The problem was to assess the effectiveness of computer-assisted instruction (CAI) in reading and math and to determine the relationship between achievement using CAI and selected learning style elements. Learning style elements were limited to motivation, learning alone or with peers, auditory, visual, tactual, and kinesthetic perceptions. The Learning Style Inventory provided learning style data and The Iowa Tests of Basic Skills measured achievement. Both tests were administered in the classroom. Three hundred (300) fourth-grade students in six suburban schools were divided into experimental and control groups. The treatment was CAI in reading or mathematics for fifteen minutes per day and regular instruction. The nonequivalent control group design allowed for testing and treatment conditions for intact groups. Pre- and post-test achievement measures were administered to all subjects. An analysis of covariance was computed for the achievement measures. A correlation coefficient was calculated to determine the relationship between achievement and each learning style element. The Manova multiple regression procedure was used to determine which combination of selected learning style elements could predict achievement. The pre-test and time on task were used as covariates to control for initial differences between groups. The findings were: (1) the experimental groups gained significantly higher scores (.05 level) than the control groups in math achievement; (2) the control groups made significantly more reading gain (.05 level) than the experimental groups; (3) there was no significant relationship between achievement and selected learning style elements; (4) there was no significant relationship between any combination of selected learning style elements and achievement.

Posttest performances after two forms of Web-based tutorial instruction were compared. Both forms were designed to teach students to identify musical compositions that typify Renaissance, Baroque, Classical, Romantic, and 20th Century music. The first treatment condition was a series of Web pages with text and accompanying hyperlinks to musical selections matched to the text. In this condition, students read and listened at their own discretion -- without Web software program restrictions. The second treatment contained exactly the same text and musical selections, but students in this condition read the text in small portions while being required to fill in missing words in the text presented. No time constraints were placed on participants. The essential difference between the conditions was 1) movement with the instruction content without restriction, and 2) advancement through the program being dependent upon correct responses to the text material (which included discriminative responding to accompanying musical examples). A statistically significant difference between pretest and posttest was found in both experimental conditions, but a difference in posttest scores between the two conditions was not found. Implications of the study and suggestions for future research were discussed.

A longitudinal study of the effects of instructional technology on learning and knowledge retention was conducted in the School of Civil and Environmental Engineering at Georgia Tech. Instructional technology has been promoted as a means of improving knowledge retention among engineering students. The practical, long-term effects of such technology use were assessed at numerous times over a period of twenty-five weeks. Students in various sections of an undergraduate mechanics course used two different software titles, a structural analysis tool and an electronic textbook, in their studies of trusses and truss analysis. Two other sections of the same course used no software in their classes but spent class time solving problems by hand in teams. All sections were taught truss analysis by the same guest lecturer who also facilitated in the intervention. Demographic data, including gender, ethnicity, grade point average, and course load, were gathered from each of the sections and compared to assure group equality. Pretests were completed by students in each of the sections and also compared among treatment groups to assure that all sections had equivalent levels of prior knowledge. All students were tested immediately after the intervention to assess their learning of the material. Students were again tested ten and twenty-five weeks after the intervention to assess their long-term retention of the material. Results indicated that technology use increased students’ problem solving efficiency. The results of the assessments further indicated that all students had high levels of knowledge retention, but that there were no differential levels of learning or retention among the different groups. It was thus concluded that instructional technology can make the educational process more efficient without hindering long-term knowledge retention. It was further concluded that solving problems by hand in teams was just as effective at leading to high levels of performance over time as using instructional technology.

