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Koh, Kyu Han Seals Cheryl D. "PineHill a novel approach to computer aided language learning /." Auburn, Ala., 2007. http://hdl.handle.net/10415/1365.
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Felton, Anthony John. "The development of an effective learning environment in higher education for product design." Thesis, University of Wolverhampton, 2001. http://hdl.handle.net/2436/123345.
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This thesis is concerned with the development of an effective learning environment in higher education for product design. The research and development undertaken focuses predominantly on the BSc (Hons) course in Computer Aided Product Design (BSc CAPD) at the University of Wolverhampton, in the UK. Conceived in 1989 as a collaborative venture between the School of Engineering and the School of Art and Design, it was in the vanguard of a new wave of product design initiatives in the higher education sector that had a multidisciplinary approach. It was one of the first degrees within the institution to adopt an integrated approach, integrating engineering design from the former with industrial design from the latter, developing a mixture of technical and design skills using the computer. It aims at developing an employable graduate designer with a richer blend of skills and possessing a greater awareness of the relationship between Design and Manufacture in the specialist field of Computer Aided Product Design. The research documents the growth of Product Design courses in the UK over this period of time and a comparison is made of the BSc CAPD course with the Industrial Design Engineering degree at the Technical University of Delft in Holland, considered exemplary in its field. The thesis reviews BSc CAPD's integrated approach over the first decade in terms of providing an effective learning environment for product design and achieving the aims and objectives of the course, as set out in Chapter 2 (2.3.2.1 Aims) and (2.3.2.2 Course Objectives). The effective learning environment in product design is achieved and documented in the thesis as follows: - The integration of engineering and art and design staff to deliver the curriculum." Education linked to Product Design, the project base, especially live projects, in providing the vehicle to BSc CAPD's integrated approach to curriculum development, teaching and learning. Integration of computers into the design curriculum. Technology supported learning in product design. The evaluation of Video Conferencing in a distance learning environment and the development of a Computer Assisted Learning (CAL) package / tutor system for teaching 2D CAD. Creativity / Innovation in Product Design. Industrial needs for designers (Designer's Skills). Developing a student's taxonomyof Design skills (Designer's checklist of skills).
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Pyper, Douglas. "An experimental investigation of the impact of using computer aided learning as a substitute for conventional instruction in two undergraduate accounting courses." Thesis, University of Aberdeen, 2003. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=153263.
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The purpose of the thesis is to investigate the use of computer aided learning (CAL) in undergraduate accounting education and establish its potential as a medium of instruction. In the thesis the use of CAL in accounting is explored in three major stages: first, established educational theories of learning and instruction are reviewed to identify a conceptual framework within which appropriate research questions can be formulated, second, established educational research methods are explored to identify an analytical framework within which the research questions can be meaningfully addressed, third, elements of the conceptual and analytical framework are combined to devise an experimental framework within which the use of CAL in accounting can be assessed and evaluated; this framework is used to critically examine existing empirical studies of CAL in accounting and also to support an experimental analysis of two CAL applications. The results of the experimental analysis suggest that the use of CAL does not adversely affect student performance and that the courseware used in the experiments provides an acceptable alternative to conventional instruction; however, the analysis also suggests that a comprehensive insight into the efficacy of CAL can only be obtained through an appropriate combination of both quantitative and qualitative research elements. In addition, it is suggested that any future evaluation of CAL should consider its potential impact on student learning processes and the election of an ‘approach to learning’.
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Ho, Shuk-wai, and 何淑慧. "Using computer-aided learning to teach children with autism recognizing and predicting emotions in others." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27050373.
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Bott, Ann-Marie Krueger. "Computer-Aided Self-Access Pronunciation Materials Designed to Teach Stress in American English." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd903.pdf.
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Bailey, Stacey M. "Content Assessment in Intelligent Computer-aided Language Learning: Meaning Error Diagnosis for English as a Second Language." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1204556485.
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Cheng, Bo, and 成波. "Investigating the effects of online collaborative concept mapping in influencing college students' interactional processes and learning in small groups." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/206651.
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Small group learning is widely advocated in educational institutions around the world and has drawn constant attention in research. Group interaction is a key component of group-based learning. However, its implementation in existing learning practices is inefficient. Previous studies discussed the use of concept mapping in group learning. Concept mapping as an external representation affords a communicative function that triggers shared cognition in collaborative learning. Empirical work reported the pedagogical usefulness of collaborative concept mapping in supporting group learning processes. However, there lacks an effort in systematically examining the effects of collaborative concept mapping in influencing students’ interactional processes according to frame works of group learning activities. This study in the first part examines the effects of collaborative concept mapping on interactional processes at the cognitive, metacognitive, and socio-emotional dimensions in group learning guided by frameworks of group learning activities. An experimental design method (i.e., concept mapping vs. no concept mapping) is used to examine the effects. Beyond, since task condition is a key issue in determining the effectiveness of intervention elements for shaping interaction, and concept mapping is used for pursuing different types of tasks in educational applications, this study takes task condition into account in the experimental design.
