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Commonplace and Mirroring for Self-Reflexivity in Secondary Language Arts: A Value-Creative Approach in a Virtual Learning SpaceCoggins, Iain M. January 2021 (has links)
Employing Daisaku Ikeda’s iteration of soka, or value-creative education, I detail a small qualitative study with adolescents involving commonplace, a traditional literacy practice of collecting excerpts from a variety of texts, as well as an accompanying inquiry activity of writing memory vignettes that includes a procedure that I call mirroring text. With an interest in self-reflexive responses to reading, my study explores what happens when five adolescent multiliteracies practitioners select, compile, and respond to excerpted multimodal texts, primarily from social media sites.
Conducted in a virtual tenth grade advisory class during the 2020-2021 school closures due to the global pandemic, I discuss the peculiarities and challenges of the virtual learning space and the study activities that occurred therein, as well as the pedagogical implications of commonplace and mirroring for secondary Language Arts.
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Language Behaviors and Social Strategies of English as Second Language and English as Primary Language Preschool Children During Computer Assisted Instruction ExperiencesEmerson, Stacia B. (Stacia Brewster) 08 1900 (has links)
This study describes the language behaviors and social strategies of English as Second Language (ESL) and English as Primary Language (EPL) pre-kindergarten students during cooperative Computer Assisted Instruction (CAI) experiences. Thirty-three pre-kindergarten subjects ages four to five years, were videotaped at two personal computers during self-selected center time. The sources of data for this descriptive study were a parent computer survey, videotapes, a subject interview derived from the Young Children's Computer Inventory, and written records.
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A Study of the Effects of Technology Training on Teacher Productivity and EmpowermentStubbs, Luisa B. (Luisa Belluomini) 12 1900 (has links)
This study was supported by the Texas Education Agency and initiated by a consortium composed of Apple Computer, the University of North Texas, and the Hurst-Euless-Bedford Independent School District, one of the six schools involved with the Columbus Project. The problem in this descriptive study is to determine if training teachers to use application, management, and instructional software on the Macintosh computer will increase their productivity. The sample of teachers involved with the study volunteered for the training.
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Retention of mathematics and reading comprehension skills among Navy Functional Skills Program graduatesCartagena, Pedro A. 14 October 2005 (has links)
This study was conducted to investigate mathematics and reading comprehension skill retention of Navy’s 1987 Functional Skills Program graduates over three to twelve month period immediately following training. Two separate studies were conducted. One studied math retention for a course using Computer-Assisted Instruction (CAI). The other study investigated a reading comprehension course using Personalized System Instruction (PSI). subjects (N = 97) were divided into four groups based on the length of time elapsed since graduation (3 to 12 months). The sample was the same for both courses, which ran concurrently for eight weeks. Subjects were primarily low academic achievers. The majority were male caucasians (median age 23) from low socio-economic background.
A quasi-experimental design using pre-, post, and delayed posttest with a two-way within-subjects ANOVA (Achievement x Time) with repeated measures on the time factor was used to analyze the data. Fisher’s LSD tests were utilized in post hoc contrast of the group’s pre-, post and delayed posttest mean scores.
Supplementary data collection and analysis conducted using an orally administered questionnaire suggested that many students were intimidated by computer-based instruction. They also reported that Navy related materials used in the PSI course were too easy to read and did not challenge the reader enough.
A statistically significant increase was detected between the pretest and posttest of the math groups under the CAI treatment, indicating that learning took place from pre- to posttest. However, a significant decline was found in math skills over time (posttest to delayed), possibly due to the lack of opportunities for practice of those skills after the training. Likewise, the reading comprehension course using PSI modality produced evidence of a significant increase between pretest posttest scores. This treatment showed no evidence of significant changes over time in reading skills from posttest to delayed test. Practice effects of informal reading activities and the self-motivating effect of skill development were offered as explanatory mechanisms for sustaining these skills. / Ed. D.
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The interaction of technology and technical writing pedagogy : developing ethos in the online classroomSadusky, Krantz Nancy 01 October 2000 (has links)
No description available.
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A qualitative analysis of student learning experiences in online community college undergraduate education coursesPedone, Melissa D. 01 October 2003 (has links)
No description available.
