) as the experimental class and class VIIB (by using textbook-based learning) as the control class in which each class consisted of 32 students, at SMP N 4 Wates Kulon Progo in the semester 2. The sample collection technique of the research employed purposive sampling. The data collection of the research used documentations which comprised of the ICT subject syllabus and the result of the initial condition by using pre-test and the final condition by using post-test. The trials of the instruments utilized the test of item validity according to the expert judgement and the reliability test using Cronbach's Alpha. The data analysis technique to examine the research findings employed tests for normality and homogeneity as well as T-test using SPSS 17.0 program to analyze the data obtained. The research finding suggested that interactive computer-assisted learning was the better media to deliver the learning materials of the ICT subject than textbooks-based learning in term of students’ learning results. This was confirmed by the post-hypothesis test. Using T-test, the significance value of the posthypothesis test result was less than the value of α = 0,05, therefore Ho was rejected and Ha was accepted, meaning that the textbooks based-learning was different from interactive computer-assisted learning as the media to deliver the learning materials of ICT subject in term of students’ learning results. Based on the descriptive analysis upon the post-test data, it could be concluded that the interactive computer-assisted learning was the better media to deliver the learning materials of the ICT subject than textbooks-based learning in term of students’ learning results on computer software. Key Words: Comparison, learning media, interactive computer-assisted learning, textbooks, learning results

Computer-aided veterinary learning at the University of Cambridge

An approach to computer-assisted learning in veterinary education at the University of Cambridge, involving the development of four types of learning module, is outlined. A tutorial on regional perineural anaesthesia in the horse, based on the familiar tape-slide format but with significant improvements, is described. A question and answer self-assessment package and a computer-based 'digital lecture' are also discussed, together with a case simulation involving the investigation of a polydipsic dog. All the tutorials were developed using standard software packages and image digitising processes. The philosophy behind the development of these computer-assisted learning packages is discussed

cCAL:Cooperative Computer Assisted Learning

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THE EFFECTS OF COMPUTER-ASSISTED LEARNING ON THE ACHIEVEMENT AND PROBLEM SOLVING SKILLS OF THE EDUCATIONAL STATISTICS STUDENTS

The basic aimed of this study is to investigate the effects of Computer Assisted Learning on the achievements of the educational statistic students the measurements related to the experimental and control groups. The result showed that, the difference is on behalf of the experiment group. This fact shows that the Computer-assisted learning method and traditional education methods have a clear different effect on the student’s educational statistics achievements. This result leads that experiment group’s students with computer-assisted learning methods increase their achievement level and show a higher performance more than the control group students

The Effect of Computer Assisted Learning and Learning Motivation on the Outcomes of Studying Physics at SMA Negeri 5 Palu

Abstract. This study was conducted to test the significance of research on student learning outcomes using computer-assisted learning with conventional learning, to test research on learning outcomes of students who have high learning motivation with low learning motivation and the interaction between computer assisted learning and learning motivation towards physics learning outcomes. The research method used was quasi-experimental. The research design used was a 2 x 2 factorial design. Sampling was determined by purposive sampling technique. The research sample was class XI IPA 3 which was planned by 26 students as an experimental class and XI IPA 4 which could be carried out by 26 students as a control class. The research variables consisted of independent variables, namely computer assisted learning, the dependent variable on learning outcomes and the moderator variable, namely learning motivation. Retrieval of data through learning outcomes test and physics learning motivation questionnaire. The data of this study were analyzed using the two-way ANOVA technique using the SPSS version 21 program. The results showed that: (1) there were differences in student learning outcomes between those using computer assisted learning and conventional learning, (2) there were differences in student learning outcomes between those who had high learning motivation with low learning motivation, and (3) there is an interaction between computer assisted learning and learning motivation towards student learning outcomes, which means that students who have high learning motivation will have better learning outcomes than students who have low learning motivation Especially in classes that use computer assisted learning