A salient problem in collaborative use of concept mapping in distance groups is that participants need to put special efforts into coordination of group activities. Prior studies proposed designing roles functioning at different aspects to structure group activities in collaborative concept mapping. Using roles was found to facilitate task-focused and reflective interaction. However, there is a lack of a systematic view in the design of roles to assist interaction considering the multidimensionality of group interaction. There also lacks empirical investigations into the effectiveness of assigning roles in concept mapping mediated group learning. To address these issues, this study in the second part proposes a role-based approach, i.e., assigning the roles including cognitive leader, metacognitive leader, and socio-emotional leader to participants, in collaborative concept mapping to facilitate group learning processes. An experimental study is implemented to evaluate the effectiveness of the intervention.
The study finds that concept mapping has different effects on group learning in different task conditions. Concept mapping effectively mediates learning processes and leads to superior task performances for conceptual tasks, while functions deficiently neither in mediating group learning processes nor in producing superior task performances for design tasks. Assigning roles in collaborative concept mapping is evidenced to be feasible and useful in improving socio-emotional experiences in group learning.<br>published_or_final_version<br>Education<br>Doctoral<br>Doctor of Philosophy
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Ali, Mohammed Abdulmalik Awad. "Reading in a foreign language : effectiveness of computer-based reading instruction in comparison to teacher-based reading instruction." Thesis, Loughborough University, 2004. https://dspace.lboro.ac.uk/2134/11062.
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This study investigated the effectiveness of two methods of instruction, Teacher-Based Instruction (TBI) versus Computer-Assisted Language Learning (CALL), in improving undergraduate Arab learners' English reading ability in the three aspects of speed, comprehension and vocabulary knowledge. The Experimental Pre-test/Post-test Treatment Group Design was implemented in both experiments carried out in this study. Two samples of 100 and 150 students for Experiments I & II, respectively, were randomly chosen from two higher education institutions in the Arab world. Each sample was divided into two groups depending on learners' pre-instruction preferences for TBI or CALL methods. After eight weeks of instruction using one method, the students of the two groups exchanged instructional methods for another period of eight weeks. In both cases the learners attended three 90- minute reading lectures per week. Quantitative and qualitative data analysis showed that CALL was significantly more effective than TBI for improving the learners' reading ability in the three aspects targeted. Results showed that CALL was more effective due to different reasons: learners were more motivated to read and they enjoyed reading; CALL made learners' reading progress visible to them through immediate feedback; it fostered learner autonomy and their desire to be in control of the program and it offered the learners a large number of different reading activities to work on. Learners' suggestions for improving CALL were mainly related to increasing the time they can use CALL programs in learning to read. Findings of the study should encourage higher education institutions especially in the Arab world to take considerable steps towards utilising computers in instruction. Even at school level this utilisation should be considered, but further research should be carried out with learners at different age levels and in different regions in the Arab world.
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Agarwal, Richa. "Computer aided detection for breast lesion in ultrasound and mammography." Doctoral thesis, Universitat de Girona, 2019. http://hdl.handle.net/10803/670295.
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In the field of breast cancer imaging, traditional Computer Aided Detection (CAD) systems were designed using limited computing resources and used scanned films (poor image quality), resulting in less robust application process. Currently, with the advancements in technologies, it is possible to perform 3D imaging and also acquire high quality Full-Field Digital Mammogram (FFDM).
Automated Breast Ultrasound (ABUS) has been proposed to produce a full 3D scan of the breast automatically with reduced operator dependency. When using ABUS, lesion segmentation and tracking changes over time are challenging tasks, as the 3D nature of the images make the analysis difficult and tedious for radiologists. One of the goals of this thesis is to develop a framework for breast lesion segmentation in ABUS volumes. The 3D lesion volume in combination with texture and contour analysis, could provide valuable information to assist radiologists in the diagnosis.
Although ABUS volumes are of great interest, x-ray mammography is still the gold standard imaging modality used for breast cancer screening due to its fast acquisition and cost-effectiveness. Moreover, with the advent of deep learning methods based on Convolutional Neural Network (CNN), the modern CAD Systems are able to learn automatically which imaging features are more relevant to perform a diagnosis, boosting the usefulness of these systems. One of the limitations of CNNs is that they require large training datasets, which are very limited in the field of medical imaging.
In this thesis, the issue of limited amount of dataset is addressed using two strategies: (i) by using image patches as inputs rather than full sized image, and (ii) use the concept of transfer learning, in which the knowledge obtained by training for one task is used for another related task (also known as domain adaptation). In this regard, firstly the CNN trained on a very large dataset of natural images is adapted to classify between mass and non-mass image patches in the Screen-Film Mammogram (SFM), and secondly the newly trained CNN model is adapted to detect masses in FFDM. The prospects of using transfer learning between natural images and FFDM is also investigated. Two public datasets CBIS-DDSM and INbreast have been used for the purpose. In the final phase of research, a fully automatic mass detection framework is proposed which uses the whole mammogram as the input (instead of image patches) and provides the localisation of the lesion within this mammogram as the output. For this purpose, OPTIMAM Mammography Image Database (OMI-DB) is used.