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The effect of technology on attention and concentration within the classroom contextBrand, Lindsay Mary 01 1900 (has links)
The main objective of this study was to determine the effect of technology on attention and
concentration within the South African classroom.
The theoretical investigation showed the link between focus, attention and concentration. It also
revealed the importance of motivation in order to capture the attention of the learner in the
classroom. The life-world of the learner is often far removed from the classroom learning
context.
During the empirical investigation, lessons were conducted with and without the presence of
technology in order to ascertain whether a difference in attention and concentration would elicit
different results. An ANOVA procedure indicated that there is a significant difference between
the average achievements of a group of learners exposed to technology during a lesson,
compared to a group not exposed to technology; there is a significant difference between the
average attentions of a group of learners exposed to technology during a lesson compared to a
group not exposed to technology; there is a significant relationship that exists between
motivation and concentration; and that a significant relationship exists between motivation and
attention in Mathematics. / Educational Studies / M.Ed. (Psychology of Education)
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The role of e-learning on the professional development of student-teachers in CameroonKibinkiri, Eric Len 01 1900 (has links)
This study was planned to explore “the role of e-learning on the professional
development of student-teachers in Cameroon”. The researcher’s concern with elearning
was sanctioned by the need for a teaching and learning strategy that can help
institutions of learning address their problems and improve on their outcome. Seven
(7) specific hypotheses were formulated to guide the study. The study also sought to
find out challenges faced by student-teachers in the implementation of e-learning. The
study involved a mixed methodological approach. In this respect, a survey of 796
student-teachers drawn from eight (8) Primary Government Teacher Training Colleges
and three (3) Higher Teacher Training Colleges was carried out. Also, an experiment
with 191 student-teachers of the Higher Teacher Training College was conducted using
blended learning. Purposive sampling, cluster sampling, simple random sampling and
systematic random sampling techniques were applied where necessary to obtain the
sample.
Moreover, in the survey, data was collected using a questionnaire while the
experimental phase generated data in terms of scores from the first and second test
respectively. The student t-test, One-way ANOVA, and Correlation Coefficient were
used to test the research hypotheses. Findings of this study offer new evidence that elearning
has a significant influence on the professional development of studentteachers
in Cameroon. Findings revealed that slow Internet lines or access speed
constitute a serious challenge to effective e-learning in Cameroon (Mean = 3.2852).
Findings further suggest that Internet-Based Problem Solving and Computer-Based
Direct Instruction have an unprecedented role in fostering the professional
development of student teachers in Cameroon. Based on this result, recommendations
are made to training institutions to embrace ICTs and become more flexible by
adopting learning approaches that are dynamic and multi-dimensional as problems in education are becoming more complex. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)
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A SCORM compliant e-learning content prototype for the training of OBE mathematics educators in the context of developing countriesPiyose, Xolisa January 2010 (has links)
Dissertation submitted in fulfilment of the requirements for the Master's Degree of Technology: Information Technology, Durban University of Technology, 2010. / The main purpose of this study was to examine how e-learning can help resolve some of the
most acute problems that are specific to the nature of the outcomes-based education (OBE)
system in developing countries. This was accomplished by investigating the relevant literature on
OBE and by designing an e-learning content prototype for the South African version of OBE,
with the focus on the training of Mathematics and Mathematical Literacy educators.
OBE is an education system centred on the theory of mastery of learning introduced by Bloom in
the 1950s. It has been implemented worldwide in primary and secondary schools and also in
tertiary institutions. Some studies have shown that OBE is problematic, and that both educators
and learners are opposed to this system of education. Existing research also reports that the
quality of education in OBE is very poor as compared to that of the traditional education system.
This study was an attempt to identify the most acute problems experienced by educators and
learners in the OBE context and to design a prototype for e-learning content that can be used in
courses in an attempt to solve these problems.
The research population of the perceptions survey consisted of Mathematics and Mathematical
Literacy educators and learners from the 6 000 primary and secondary schools of the KwaZulu-
Natal (KZN) province of South Africa. Eighteen schools formed part of the research sample,
with an average of two schools per region (the KZN province is divided into nine regions). Both
private and public schools were included in the study. Data for the study were collected from
March 2007 to August 2007 in the form of a perceptions survey of 104 educators and 288
learners, yielding an average of six educators and sixteen learners for each randomly selected
school.
