The purpose of the study was to identify the use of microcomputers for student instruction in Indiana public high schools. An additional purpose was to identify the number and brand of microcomputers in Indiana public high schools. To accomplish the purposes, 363 public high school principals were requested to give questionnaires to eleven department chairpersons. Questionnaires were returned by 282, 78 percent, of the principals. Data were tabulated for raw scores and percentages.Findings1. Microcomputers were used in 84 percent of Indiana public high schools.2. APPLES or TRS-80s constituted 71 percent of 2332 microcomputers located in 286 high schools.3. Students in 2 percent of the art departments used microcomputers for problem solving, programming, simulation, and tutorial.4. Students in 40 percent of the business departments used microcomputers for computer literacy, drill and practice, games, problem solving, programming, simulation, tutorial, and word processing.5. Students in 9 percent of the English departments used microcomputers for computer literacy, drill and practice, games, problem solving, programming, tutorial, and word processing.6. Students in 7 percent of the foreign language departments used microcomputers for computer literacy, drill and practice, games, problem solving, programming, simulation, and tutorial.7. Students in 2 percent of the home economics departments used microcomputers for computer literacy, drill and practice, games, problem solving, and simulation.8. Students in 7 percent of the industrial arts departments used microcomputers for computer literacy, drill and practice, games, problem solving programming, repair and maintenance, simulation, and tutorial.9. Students in 62 percent of the mathematics departments used microcomputers for computer literacy, drill and practice, games, problem solving, programming, simulation, and tutorial.10. Students in 3 percent of the music departments used microcomputers for drill and practice, games, problem solving, programming, and tutorial.11. Microcomputers were not used in the physical education departments.12. Students in 30 percent of the science departments used microcomputers for computer literacy, drill and practice, games, problem solving, programming, simulation, and tutorial.13. Students in 5 percent of the social studies departments used microcomputers for drill and practice, games, problem solving, programming, simulation, and tutorial.

The purpose of this study was to describe and improve understanding of adult students' experiences of learning in an interactive computer-mediated communications context in a distance education environment. Within a constructivist perspective, the theoretical framework for this study was based on collaborative learning theories.The study setting was an eight-week, Internet-based undergraduate/graduate distance education course, Sociology of Poverty, sponsored by a medium-sized midwestern university. The computer-mediated course was designed by the instructor to support active and collaborative learning among students at a distance.Study participants included two graduate students and five undergraduate students who volunteered their participation. One professor delivered course and Web-site instruction, aided by one technical assistant. In this descriptive study, responses of participants were collected through a series of individual interviews, field observations, student learning journals, and the researcher's field journal. Evidence collection focused on learners' responses to the synchronous and asynchronous (e-mail messaging) computer-mediated communications of the distance education setting.Identified were cognitive and affective learning strategies, and descriptions of students' meaningful receiving and expressing experiences. Two cognitive learning strategies were identified: Management of personal resources and management of technology. Two affective learning strategies were identified: Management of self and management of others. The computer-mediated educational context was found to have influenced students' cognitive and affective experiences of learning, and synchronous computer conferencing was judged a potentially motivational and effective tool for interactive learning in a distance education environment. Important impacts on students' learning experiences included learner characteristics, the design of the Web-based course and its computer-mediated components, the structure of interactivity in the computer-mediated communications, and the moderation of the weekly synchronous computer conferences. Conclusions and recommendations of this study focused on these five influences.Implications for future Internet-based distance course design and development included the need for opportunities for students to establish connections with peers early in the course and the need for learner input into course content. Further research requirements revealed included student collaboration in a computer-mediated environment, student-teacher power relations, moderation of synchronous computer conferences, and the integration of online experiences with community-based field experiences. / Department of Educational Leadership

The fundamental objective of this research was to investigate the usefulness and appropriateness of computer simulation to improve the acquisition of necessary skills used in genetic analysis. Interactive computer simulations were developed and tested for their effectiveness in achieving the desired goal. These simulations were tested for six months before full implementation. The final testing took place over a nine-month period and involved a total of sixty-five beginning genetics students from five different classes. The students in the classes were randomly assigned to experimental and control groups.A pre/posttest, based upon behavioral objectives specifically written for the simulations, was administered. A two-way analysis of variance was used with the independent factors of treatment and sex. The dependent variable was the posttest. A second two-way analysisof variance was used with the same independent factors, but the dependent variable was the final numerical course score.The analysis showed no significant differences between the groups tested. However, a secondary analysis of the groups involved in the Summer of 1980 showed that the mean posttest score of the experimental group was significantly higher than that of the control group. Note .that the Summer class was taught in five weeks, whereas the other classes were taught over an eleven-week period.Tie results of this study indicate that (1) simulations were as effective as, but not significantly more effective than, the "live" laboratory experiments in improving student skills in genetic analysis, and (2) simulations can be used very effectively as a backup system in case "live" experiments cannot be performed. Finally, this study suggests that further research should be conducted on the effectiveness of computer simulations with students who are taking courses that axe compressed into short time spans.

A Computer Assisted Learning (CAL) approach was developed to enhance course material for an undergraduate Hydrology and Water Management course, through the use of multimedia courseware. The courseware can be installed under 32bit versions of Windows' operating systems. CD-ROM's were used as the courseware distribution media. A LAN version, which uses NetBEUI protocol to access Windows' workgroups, has also been activated. / Course material was first digitized and then placed in a Windows' Graphic User Interface (GUI) using Microsoft Visual Basic versions 4--5. Multimedia files, including images, sound, and movies were then added to enhance visualization. Students can navigate through the courseware in a non-linear fashion akin to multimedia hyperlink technology. The courseware contains all of the conventional course material in text format with multimedia additions so that students can follow class material on computers. Simulation and prediction tools were also added in order to aid students in problem visualization and solving. / The course instructor can update material by uploading material through an ActiveX web site. The courseware is then automatically updated when an active TCP/IP connection is detected on the client side using a similar ActiveX control. / Program performance is optimized through the use of a high-speed CD-ROM drive and at least 32 megabytes of RAM. The network version performs substantially slower than its CD-ROM equivalent since a Network bandwidth bottleneck occurs.

No description available.

No description available.

Thesis (DBA(DoctorateofBusinessAdministration))--University of South Australia, 2006.

The application of an electronic mode of learning (e-learning) has become increasingly important in education in Hong Kong. This study has explored the training and support available for academics who were prepared to integrate learnig technologies into university teaching. / Thesis (DBA(DBusinessAdministration))--University of South Australia, 2005.

The purpose of this study is to examine the acceptance of e-learning by Thai university students. / Thesis (DBA(DoctorateofBusinessAdministration))--University of South Australia, 2005.

Thesis (PhDBusinessAdministration)--University of South Australia, 2004.