The results obtained as part of this thesis showed higher performances compared to state-of-the-art methods, indicating that the proposed methods and frameworks have the potential to be implemented within advanced CAD systems, which can be used by radiologists in the breast cancer screening<br>En el camp de les imatges de càncer de mama, els sistemes tradicionals de detecció assistida per ordinador (de l’anglès CAD) es van dissenyar utilitzant recursos informàtics limitats i pel·lícules de mamografia escanejades (del angles SFM) de qualitat d’imatge deficient, fet que va resultar en aplicacions poc robustes. Actualment, amb els avanços de les tecnologies, és possible realitzar imatges mèdiques en 3D i adquirir mamografies digitals (de l’anglès FFDM) d’alta qualitat.
L’ultrasò automàtic de la mama (de l’anglès ABUS) ha estat proposat per adquirir imatges 3D de la mama amb escassa dependència del operador. Quan s’utilitza ABUS, la segmentació i seguiment de les lesions en el temps s ́on tasques complicades ja que la naturalesa 3D de les imatges fa que l’anàlisi sigui difícil i feixuc per els radiòlegs. Un dels objectius d’aquesta tesi és desenvolupar un marc per la segmentació semi-automàtica de lesions mamàries en volums ABUS. El volum de lesió 3D, en combinació amb l’anàlisi de la textura i el contorn, podria proporcionar informació valuosa per realitzar el diagnòstic radiològic.
Tot i que els volums de ABUS són de gran interès, la mamografia de raigs X continua essent la modalitat d’imatge estàndard utilitzada per la detecció precoç del càncer de mama, degut principalment a la seva ràpida adquisició i rendibilitat. A més, amb l’arribada dels mètodes d’aprenentatge profund basats en xarxes neuronals convolucionals (de l’anglès CNN), els sistemes CAD moderns poden aprendre automàticament quines característiques de la imatge són més rellevants per realitzar un diagnòstic, fet que augmenta la utilitat d’aquests sistemes. Una de les limitacions de les CNN és que requereixen de grans conjunts de dades per entrenar, els quals són molt limitats en el camp de la imatge mèdica.
En aquesta tesi, el tema de la poca disponibilitat d’imatges mediques s’aborda mitjançant dues estratègies: (i) utilitzant regions de la imatge com a entrada en comptes de les imatges de mida original, i (ii) mitjançant tècniques d’aprenentatge per transferència, en el que el coneixement après per a una determinada tasca es transfereix a una altra tasca relacionada (també conegut com a adaptació de domini). En primer lloc, la CNN entrenada en un conjunt de dades molt gran d’imatges naturals és adaptada per classificar regions de la imatge en tumor i no tumor de SFM i, en segon lloc, la CNN entrenada és adaptada per detectar tumors en FFDM. També s’ha investigat l’aprenentatge per transferència entre imatges naturals i FFDM. S’han utilitzat dos conjunts de dades públiques (CBIS-DDSM i INbreast) per aquest propòsit. En la fase final de la investigació, es proposa un marc de detecció automàtica de tumors utilitzant la mamografia original com entrada (en lloc de regions de la imatge) i que proporciona la localització de la lesió dins d’aquesta mamografia com a sortida. Per aquest propòsit s’utilitza una altra base de dades (OMI-DB).
Els resultats obtinguts com a part d’aquesta tesi mostren millors rendiments en comparació amb l’estat de l’art, el que indica que els mètodes i marcs proposats tenen el potencial de ser implementats dins de sistemes CAD avançats, que poden ser utilitzats per radiòlegs en el cribratge del càncer de mama
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Williams, George Edward. "The effects of computer assisted language learning and specially designed academic instruction in English on second language acquisition." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2954.
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The purpose of this study was to compare the effectiveness of two methods of instruction for second language acquisition. The first method used a computer based software program known as English Language Learning Instructional System (ELLIS). The second method used Specially Designed Academic Instruction in English (SDAIE).
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Blackner, Deborah Martin. "Prediction of Community College Students' Success in Developmental Math with Traditional Classroom, Computer-Based On-Campus and Computer-Based at a Distance Instruction Using Locus of Control, Math Anxiety and Learning Style." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2540/.
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The purpose of this study was to investigate the relationship between individual student differences and academic success in three pedagogical methods (traditional classroom, computer-aided instruction (CAI) in an on-campus setting, and CAI in a distance education setting) for developmental mathematics classes at the community college level. Locus of control, math anxiety and learning style were the individual differences examined. Final grade, final exam score and persistence were the indicators of success. The literature review focused on developmental mathematics, pedagogical techniques and variables contributing to academic performance. Two parallel research populations consisted of 135 Beginning Algebra students and 113 Intermediate Algebra students. The Rotter I-E Locus of Control Scale, the Abbreviated Mathematics Anxiety Rating Scale, the 4MAT Learning Type Measure, and an instrument to gather demographic data were used.