Being one of the most epoch making invention of the 21st century, computers have fundamentally altered every aspect of people&rsquo / s lives, including the education domain. Thus, for decades, computer-assisted language learning has received considerable amount of attention among researchers and language teachers by serving interactive, multi-sensory, and autonomous learning opportunities. In this respect, innumerable large or small-scale projects blazed a trail for other teachers to follow. The present study, therefore, is primarily concerned with the students&rsquo / attitudes towards computer-assisted language learning. Its main purpose is to investigate what the students&rsquo / attitudes are towards computer- assisted language learning (CALL) by also taking their attitude towards computer assisted learning (CAL) and foreign language learning (FLL) into consideration. Finally, factors affecting students&rsquo / attitudes and the relationships among computer assisted learning, computer assisted language learning and foreign language learning are also explored within the scope of the study. The findings demonstrate that most of the students have positive attitudes towards computer assisted learning, computer assisted language learning and foreign language learning. Age, grade, gender, years of studying English and prior CALL experience affect students&rsquo / attitudes. Moreover, students attitudes towards computer assisted language learning, computer- assisted language learning, and foreign language learning are, indeed, interrelated.

A Computer-Assisted sentence Stress Teaching and Learning Environment (CASTLE) is proposed and developed, in order to help learners of English as a Second Language (ESL) to perceive and produce English stress correctly. Sentence stress plays an important role in English verbal communication. Incorrect stress may confuse listeners, and even break down a conversation. Stress is also challenging for ESL learners to master. It is neither easy for them to produce nor easy to perceive stress. Learners tend to transfer the stress patterns of their first language into English, which is not always appropriate. However, stress has been overlooked in English language teaching classes, due to the time limits of a class and teachers’ lack of confidence of teaching stress. Thus, CASTLE is intended to help ESL learners to use sentence stress correctly. There are three modules in CASTLE: an individualised speech learning material providing module, a perception assistance module and a production assistance module. Through conducting an investigation into which voice features (i.e. gender, pitch and speech rate) makes a teacher’s voice preferable for learners to imitate, we find that learners’ imitation preferences vary, according to many factors (e.g. English background and language proficiency). Thus, the speech material providing module of CASTLE can provide individualised speech material for different learners, based on their preferred voice features. In the perception assistance module of CASTLE, we propose a set of stress exaggeration methods that can automatically enlarge the differences between stressed and unstressed syllables in teachers’ voice. These stress exaggeration methods are implemented by the manipulation of different prosodic features (i.e. pitch, duration and intensity) of the teachers’ voice. Our experimental results show that all our proposed exaggeration methods could help ESL learners to perceive sentence stress more accurately. In the production assistance module of CASTLE, we propose a clapping-based sentence stress practice model that is intended to help ESL learners to be aware of the rhythm of English language. By analysing the limitation of conventional categorical representation of stress, we propose a fuzzy representation which is intended to better represent the subjective nature of stress. Based on the fuzzy representation of stress, we propose three feedback models in order to help the learners correct their stress errors. In addition to the development of CASTLE, we also propose an enhanced fuzzy linear regression model which can overcome the spreads increasing problem encountered by previous fuzzy linear regression models.

