No description available.

This study examines English language learners working in pairs on two different types of computer programs to determine whether the quantity and quality of discourse varies with the type of software program. Also, to investigate how collaborative CALL activities can be designed to promote oral academic language proficiency.

The purpose of this project is to provide an instructional computer program that will be an alternative way to teach and reinforce basic mathematics skills for any student that is having difficulty in any given area and for students that are falling behind in the regular math class.

This thesis analyzes two popular computer assisted instruction teaching platforms: Daedalus Integrated Writing Environment (DIWE) and Blackboard (BB). The major focus of the exploration is to find out whether or not these programs are really a "natural fit" with the high expectations of new rhetoric compositionists.

Computer systems for the interpretation of diagnostic ECGs are widely used, but currently provide no explanatory or teaching functions of value to the less experienced practitioner. The relevant literature is reviewed, and specifications are provided for an ECG analysis system which will function as a learning aid for undergraduate and postgraduate medical students. Key aspects of the specifications are implemented on an IBM-PC. Recommendations for further development are provided.

This study examined differences in achievement over Person- Centered Therapy and Rational-Emotive Therapy taught by adjunct computer-assisted instruction tutorials (CAI) and traditional instruction (TI). The Achievement Instrument Over Person-Centered Therapy and Rational-Emotive Therapy was developed by the researcher to measure achievement. Content validity and test-retest reliability were established for the test. Analysis of covariance was utilized to test for differences in achievement gains between the CAI and TI groups. Cumulative university grade point averages and achievement pre-test scores were covariates. The Kolmogorov-Smirnov test was used to determine if the distribution of scores following instruction would be more positively skewed for the CAI group than for the TI group. This effect was expected if CAI was more effective than TI for low ability students.

Fifty-six fourth-grade children served as participants in this study. Three training procedures (behavioral, animated-graphics, and still-graphics) were assessed for relative effectiveness in the acquisition of fire emergency skills and attainment of knowledge, Each of the training groups was compared to a no-treatment control group. Performance on dependent measures was assessed prior to and immediately following training. Hypotheses predicted that the behavioral and animated graphics conditions would produce the greatest level of skill and knowledge acquisition. Results demonstrated a significantly higher level of fire emergency skill acquisition and knowledge attainment for both the behavioral and animated graphics groups relative to the still graphics and no-training groups. The value of using animated versus static images in computerized instruction for fire-safety skills training was demonstrated. / Ed. D.

Computers are excellent tools and assistants in foundation-phase classrooms. Computer-assisted instruction (CAI) influences the way teachers teach, as well as the way learners learn with regard to the curriculum. The responsibility for providing foundation phase-learners with educationally appropriate computer experiences in literacy, numeracy and life skills rests with the educators because the learners' progress in learning depends on the skills, attitudes and ingenuity of the educators, and the software they select for the learners. Educators should have the vision, the knowledge and the experience to introduce and apply CAI to benefit every learner in the didactic situation. Educators' general lack of knowledge and skills in this area has necessitated the compilation of didactic guidelines. The guidelines emerged from the literature that was consulted for this study. These guidelines should assist educators in providing successful CAI for learners. / Educational Studies / M.Ed.

There is a paramount need for online university education to effectively contribute in the development of students' ability to construct and create new knowledge. Online learning should thus go beyond the production of knowledge for knowledge's sake, but should result in relevant and meaningful learning on the part of the online learner. In addition, online learning ought to result in the application of knowledge to practice. While gains made by constructivism and observational learning are well documented, research addressing online media blends that best encourage constructivist and observational learning in open and distance and e-learning (ODeL) contexts is limited. In addition, guidelines that can be used by online learning facilitators and policy makers regarding media for constructivist and observational learning were lacking when this research was conducted. The research was deemed significant in contributing to the development of an online learning framework that could be used to guide policy formulation and practice in the area of online course implementation in ODeL institutions. Using an explorative qualitative approach, this study explored online media blends for constructivist and observational learning. The study comprised three phases. The first phase was a meta-ethnography study whose objective was to synthesise previous research theses in order to gain an understanding of lecturers' and students' experiences of online media, constructivism and observational learning. The second phase consisted of a phenomenological study conducted at the University of South Africa, to explore lecturers' experiences of online media in the facilitation of constructivism and observational learning. The final phase of the research was the development of a framework based on constructivism and observational learning to guide online teaching and learning. The findings of this research study revealed that lecturers did not use media blends to a large extent in their interaction with students. The study indicated that some cognitive processes need to be exercised on the part of the facilitators when online learning is offered. It is concluded that during the curriculum planning phase, lecturers should decide on methods and media to arouse the students' attention during online courses. This also implies a more reasonable lecturer­ student ratio because large numbers of students per lecturer is not feasible in online learning. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

Submitted in fulfillment of the requirements of the Degree of Master of Technology: Management, Durban University of Technology, 2012. / The emphasis of geometry is of such significance that the current National Curriculum Statement has included the learning of two-and three-dimensional shape from grade R. However it is observed that teachers rely on textbooks for their knowledge of a dynamic topic such as nets of solids. Learners do not have an opportunity to explore the different orientations of solid shapes. Not many teachers use technology to assist their pedagogy. Quality processes in mathematics education emphasise the use of technology in teaching and learning. A study was performed using “Poly”, which is free open-source software for mathematics teaching and learning. This software was chosen because it was an easy to use application. It was able to show the different orientations of the solid shapes. Three-dimensional geometry can be explored using this software. The research is based on a social constructivist view of learning and the methodology used is a case study. The Piagetian and van Hiele stages of development will be the basis of the researcher’s investigation. Piaget’s theory is based on age development whilst van Hiele alludes to the different stages of geometrical development. A control group was compared to the experimental group consisting of 20 learners each. The research was conducted in KwaZulu-Natal and involved a teacher with a class of 40 learners. Qualitative and quantitative data were collected and were analysed. The data consisted of classroom observations and learner questionnaires and interviews. The findings of this study affirm that the use of technology in the teaching of geometry can enhance conceptual understanding. Classroom management breaks from routine while using Poly. Poly has the potential to improve learners' educational experiences; it can enable the effective application of constructive, cognitive and collaborative models of learning. Poly is not just a mathematical tool but also a tool for thinking and helping to enhance learners’ learning. It can serve as a vehicle for helping learners to foster fundamental geometrical concepts. The assessment of the use of computers in mathematics by the learners of the experimental classes indicates that application of computers enables increasing the interest of the learners in mathematics and introduces more variety to the studies, making them more enjoyable and interesting. / National Research Foundation