It was the conclusion of this study that the instructional methods were not equal with respect to achievement. In Beginning Algebra, the CAI students received significantly higher final grades than did the traditionally taught students. In Intermediate Algebra traditional students scored significantly higher on the final exam than did the CBI students. There were more students persisting than expected in traditionally taught Beginning Algebra and no significant difference in attrition in Intermediate Algebra.
There was no significant prediction of achievement in Beginning Algebra. For Intermediate Algebra math anxiety was a significant predictor for final exam percentage and locus of control was a significant predictor for final grade percentage. Only the instructional method contributed significantly to the prediction of attrition.
While these findings are statistically significant, they account for only a small part of student success. However, the results had implications for the future. In particular, further study should be given to the question of whether CAI, and its associated expenses, is prudent for developmental mathematics instruction.
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Mori, Kensaku. "Advances in Computer Aided Diagnosis and Computer Assisted Surgery." INTELLIGENT MEDIA INTEGRATION NAGOYA UNIVERSITY / COE, 2004. http://hdl.handle.net/2237/10452.
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Steinman-Veres, Marla. "Computer-aided instruction and simulations." Thesis, McGill University, 1987. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=63891.
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Qaqish, Ra'ed Kamal Muba. "Computer aided learning in computer aided design : inter and intra-departmental computer management learning (CML) in architectural education (AE)." Thesis, Glasgow School of Art, 1997. http://radar.gsa.ac.uk/4924/.
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McMurry, Benjamin L. "Evaluation in Computer-Assisted Language Learning." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3306.
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Evaluation of Computer-assisted language learning (CALL) needs to be scrutinized according to the same standards of evaluation as other professional materials. Evaluation can be divided into two distinct, yet similar, categories: formal (following a prescribed evaluation model) and informal. The aim of this dissertation is two-fold. The first purpose is to benefit the field of CALL by situating CALL evaluation in the context of frameworks used formal evaluation. The second purpose is to discover informal evaluation practices of CALL practitioners. First, with regard to formal evaluation of CALL materials, practices and insights from the field of evaluation would help CALL researchers and practitioners to conduct systematic evaluations that report findings that other researchers and practitioners find useful. An evaluation framework is proposed that includes common evaluation tasks conducted by evaluators in the field of formal evaluation to produce a workflow model for designing and conducting evaluations in CALL. Second, regarding the informal evaluation of CALL materials, learning about the processes of teachers when evaluating CALL for classroom use will help direct developers of CALL materials, address user concerns, and may indirectly increase the quality of CALL materials. After looking at this two-fold question—formal and informal evaluation of CALL materials—we found that formal evaluation in CALL may benefit from the adoption of evaluation practices from formal evaluation literature. Regarding informal evaluation, we found that teachers consider pedagogy, accessibility, and authenticity when reviewing CALL resources and activities for consideration for use in the classroom. Based on this finding we provide implications for language program administrators, teacher trainers, CALL software developers, and language teachers.
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Raab, John A. "CATSY, computer aided teaching system : construction and implementation." Virtual Press, 1985. http://liblink.bsu.edu/uhtbin/catkey/415659.
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Computer Aided Teaching System (CATSY) is an interactive menu driven system that provides an instructor/presenter with an efficient teaching tool using microcomputer technology and a large screen projection system to enhance lecture presentations. Included in this thesis are descriptions of supporting graphics software and the computer peripherals used in the development of CATSY.The development of data structures used in CATSY is stressed in this thesis, along with their application to manipulate graphics and text. This thesis is intended to support and complement the masters thesis presented by Mr. Vincent Pedraza, which presents the system overview and system applications.
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Lin, Yinghua. "Computer aided instruction of special relativity." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/774750.
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This thesis creates an small expert system that is based on Einstein's special relativity. The basic knowledge of special relativity and the bases for building an expert system are described. The concepts of special relativity are put into a knowledge base by changing the formulas into rules and facts. The Prolog language was used to develop the expert system. New information can be input that does not contradict the rules and facts already in the database. The system also uses computer graphics to demonstrate the physical concepts of relativity. By using this expert system, one can teach the basic knowledge of special relativity and solve some problems related to frames of reference moving with high speed.<br>Department of Computer Science
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Baldrey, Sarah Patricia. "Computer assisted learning and learning disability : an evaluation." Thesis, University of Plymouth, 1994. http://hdl.handle.net/10026.1/2125.