Orientador: Maria Cecilia Calani Baranaukas / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Matematica, Estatistica e Computação / Made available in DSpace on 2018-08-13T10:33:32Z (GMT). No. of bitstreams: 1 MeloSolarte_DiegoSamir_M.pdf: 8300326 bytes, checksum: 1d26206e900517c6f857b47f9e7d3d4e (MD5) Previous issue date: 2009 / Resumo: Esta pesquisa apresenta o modelo intitulado Aprendizagem Colaborativa Baseada em Problemas (ACBP), concebido a partir da compilação e análise das características estruturais e funcionais dos modelos de Aprendizagem Baseada em Problemas e Aprendizagem Colaborativa Apoiada pelo Computador. O modelo tem como eixo as discussões e reflexões de um pequeno grupo de estudantes. Os integrantes do grupo interagem por meio de diferentes atividades propostas que, por sua vez, descrevem o processo de levantamento e análise de informação durante a resolução de problemas. Vale destacar que essas atividades são agrupadas em cinco fases iterativas e não necessariamente seqüenciais. O modelo tem cinco fases. Na fase um a proposição do problema e o planejamento do processo são definidos. É uma fase com atividades a serem desenvolvidas pelo professor ou orientador. A fase dois trata o processo de Análise e Clarificação do Problema, inspirada em métodos e artefatos da Semiótica Organizacional para apoiar a geração, discussão e avaliação de idéias e soluções. Na fase três são descritas as propostas e o desenvolvimento das soluções. A fase quatro apóia a síntese do processo que integra os documentos criados em um relatório. A fase cinco envolve o processo de socialização no qual cada um dos grupos apresenta suas propostas a todos os membros de uma turma. O modelo proposto foi desenvolvido e integrado a um Learning Management System (LMS) de código aberto, personalizando algumas ferramentas disponíveis e desenvolvendo outras requeridas pelo modelo, dando origem ao ambiente ACBP-Sakai. Durante a pesquisa, o ambiente ACBP-Sakai foi testado em diferentes estudos de caso, permitindo a obtenção de resultados preliminares de uso que atingem os seus objetivos no contexto de clarificação e discussão de problemas reais, sugerindo sua efetividade e seu potencial uso em contexto educacional presencial ou a distância. / Abstract: This research presents the model entitled Collaborative Problem Based Learning (ACBP), which was conceived through the compilation and analyses of structural and functional characteristics of Problem Based Learning and Computer Supported Collaborative Learning. The model's basis is composed of the discussions and reflection of a small student group as they interact through various proposed activities which at the same time are describing the search and analyses process of information while solving problems. The activities are grouped into five iterative stages not necessarily following a sequence. The model has five stages. In the First stage the proposed problem and the planning process are described, containing the scheduled activities for the professor or advisor. The Second stage deals with the analyses and clarification process, inspired by methods and Organizational Semiotic artifacts for supporting the creation, discussion and validation of ideas, and their solutions in the problem discussion and interpretation. In the Third stage the proposal and development of solutions are described. In the Fourth stage the process synthesis is described which integrates the created documents during the report creation. The Fifth stage deals with the socialization process, when each group presents its proposals. The proposed model was developed and integrated into an open source Learning Management System, through the personalization of some available tools and the development of some others required for this model, giving origin to the ACBP-Sakai environment. During the research, the ACBP-Sakai environment was tested allowing preliminary results of its use within the context of real problem clarification and discussion showing its potential as a tool for E-Learning. / Mestrado / Mestre em Ciência da Computação