The Effect of Using Computer Technology Tools to Enhance the Teaching-Learning Process in CAD-CAM-CNC Module in Mechanical Engineering Subject Area

This study presents the evaluation of Computer Assisted Learning (CAL) package included in the teaching and learning methodology of computer aided design- computer aided design - computer numerical control (CAD-CAM-CNC) module. Three groups of students with similar pre-abilities were exposed to three different teaching learning methodologies.The effectiveness of these three methods was determined by questionnaires completed by the students and collected by first author. Their answers were analysed quantitatively and qualitatively. The various categories used in the questionnaire was student’s attitudes towards learning CAD-CAM-CNC subjects, students’ opinions about their lecturers approaches to teaching process, students’ opinions and views about various aspects the CAD-CAM-CNC. The study concludes that the students taught with a combination of CAL package and traditional methods were more effective, efficient and satisfied with their learning experiences. So the proposed hybrid learning method (CAI plus traditional teaching method) is most suited for CAD-CAM-CNC teaching. Computer Technology; Computer-Assisted Instruction (CAI); Computer Assisted Learning (CAL); Computer Aided Design (CAD); Computer Aided Manufacturing (CAM); Computer Numerical Control (CNC)

Students Computer Literacy: Covariate For Assessing The Efficacy Of Computer Assisted Learning Tools

The purpose of this paper is to focus attention on the need to more rigorously measure computer-specific student characteristics when assessing the efficacy of computer assisted learning tools and benchmarking a curriculum's impact. It accomplishes this by first modeling learning outcomes assessment, identifying appropriate instruments, and discussing the absence of such measures in accounting education research. Then, the measurement process employed by the authors is discussed. The unsurprising results reveal statistically significant differences in computer anxiety and perceptions of computer skills across the student population. The significant implication is that heterogeneity must be controlled for when assessing resource-intensive computer assisted learning methods: Failure to do so will impair educators ability to determine the efficacy of computer assisted learning and the curriculum's contribution to students development

Computer Assisted Learning (CAL) durch Berechnungsexperimente

Im Mittelpunkt von Computer Assisted Learning (CAL) steht der Arbeitsplatz eines Studierenden. Durch gezielte DV-Unterstützung soll der Studierende von Routinetätigkeiten entlastet und dazu ermuntert werden, sich vertieft auf theoretisches Neuland zu begeben. Das Spektrum der CAL-Varianten reicht dabei von einfachen Multiple-Choice-Programmen bis zu Multi-User-Produkten wie Planspielen. Realisierte Anwendungsgebiete aus dem wirtschaftswissenschaftlichen Bereich sind beispielsweise Teile der Produktions- und Kostentheorie, Preistheorie und Investitionstheorie (CAL SIMLAG, CAL PREIDI, CAL VOFI). Die technisch und inhaltlich anspruchsvollste Form von CAL für einzelne Nutzer ist die Durchführung von Berechnungsexperimenten. Während die Multiple-Choice-Programme eine totale Führung des Studenten und die erweiterten CAL-Formen mit Demonstrationsfällen und Fallstudien zumindest eine partielle Führung des Studenten durch den Lehrstoff implizieren, wird bei Berechnungsexperimenten der Freiraum durch Stellen von Fragen und selbständiger Wahl des Lösungsweges vergrößert. Die Techniken zur Realisierung sind vielfältig. Ein in der Literatur dokumentiertes BWL-Modell gilt als Ausgangspunkt. Die freie Parameterwahl ist implementiert. Als Experimentierrahmenwerden das CAL-Modell und Werkzeuge des Personal Computing zur Verfügung gestellt. Multimediale Techniken zur Ein- und Ausgabe optimieren den Benutzerkomfort. Methodische Hilfsmittel wie die hierarchische What-If-Analyse erleichtern die Interpretationsvorgänge und fördern grundlegende Denkprinzipien der Betriebswirtschaftslehre