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The aim of this thesis is to evaluate the use of computer-assisted learning with people who have severe and profound learning disabilities. Theories of learning are central to our understanding of learning disability and contributions from the cognitive and behavioural schools are reviewed and related to methods of education and training for people with learning disabilities. This framework provides a rationale for understanding the premises of computer-assisted learning. A review of the literature reveals a lack of evidence for the efficacy of computer-assisted learning. Evaluation studies to date appear to be characterised by a lack of a methodologically sound framework. An evaluation survey of software designated for use with people with severe learning disabilities is presented which finds that much educational software lacks a sound grounding in established and effective principles of learning and teaching, although its use is still supported by instructors. Thus, the need for empirical research investigating the use and efficacy of computer-assisted learning in learning disability is identified. Psychological models provide an appropriate method of such an inquiry, though methodological problems inherent in evaluative research with a special population appear to act as a barrier to the development of effective knowledge in the area. Within these limitations, three experiments are presented. The first compares conventional teaching with computer-assisted teaching. The computer was as effective as the teacher, though the conventional measures of achievement used were not sensitive to any differences between the two methods. The second developed a more finegrain analysis which revealed a difference between the quality of participants' interaction with computer and teacher instruction. Specifically, attentional behaviour was increased in the computer-taught condition, yet there was no concomitant increase in learning. The reliance of educational software on sensory reinforcement was postulated as underlying the ability of computer-assisted learning to maintain attention to the task. The third experiment directly addressed the ability of three different sensory reinforcers typical of those found in educational software to support learning a simple discrimination task. It was found that sensory reinforcers were not effective in supporting learning, though they did maintain attention and performance on the task. It is suggested that the multiple modalities used by software may interfere adversely with the coding of relevant information involved in the discrimination of stimulus dimensions and that this may account for the discrepancy between measures of performance and measures of learning on computer-assisted tasks.
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Paterson, Patricia Ann. "Learning in a computer mediated environment." Thesis, University of Portsmouth, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.306946.
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Floyd, A. "Towards an adaptive computer-assisted learning system." Thesis, Brunel University, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.304317.
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Welch, Rachel Judith Carleton University Dissertation Engineering Mechanical and Aerospace. "Computer-assisted learning in control systems education." Ottawa, 1995.
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Wallace, Bruce. "Computer aided religious learning in a secular context." Thesis, University of Edinburgh, 1995. http://hdl.handle.net/1842/30884.
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The CD-ROM opens up the possibility of a new approach to religious learning which is particularly relevant to secular contexts. This thesis arises from the question of how a public education system may respond appropriately to the religious dimension of life in a plural society. Three main issues are considered: the nature of religious learning, the ethical legitimacy of its provision in a secular context, and the feasibility of using computers to assist in this learning. These issues are brought together in an experimental study conducted across nine local authority primary schools in one Region of Scotland. Contemporary religious education in Scottish schools is set against its distinctive historical background. Principal arguments connected with its theory and practice are discussed, and a review is undertaken of what <I>religion</I> means today. The case for the primacy of religious studies in schools is rejected and religious learning, understood as world view formation, is proposed as both ethically acceptable and necessary for a fully developed secular education. The relevant legislation as well as data collected from the study both advance the argument that <I>non-denominational </I>does not equate easily with <I>religious</I>, and might more appropriately be considered <I>secular</I>. It is in this context of uncertainty about religious matters that the power of the interactive CD-ROM has a special place. An original paradigm for world view analysis is proposed and discussed. From this paradigm is derived a personal profiling instrument which is used to map the work views of a normal sample of 808 children in the 9-12 years age range.
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Kinshuk. "Computer aided learning for entry level accountancy students." Thesis, De Montfort University, 1996. http://hdl.handle.net/2086/13273.
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Ibbitson, I. R. "The design and development of a microprocessor based system for computer aided design and computer aided learning." Thesis, University of Sunderland, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.372552.
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Ross, Jonathan Lewis. "The effects of cognitive learning styles on human-computer interaction, implications for computer-aided learning." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq20851.pdf.
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Kitasaka, Takayuki, Kensaku Mori, and Yasuhito Suenaga. "Computer assisted surgery and computer aided diagnosis based on recognition, understanding and generation of 3D image." INTELLIGENT MEDIA INTEGRATION NAGOYA UNIVERSITY / COE, 2004. http://hdl.handle.net/2237/10453.
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Lundborg, Magnus. "Computer-Assisted Carbohydrate Structural Studies and Drug Discovery." Doctoral thesis, Stockholms universitet, Institutionen för organisk kemi, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-56411.