Thesis (MCur)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: Registered professional nurses are expected to maintain competence. Organisations are employing computer-assisted learning to fulfil this requirement. It was observed that staff experienced challenges such as technical difficulties, insufficient computer literacy, lack of opportunity and access to complete computer-assisted learning activities in a private healthcare organisation. These challenges may have implications for the effective learning and development of registered professional nurses. The aim of the study was to explore the experiences of registered professional nurses in computer-assisted learning at a private healthcare organisation. The research question was: “What are the experiences of registered professional nurses in computer-assisted learning at a private healthcare organisation?” The following objectives were set to:  Explore the experiences of registered professional nurses in computer-assisted learning related to o Organisational support o Human interaction o Programme design o Computer literacy A qualitative approach with a descriptive, exploratory design was applied. A purposive sample of seven (n=7) participants from a population of thirty five (N=35) were recruited. A pre-test was completed. Ethical principles were adhered to. A semi structured interview guide based on the objectives of the study was developed by the researcher and validated by a panel of experts in research methodology and nursing education. Data was collected in the form of individual interviews and a demographic questionnaire by the researcher and one research assistant. Content analysis was applied to analyse the data, with six themes emerging. These were access, opportunity, applied support, programme content and design, social learning and computers. The findings demonstrated that registered professional nurses experienced inadequate access and opportunity to computer-assisted learning activities. The lack of computer literacy and human interaction affected the learning experience of some, but not all participants. Technical problems and disturbances in the learning environment were major contributors to the negative experiences in computer-assisted learning. Positive experiences included the convenience and ease of use of intranet-based computer-assisted learning activities. The conceptual framework of Knowles’ Andragogy supported the findings of the study. Recommendations were to provide intranet access at work and home, internet access at work and also formalised opportunity to complete computer-assisted learning activities. Technical problems should be minimised. Learning environments should be separate from work environments. / AFRIKAANSE OPSOMMING: Daar word van geregistreerde professionele verpleegkundiges verwag om vaardigheid te behou en organisasies wend rekenaar-ondersteunde leer aan om die vereiste te vervul. Dit was waargeneem dat personeel uitdagings ervaar soos tegniese probleme, onvoldoende rekenaargeletterdheid en ’n tekort aan geleentheid en toegang om rekenaar-ondersteunde aktiwiteite te voltooi by ’n privaat gesondheidsorg organisasie. Hierdie uitdagings mag implikasies inhou vir effektiewe leer en ontwikkeling van geregistreerde professionele verpleegkundiges. Die doel van die studie was om die ervaringe van geregistreerde professionele verpleegkundiges in rekenaar-ondersteunde leer, by ’n privaat gesondheidsorg organisasie te ondersoek. Die navorsingsvraag was: “Wat is die ervaringe van geregistreerde profesionele verpleegkundiges in rekenaar-ondersteunde leer by ’n privaat gesondheidsorg organisasie?” Die volgende doelwitte was gestel om:  Die ervaringe van geregistreerde professionele verpleegkundiges in rekenaarondersteunde leer te ondersoek in verband met o Organisasie ondersteuning o Menslike interaksie o Program ontwerp o Rekenaargeletterdheid ’n Kwalitatiewe benadering met ’n beskrywende, ondersoekende ontwerp was toegepas. ’n Steekproefgroep van sewe (n=7) deelnemers is doelbewus geselekteer vanuit ’n populasie van vyf en dertig (N=35). ’n Voortoets is voltooi. Etiese beginsels is nagevolg. ’n Semigestruktureerde onderhoudsgids gebaseer op die doelwitte van die studie is ontwikkel deur die navorser en bekragtig deur ’n paneel deskundiges in navorsingsmetodiek en verpleegonderrig. Data was ingesamel deur middel van individuele onderhoude en ’n demografiese vraelys deur die navorser en een navorsingsassistent. Inhoudsanalise was toegepas om die data te analiseer met ses temas wat na vore gekom het. Hierdie was toegang, geleentheid, toegepaste ondersteuning, program ontwerp en inhoud, sosiale leer en rekenaars. Die bevindinge het daarop gedui dat geregistreerde professionele verpleegkundiges onvoldoende toegang en geleentheid tot rekenaar-ondersteunde leer aktiwiteite ervaar het. Die gebrek aan rekenaargeltterdheid en menslike interaksie het sommige, alhoewel nie alle deelnemers se leerervaring geaffekteer. Tegniese probleme en versteurings in die leeromgewing het hoofsaaklik bygedra tot negatiewe ervarings in rekenaar-ondersteunde leer. Positiewe ervaringe het ingesluit die gerieflikheid en bruikbaarheid van intranetgebaseerde rekenaar-ondersteunde leer aktiwiteite. Die konseptuele raamwerk van Knowles se Andragogie ondersteun die bevindinge van die studie. Aanbevelings is om internet toegang by die werk, intranet toegang tuis en by die werk te voorsien asook formele geleenthede te skep om rekenaar-ondersteunde leer te voltooi. Tegniese probleme behoort tot die minmum beperk te word. Leeromgewings behoort apart te wees van werksomgewings.

Each vocational nursing program in Texas was surveyed to determine the faculty and media costs per student classroom instructional hour. Data were obtained from 131 schools, or 99 per cent of the population. These schools taught a total of 4,718 students. The average faculty cost was $1.72 per hour. Faculty cost ranged from $0.17 to $7.75. The average media cost was $0.12 per student hour with a range from no media expenditure to $7.55. The reliability of these costs was not demonstrated. Each program director was asked to identify a principal textbook representing the content taught for each content area in their program. A total of 75 textbooks were identified by two or more programs. A cross tabulation analysis procedure yielded 1,582 combinations of 2 or more textbooks from 2 or more schools. Twenty-five per cent of the schools used the most frequently identified combination of two textbooks. Computer hardware and operating expenses were subtracted from the combined faculty and media cost per student classroom instructional hour. The amount remaining for software purchase was identified as $1.61 with a range of from $0.03 to $7.85 per hour for teaching the required 600 hours. The twenty textbook combinations with the greatest remainder for software utilization were identified. The combination with the largest arithmetic mean remainder was used by 624 students. It was $1.61 per hour. This combination consisted of Ingalls and Salerno's Maternal and Child Health, used to teach maternal and child health, and Hood and Dincher's Total Patient Care, used to teach Medical-Surgical Nursing.