Results from the perceptions survey show that educators and learners do not understand OBE
terminology. In addition, educators claim that they are not sufficiently trained for OBE. Research
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participants also report that schools’ basic infrastructure is unsatisfactory, and that their
classrooms are overcrowded. Mathematics is perceived as the most difficult subject by both
educators and learners. The survey also reveals that most public schools do not have computers
and that neither educators nor learners have access to computers in their public libraries.
A SCORM- (Sharable Content Object Reference Model) compliant e-learning course was
developed in this study to address the most acute problems identified by the survey, based on the
Software Engineering Unified Model. The designed e-course contains OBE terminology such as
learning outcomes, OBE principles, assessment standards, assessment methods, national
curriculum statement and learning fields. The e-learning course content also contains the
Mathematics and Mathematical Literacy curriculum for grades 11 and 12. It was constructed
using 16 documents extracted from the National Department of Education’s website: 7
documents under Further Education and Training, 4 under Teacher Guide, and 5 under General
Education and Training. The evaluation of the e-learning content prototype was conducted
through a survey among 36 educators from different primary and secondary schools of the
Mnquma Municipality of the Eastern Cape province of South Africa. They were trained in the
SCORM-compliant e-learning course content at the Walter Sisulu University’s Butterworth
campus. The training took place from 10 to 13 November 2009. After the training, educators
filled out a questionnaire on their perceptions of the effectiveness of the proposed e-learning
content prototype with regard to the practice of OBE.
Results from the SCORM e-course evaluation survey showed that the proposed SCORM
software artefacts allow educators to have a better understanding of OBE terminology. The
proposed software artefact is user-friendly and educators recommended its use not only for
Mathematics but for all subjects.
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Machine learning, data mining, and the World Wide Web : design of special-purpose search enginesKruger, Andries F 04 1900 (has links)
Thesis (MSc)--Stellenbosch University, 2003. / ENGLISH ABSTRACT: We present DEADLINER, a special-purpose search engine that indexes conference and workshop
announcements, and which extracts a range of academic information from the Web. SVMs provide
an efficient and highly accurate mechanism for obtaining relevant web documents. DEADLINER
currently extracts speakers, locations (e.g. countries), dates, paper submission (and other) deadlines,
topics, program committees, abstracts, and affiliations. Complex and detailed searches are
possible on these fields. The niche search engine was constructed by employing a methodology
for rapid implementation of specialised search engines. Bayesian integration of simple extractors
provides this methodology, that avoids complex hand-tuned text extraction methods. The simple
extractors exploit loose formatting and keyword conventions. The Bayesian framework further produces
a search engine where each user can control each fields false alarm rate in an intuitive and
rigorous fashion, thus providing easy-to-use metadata. / AFRIKAANSE OPSOMMING: Ons stel DEADLINER bekend: 'n soekmasjien wat konferensie en werkvergaderingsaankondigings
katalogiseer en wat uiteindelik 'n wye reeks akademiese byeenkomsmateriaal sal monitor en
onttrek uit die Web. DEAD LINER herken en onttrek tans sprekers, plekke (bv. landname), datums,
o.a. sperdatums vir die inlewering van akademiese verrigtings, onderwerpe, programkomiteë, oorsigte
of opsommings, en affiliasies. 'n Grondige soek is moontlik oor en deur hierdie velde. Die
nissoekmasjien is gebou deur gebruik te maak van 'n metodologie vir die vinnige oprigting van
spesialiteitsoekmasjiene. Die metodologie vermy komplekse instelling m.b.v. hande-arbeid van
die teksuittreksels deur gebruik te maak van Bayesiese integrering van eenvoudige ontsluiters. Die
ontsluiters buit dan styl- en gewoonte-sleutelwoorde uit. Die Bayesiese raamwerk skep hierdeur 'n
soekmasjien wat gebruikers toelaat om elke veld se kans om verkeerd te kies op 'n intuïtiewe en
deeglike manier te beheer.
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