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Carbohydrates are abundant in nature and have functions ranging from energy storage to acting as structural components. Analysis of carbohydrate structures is important and can be used for, for instance, clinical diagnosis of diseases as well as in bacterial studies. The complexity of glycans makes it difficult to determine their structures. NMR spectroscopy is an advanced method that can be used to examine carbohydrates at the atomic level, but full assignments of the signals require much work. Reliable automation of this process would be of great help. Herein studies of Escherichia coli O-antigen polysaccharides are presented, both a structure determination by NMR and also research on glycosyltransferases which assemble the polysaccharides. The computer program CASPER has been improved to assist in carbohydrate studies and in the long run make it possible to automatically determine structures based only on NMR data. Detailed computer studies of glycans can shed light on their interactions with proteins and help find inhibitors to prevent unwanted binding. The WaaG glycosyltransferase is important for the formation of E. coli lipopolysaccharides. Molecular docking analyses of structures confirmed to bind this enzyme have provided information on how inhibitors could be composed. Noroviruses cause gastroenteritis, such as the winter vomiting disease, after binding human histo-blood group antigens. In one of the projects, fragment-based docking, followed by molecular dynamics simulations and binding free energy calculations, was used to find competitive binders to the P domain of the capsid of the norovirus VA387. These novel structures have high affinity and are a very good starting point for developing drugs against noroviruses. The protein targets in these two projects are carbohydrate binding, but the techniques are general and can be applied to other research projects.<br>At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 4: Submitted. Paper 5: Manuscript. Paper 6. Manuscript.
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Anderson, Mark Robert. "Computer support for distance and distributed learning." Thesis, University of Liverpool, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.367003.
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Deanda, Felix. "Development and application of software tools for computer-assisted drug design /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
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Collins, Rob. "Computer applications to special education." Thesis, Keele University, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.238175.
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This thesis investigates the way in which software for adults with severe learning difficulties should be designed. Literature from educational technology, the psychology of mental handicap and computer science is reviewed from the Author's viewpoint of software engineering. The literature review points to a need for the design of systems in this area to be a multidisciplinary activity. Four case studies in software development for adults with severe learning difficulties are described. These track the development of software systems from conception, through design and development to evaluation. The thesis then proceeds to show that technically adequate software is in itself not enough and that there is a need for staff support and staff development. Systems to implement these for staff working with adults who have severe learning difficulties are proposed and evaluated. The thesis concludes with specific design criteria and argues for a more holistic view of design within software development for social settings.
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Rudzewitz, Björn [Verfasser]. "Learning Analytics in Intelligent Computer-Assisted Language Learning / Björn Rudzewitz." Tübingen : Universitätsbibliothek Tübingen, 2021. http://d-nb.info/1238594751/34.
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Heywood, G. "Computer-assisted learning as innovation in junior schools." Thesis, Lancaster University, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.328718.
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Chan, Kok-chi, and 陳覺慈. "Effectiveness of computer-assisted learning in Chinese language." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31959969.
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Ahmed, Vian S. "The effectiveness of computer assisted learning in construction." Thesis, Loughborough University, 2000. https://dspace.lboro.ac.uk/2134/7153.
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It is widely recognised that learning and training is a life long task and that people may need to be retrained or acquire new skills several times during their working careers. This poses the problem of what are the most appropriate teaching methods available to match the wide range of experience and learning styles of the learners. The development and implementation of new technology for teaching and learning purposes is one of the solutions to these problems. In construction the need for continuous learning is evidenced by the CPD (Continuing Professional Development) requirements of all the major professional institutions. One method which appears to have great potential, is Computer Aided Learning (CAL). CAL can be defined as, a way of presenting educational material to a learner by means of a computer program which gives opportunity for individual interaction. Several initiatives have been launched over the last few years, to both develop and explore the use of CAL in higher education. Unfortunately few of these initiatives introduced strategic approaches for implementing these tools, which are aimed at the needs and styles of users within the construction domain. Also, only `qualitative' rather that `quantitative' measures of the effectiveness of these tools are provided, if any. Against this background, this research project: reviewed literature outlining learning theories that are relevant to learning in construction; reviewed the preferred learning styles of different professional groups within the construction domain; reviewed literature of the role of CAL in higher education, and the different types available in construction. As a result of the above literature reviews, the research has: developed an understanding of the learning process and derived measures of effective learning according to the cognitive, experiential and behavioural learning theories; categorised the different styles of CAL and their role in supporting the learning process, and promoting different types of learning; proposed a framework for strategic planning, development, implementation and evaluation of CAL, and highlighted how such tasks are a shared responsibility between the educator, the developer and the users of CAL; tested the effectiveness of a CAL system, the MERIT2 simulation game, adopting the evaluation criteria introduced by the proposed framework, and using quantitative measures of the efficiency and effectiveness of this tool to promote learning in construction management; adopted the approach introduced by the proposed framework, for strategic implementation of a prototype multimedia CAL tool, to meet the educational needs and learning styles of undergraduate quantity surveying students. The thesis concluded that, qualitative measures are insufficient to determine the effectiveness and efficiency of CAL tools. Also, that these tools are effective methods to support teaching within the construction domain, when strategically developed and implemented to target the educational needs and learning styles of its users.
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Swann, Philip Howard. "Theory and practice of computer assisted language learning." Thesis, Open University, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.280634.