Objetivos: Desenvolver um programa de computador sobre anatomia em radiografias panorâmicas; analisar a opinião de peritos a respeito do software como método de ensino-aprendizado; analisar a aceitação do método proposto, pelos alunos do 2 0 , 3 0 e 4 0 anos de graduação da Faculdade de Odontologia da Universidade Federal de Goiás. Métodos: O software elaborado resultou em um programa tutorial multimídia interativo, estruturado em módulos, compostos dos seguintes temas: formação da imagem na técnica panorâmica, seqüência para interpretação radiográfica, anatomia radiográfica em panorâmicas, jogos e avaliação. Após a conclusão do programa, aplicou-se um questionário a 56 entrevistados (10 professores Doutores em Radiologia, denominados peritos, e 46 alunos de graduação) com a finalidade de avaliar o software como método de ensino-aprendizado. Resultados: As respostas foram analisadas por meio de análise estatística descritiva e verificou-se que: 100% dos avaliadores não fariam qualquer modificação no layout, navegação e conteúdo do módulo de anatomia radiográfica, objetivo central do software; 98% dos alunos e 60% dos peritos aprovaram as imagens desse mesmo módulo. 100% dos entrevistados gostariam de ter mais acesso a softwares educacionais e afirmaram que o programa apresentou-se explicativo e de fácil entendimento. 100% dos peritos declararam que o programa atingiu todos os objetivos propostos e se constitui de um método de ensino-aprendizado válido. Conclusão: O programa foi amplamente aceito pela população 13 pesquisada, tornado sua aplicação factível e pertinente como método de ensino-aprendizado / Objectives: To develop a software about panoramic radiography; to analyze professors opinions about the software as a teacher and learning method; to analyze graduation students - 2 0 , 3 0 and 4 0 levels / Dentistry Scholl of Goiás / Brazil - acceptation of the method. Methods: The software was developed, resulting in a multimedia tutorial containing pages about panoramic technique, interpretation sequences, panoramic radiographic anatomy, games and tests. After the completing said program, a questionnaire was applied to ten professors PhDs in Radiology, denominated experts, and 46 dental graduating students, with the purpose to analyze their opinions about the program as a teaching and learning method. Results: The answers was analyzed descriptively, and it could be observed that, 100% of experts wouldn’t make any alteration on the layout, navigation and texts in the most important part of the program, that is panoramic radiography anatomy; 98% of the students and 60% of the experts approved the images of the refereed modulus. 100% of the interviewed would like to have more educational software, and declared that the program was clear and easily understanding. 100% of the experts affirmed that the program reached all objectives proposed and can be considered as a valid teaching and learning method Conclusion: The program interested and was great accepted by the interviewed population, becoming completely feasible and pertinent the application of the said instrument as a teaching and learning method

<p>Computer architecture and assembly language programming microprocessor execution are basic courses taught in every computer science department. Generally, however, students have&nbsp / difficulties in mastering many of the concepts in the courses, particularly students whose first language is not English. In addition to their difficulties in understanding the purpose of given&nbsp / instructions, students struggle to mentally visualize the data movement, control and processing operations. To address this problem, this research proposed a graphical visualization approach&nbsp / and investigated the visual illustrations of such concepts and instruction execution by implementing a graphical visualization simulator as a teaching aid. The graphical simulator developed during the course of this research was applied in a computer architecture course at Kabul University, Afghanistan. Results obtained from student evaluation of the simulator show significant&nbsp / levels of success using the visual simulation teaching aid. The results showed that improved learning was achieved, suggesting that this approach could be useful in other computer science departments in Afghanistan, and elsewhere where similar challenges are experienced.</p>