No description available.

This research report evaluates a computer assisted instruction (CAI) simulation exercise developed according to guidelines developed by Gagne, Wager and Rojas (1981). The simulation exercise was evaluated in terms of: (a) its consistency with these guidelines, and (b) the ability of the learner to achieve the desired objectives. The helpfulness of these guidelines in the development of a quality CAI simulation exercise was also evaluated. Computer assisted instruction is being increasingly used in health sciences instruction. Although there is research available describing its use in medical and undergraduate nursing education, there is limited information on its use in postgraduate nursing education. This research project attempted to: (a) increase the general knowledge base of CAI in continuing nursing education, and (b) evaluate one set of available authoring guidelines. The research project used a one group, three test design. A learning module was developed by the author to provide psychiatric nurses with the basic knowledge needed to conduct a mental status examination. A CAI nurse-patient simulation exercise was written to provide an opportunity to apply this knowledge. It was written according to guidelines proposed by Gagne, Wager and Rojas (1981). Information on the subjects' progress was gathered by a series of tests which assessed mastery and application of mental status examination knowledge and skill. Further data were gathered via a questionnaire on the subjects' attitudes towards the computer, CAI in nursing and the CAI simulation exercise. Following the learning module, there was a significant increase in mental status examination knowledge. A significant increase in mental status examination application skill was also noted on a paper and pencil test administered after the CAI simulation exercise. Subjects also displayed significant improvement in their ability to write a short and concise mental status examination summary. The post-CAI attitude questionnaire found subjects feeling more comfortable with the learning experience. Although supportive of the use of computers in nursing, it was seen more as a tool for nursing schools than continuing education. Subjects also expressed some doubts as to whether CAI was as good as other instructional techniques for practising a mental status examination. Some additional findings were noted: (a) familiarity with a typewriter or computer keyboard seemed to decrease the time taken to complete the CAI simulation exercise, and (b) previous computer experience also played a role in reducing CAI completion time. The computer hardware seemed to interfere with the learning experience. Subjects were anxious about doing three tasks simultaneously: (a) a simulation exercise, (b) learning to type, and (c) interacting with the computer. Several expressed fear of breaking the computer. The present results suggest that CAI should remain as an adjunct to other methods of continuing education. The nursing profession must increase its knowledge in authoring CAI courseware. Potential CAI authors need time and an opportunity to refine their skills. Potential users also require more experience with both computer hardware and software. Computer assisted instruction authoring guidelines need to be developed and tested. Guidelines proposed by Gagne, Wager and Rojas (1981) are an excellent beginning, but more research in this area is necessary if CAI is to become a useful approach to continuing nursing education. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

The purpose of this quantitative design research study for fourth grade students was to examine whether a web-based Standardized Test Preparation Intervention for reading comprehension was more effective and efficient in improving student academic achievement in reading comprehension than a paper-based Standarized Test Preparation Intervention. It was found that the paper-based reading comprehension intervention was equally effective as the web-based.

A methodology was developed in this study for identifying the cognitive, pedagogical, and computational characteristics of computer-based learning environments. The characterization of the cognitive and pedagogical features was achieved by decomposing the learning environments into episodes which were composed of sequences of "views". Each "view" was described in terms of the different types of knowledge presented, the pedagogical strategies used to present the knowledge, and the forms and functions of user-computer interactions elicited. The computational characteristics were described in terms of modularity and other programming properties. The methodology was applied to characterizing the instructional programs produced by student teachers using Logo. / The results showed that this methodology can successfully identify the cognitive, pedagogical and computational characteristics of the learning environments. It can also clarify what can be learned in a microworld, especially the "powerful ideas" in Logo environments. In addition, the usability and constraints of learning environments in meeting the learners' cognitive needs during the learning process can be assessed.

Much of what technical communicators know about language use is based on spoken or written communication; however, newer media complicate those boundaries. Spoken and written language differ primarily in the use of metadiscourse, language that aids interpretation of propositions. While research shows that metadiscourse aids in retention and attitude change in both print and speech, none exists to show whether this is true in a medium like the Internet, which has qualities of both. Technical communicators need this information because they must compose similar messages in several media: advertising, system help, business training, and health education are commonly delivered in multimedia formats, primarily in print and the Internet.Most critical of these messages is health education, in which technical communicators must make treatment accessible to patients at home. Not only does this task require clear communication, but also it requires convincing patients to attend to the information, have positive attitudes about illness or self-care, and remember the information-these are the ingredients needed for learning. With good reason, healthcare providers are investing many resources into Internet health education, but technical communicators lack guidance on effective use of the medium. Research in this area focuses on measuring outcomes of existing programs rather than on systematically identifying what works and why.The present study examined language use (i.e., metadiscourse) and medium (i.e., Internet) in health education about stress management. This study reviews existing research in these areas and posits persuasion and social influence theory as a basis for understanding the persuasive abilities of health educational materials, or the abilities of the materials to convince patients to learn health information, change attitudes about illness and treatment, and change health-related behaviors.To test this theory, 120 students from a Southern university voluntarily read interventions developed to isolate the effects of metadiscourse and media on cognitive processing, attitudes, behavior intentions, and knowledge. Repeated measure multivariate analyses revealed that regardless of metadiscourse or medium, participants' knowledge about stress management increased and was maintained over time; however, favorable attitudes were not maintained over time. Results indicate that peripheral rather than central route persuasion occurred, and, therefore, knowledge gains are likely to be short-term. Suggestions for future research are provided and recommendations for theoretical development are discussed. / Department of English

No description available.

No description available.

No description available.

Thesis (MPhil)--University of Stellenbosch, 2011. / The use of ICT to enhance the quality of student learning is generally observable in higher education institutions. The adoption of ICT policy for education in Namibia in 1996 has profoundly encouraged the use of ICT to enhance student learning at teachers training colleges, in particular Caprivi College of Education. Although ICT has positioned itself in higher education, its implementation to enhance student learning has been received with mixed feelings, attitudes and perceptions among students. The use of ICT in relation to learning paradigm, collaborative and/or co-operative learning, deep learning approach and assessment seem to be problematic among students and may affect their learning. Issues related to access to ICT, ICT skills and support (technical and service) contribute to students’ negative perceptions towards the use of ICT in learning. The purpose of this study was to investigate students’ perceptions of the possible effect of ICT application on student learning at Caprivi College of Education in order to determine the ICT skills and learning strategies student teachers use to enhance their learning. The research strategy for this study was a quantitative survey. Quantitative data was obtained by administering closed-ended questionnaires to third-year student teachers at Caprivi College of Education. The study concludes that student teachers overwhelmingly perceive the use of ICT to enhance their learning in various ways.

The study reported here examined the move towards online assessments and addressed the question of whether or not different assessment tools affect student scores and student learning. The research activities covered a three-week period, from June 5, 2006 to June 23, 2006. During this time, seventeen third grade students served as their own control group by taking several math tests online and several math tests with paper and pencil. Results were compared to see if performance on computer-based tests would be more successful than pencil-and-paper tests. A follow-up survey to evaluate and interpret the quantitative results was also used. Findings revealed that 59% of the students did better on the paper tests. Further analysis revealed that the overall average of the computer tests was 71.9%, while paper tests revealed an average of 69.9%. In summary, these findings report that there is no significant difference in scores when taking a test on the computer or a test on paper. Suggestions for further research and recommendations are included.