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Adebonojo, Leslie G., and F. R. Jelovsek. "Learning Principles as Applied to Computer-Assisted Instruction." Digital Commons @ East Tennessee State University, 1993. https://dc.etsu.edu/etsu-works/6312.
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Looney, Valerie Mary. "An evaluation of computer aided learning for trainee magistrates." Thesis, University of Portsmouth, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.247651.
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MacGlashan, Stuart Kenneth. "The representation of museum information for computer aided learning." Thesis, University of Liverpool, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.338634.
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Winitwatjana, Winit. "A computer aided learning program for pharmaceutical care teaching." Thesis, King's College London (University of London), 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.265079.
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Peabody, Mitchell A. (Mitchell Aaron). "Methods for pronunciation assessment in computer aided language learning." Thesis, Massachusetts Institute of Technology, 2011. http://hdl.handle.net/1721.1/68491.
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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2011.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (p. 149-176).<br>Learning a foreign language is a challenging endeavor that entails acquiring a wide range of new knowledge including words, grammar, gestures, sounds, etc. Mastering these skills all require extensive practice by the learner and opportunities may not always be available. Computer Aided Language Learning (CALL) systems provide non-threatening environments where foreign language skills can be practiced where ever and whenever a student desires. These systems often have several technologies to identify the different types of errors made by a student. This thesis focuses on the problem of identifying mispronunciations made by a foreign language student using a CALL system. We make several assumptions about the nature of the learning activity: it takes place using a dialogue system, it is a task- or game-oriented activity, the student should not be interrupted by the pronunciation feedback system, and that the goal of the feedback system is to identify severe mispronunciations with high reliability. Detecting mispronunciations requires a corpus of speech with human judgements of pronunciation quality. Typical approaches to collecting such a corpus use an expert phonetician to both phonetically transcribe and assign judgements of quality to each phone in a corpus. This is time consuming and expensive. It also places an extra burden on the transcriber. We describe a novel method for obtaining phone level judgements of pronunciation quality by utilizing non-expert, crowd-sourced, word level judgements of pronunciation. Foreign language learners typically exhibit high variation and pronunciation shapes distinct from native speakers that make analysis for mispronunciation difficult. We detail a simple, but effective method for transforming the vowel space of non-native speakers to make mispronunciation detection more robust and accurate. We show that this transformation not only enhances performance on a simple classification task, but also results in distributions that can be better exploited for mispronunciation detection. This transformation of the vowel is exploited to train a mispronunciation detector using a variety of features derived from acoustic model scores and vowel class distributions. We confirm that the transformation technique results in a more robust and accurate identification of mispronunciations than traditional acoustic models.<br>by Mitchell A. Peabody.<br>Ph.D.
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Breedt, Magrietha. "Aspects influencing Accounting teachers attitudes towards Computer Aided Learning." Diss., University of Pretoria, 2015. http://hdl.handle.net/2263/52953.
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This dissertation reports on a study that was conducted on six Accounting teachers in South
African private schools in Gauteng. The focus of this study was on the motivational aspects
that influence Accounting teachers attitudes towards Computer Aided Learning (CAL).
These Accounting teachers had access to computers and application software, and had
received training to use CAL as a teaching strategy.
The Accounting profession now requires electronic Accounting skills, as electronic systems
have replaced manual Accounting systems. As a result, secondary, tertiary, and professional
Accounting has been greatly affected. In terms of this, Accounting teachers in South Africa
appear to predominantly practice traditional teaching strategies. It seems that they tend to
overlook the positive impact that CAL can have on learners preparation for the real world of
work. This tendency is seemingly perpetuated by the intrinsic and extrinsic aspects
motivating Accounting teachers use of computers. Consequently, learners do not have the
opportunity to use Accounting software in the classroom because their teachers hesitate to
use computers as a teaching strategy.
This study engaged a qualitative approach, which allowed me to use questionnaires and
structured interviews as data collection strategies to answer the research questions. This
multiple case study design was applied to explore the differences within and between the six
particular cases that were focused on. The theoretical framework of this study was the Self-
Determination Theory. The conceptual framework that was adopted was derived from Ryan
and Deci s (2000) Self-Determination Continuum, which focuses on the degree to which
behaviour is self-determined by means of a continuum.
This study found that even in well-resourced schools Accounting teachers are sceptical of
updated ways of teaching, and are thus hesitant to move from clear zones of comfortable
expertise and known methods to more digitally supported experimental teaching and learning
methods. Congruence as an extrinsic aspect was found to influence Accounting teachers
motivation the most as motivation to implement CAL. This study therefore recommends that
comprehensive training and support should be provided to teachers to enable them to
integrate CAL in their classrooms.<br>Dissertation (MEd)--University of Pretoria, 2015.<br>Science, Mathematics and Technology Education<br>MEd
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Parker, Stephen Frederick. "The use of computers in product design : a survey of current teaching and practice." Thesis, Georgia Institute of Technology, 1993. http://hdl.handle.net/1853/21689.
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Lei, Lih-Wei. "Evaluation of computer-assisted instruction in histology /." Thesis, Connect to this title online; UW restricted, 2004. http://hdl.handle.net/1773/7707.
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Pedraza, Vincent. "CATSY, computer aided teaching system : system overview, graphics and applications." Virtual Press, 1985. http://liblink.bsu.edu/uhtbin/catkey/416441.
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Computer Aided Teaching System (CATSY) is an interactive graphics system, utilizing current microcomputer technology, along with a graphics tablet and a large screen projection system to enhance lecture presentations. Included in this thesis are descriptions of the supporting graphics software (POLY-ReGIS) and the computer peripherals used in the development of CATSY.The development of interactive graphics is stressed in this thesis. Applications of these graphics to CATSY are presented and an introduction to the data structures used in this system is also given. This thesis is intended to support and complement the masters thesis presented by Mr. John Raab, which deals primarily with the system implementation, data structures and the text editor used in CATSY.
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Sadaoui, Nasser. "Computer-aided study of multivariable nonlinear control systems." Thesis, University of Wolverhampton, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.240764.
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Shahdad, Mir Abubakr. "Engineering innovation (TRIZ based computer aided innovation)." Thesis, University of Plymouth, 2015. http://hdl.handle.net/10026.1/3317.
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This thesis describes the approach and results of the research to create a TRIZ based computer aided innovation tools (AEGIS and Design for Wow). This research has mainly been based around two tools created under this research: called AEGIS (Accelerated Evolutionary Graphics Interface System), and Design for Wow. Both of these tools are discussed in this thesis in detail, along with the test data, design methodology, test cases, and research. Design for Wow (http://www.designforwow.com) is an attempt to summarize the successful inventions/ designs from all over the world on a web portal which has multiple capabilities. These designs/innovations are then linked to the TRIZ Principles in order to determine whether innovative aspects of these successful innovations are fully covered by the forty TRIZ principles. In Design for Wow, a framework is created which is implemented through a review tool. The Design for Wow website includes this tool which has been used by researcher and the users of the site and reviewers to analyse the uploaded data in terms of strength of TRIZ Principles linked to them. AEGIS (Accelerated Evolutionary Graphics Interface System) is a software tool developed under this research aimed to help the graphic designers to make innovative graphic designs. Again it uses the forty TRIZ Principles as a set of guiding rules in the software. AEGIS creates graphic design prototypes according to the user input and uses TRIZ Principles framework as a guide to generate innovative graphic design samples. The AEGIS tool created is based on TRIZ Principles discussed in Chapter 3 (a subset of them). In AEGIS, the TRIZ Principles are used to create innovative graphic design effects. The literature review on innovative graphic design (in chapter 3) has been analysed for links with TRIZ Principles and then the DNA of AEGIS has been built on the basis of this study. Results from various surveys/ questionnaires indicated were used to collect the innovative graphic design samples and then TRIZ was mapped to it (see section 3.2). The TRIZ effects were mapped to the basic graphic design elements and the anatomy of the graphic design letters was studied to analyse the TRIZ effects in the collected samples. This study was used to build the TRIZ based AEGIS tool. Hence, AEGIS tool applies the innovative effects using TRIZ to basic graphic design elements (as described in section 3.3). the working of AEGIS is designed based on Genetic Algorithms coded specifically to implement TRIZ Principles specialized for Graphic Design, chapter 4 discusses the process followed to apply TRIZ Principles to graphic design and coding them using Genetic Algorithms, hence resulting in AEGIS tool. Similarly, in Design for Wow, the content uploaded has been analysed for its link with TRIZ Principles (see section 3.1 for TRIZ Principles). The tool created in Design for Wow is based on the framework of analysing the TRIZ links in the uploaded content. The ‘Wow’ concept discussed in the section 5.1 and 5.2 is the basis of the concept of Design for Wow website, whereby the users upload the content they classify as ‘Wow’. This content then is further analysed for the ‘Wow factor’ and then mapped to TRIZ Principles as TRIZ tagging methodology is framed (section 5.5). From the results of the research, it appears that the TRIZ Principles are a comprehensive set of innovation basic building blocks. Some surveys suggest that amongst other tools, TRIZ Principles were the first choice and used most .They have thus the potential of being used in other innovation domains, to help in their analysis, understanding and potential development.
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李偉柏 and Wai-pak Li. "Learning algebra with computer-assisted learning program in a primary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31256399.
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Huxford, Dane E. "The relative efficacy of computer assisted instruction." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=881.
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CARVER, TIMOTHY A. "A STUDY OF ADAPTIVE COMPUTER ASSISTED INSTRUCTION." University of Cincinnati / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1006187967.
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El, Kordy Omar Mohamed. "The application of multimedia and knowledge based systems to computer aided engineering instruction." Thesis, Georgia Institute of Technology, 1994. http://hdl.handle.net/1853/21415.
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