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Journal articles on the topic 'Computer-assisted instruction – Authoring programs'

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Published: 4 June 2021

Last updated: 8 February 2022

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1

Folds, R. "Desirable Characteristics of Computer Courseware in Tribal Aboriginal Schools." Aboriginal Child at School 14, no. 3 (July 1986): 37–43. http://dx.doi.org/10.1017/s0310582200014383.

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Just as computer delivered instruction in urban Australian schools remains an unknown quantity, its role in tribal Aboriginal schools and in urban schools which increasingly cater to tribal children is even more unclear. There are some exciting possibilities for Aboriginal education. Computer courseware can provide the highly visual, graphics oriented type of instruction which appeals to Aboriginal children and may tap their learning style. Also, the new technology should be able to overcome limitations of bilingual programs set by the cost of producing language materials for many different language groups. For example, with the Prologic Authoring Language (PAL), it is a simple matter to work through a developed program and change the text from one language to another.

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2

Cooper, Richard B., and Terry J. Reelr. "Fundamentals of Arc Stud Welding: An Interactive Multimedia Lesson for Shipyard Training." Journal of Ship Production 11, no. 01 (February 1, 1995): 15–21. http://dx.doi.org/10.5957/jsp.1995.11.1.15.

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Education and Training Panel SP-9's 1991 report, "Recommendations on the Use of Interactive Instruction for Training Shipyard Trade Skills," indicates that although very few American shipyards have used it or are familiar with it, interactive multimedia has great potential as a low-cost, effective method for the training of skilled trade tasks. These findings led SP-9 to develop an interactive lesson that demonstrates how interactive multimedia can be integrated into shipyard training programs to reduce training costs, increase productivity, promote quality awareness, and improve worker competence. The demonstration combines computer graphics, animation, still and motion video, sound, and touchscreen interaction to demonstrate the broad spectrum of the interactive multimedia technology. This paper describes the project as an example of how shipyard training departments can develop their own interactive multimedia courseware by determining appropriate applications of the technology; selecting the most suitable hardware and authoring system for delivering the instruction; researching, planning and designing the lessons; and shooting the video, authoring the courseware, and integrating them into an effective interactive multimedia course.

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3

Klas, W., U. Westermann, T. Rose, J. Tremper, S. Stracke, O. Gödje, A. Hannekum, M. B. Preisack, and R. Friedl. "The CardioOP-Data Clas (CDC)." Methods of Information in Medicine 42, no. 01 (2003): 68–78. http://dx.doi.org/10.1055/s-0038-1634211.

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Summary Objectives: Self-directed and customized medical education programs are gaining importance in health care instruction. We prototypically implemented a repository-driven online computer system (CardioOP) for teleteaching in Heart Surgery. It supports authoring and multiple re-use of multimedia data for different user groups in different instructional applications and therefore requires a process of content management. Methods: We defined objectives for a terminological system to support semantic, cross-media type annotation and retrieval of learning objects: domain completeness, German (natural) language processing, multi-user concepts, extensibility and maintenance, content based annotation and technical implementation. Existing terminologies (ICD10, READ V3, Snomed III, UMLS 1997, MESH) have been analysed according to these objectives. Results: We found that the analysed terminologies did not meet our criteria sufficiently. Therefore, we developed a domain-specific thesaurus, the CardioOPDataClas (CDC). The application of the CDC within a database-driven authoring process using specifically developed tools is reported. Conclusions: Metadata play an important role in the effective discovery and search, access, integration and management of educational multimedia data in medicine but so far, there is no terminology to support content management for instructional multimedia. We prototypically designed and applied a thesaurus for the CardioOP educational system. Additional work is needed to evaluate the system in terms of user-friendliness, concept coverage and information retrieval performance.

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4

Cook, E. K. "The Use of Macintosh Authoring Languages in Effective Computer-Assisted Instruction." Journal of Educational Technology Systems 18, no. 2 (December 1989): 109–22. http://dx.doi.org/10.2190/pw58-2qw5-r0wq-a5qr.

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Computer-assisted instruction has many widely-recognized benefits, such as reduced learning time, higher final exam scores, improved attitude, and better individualization. Detriments have been an inadequate theoretical focus, poorly conceived and reported studies, high cost, and machine-dependent, inflexible authoring languages. The microcomputer has mitigated some of these problems, and recent Macintosh authoring languages have been flexible and powerful enough to prompt much recent courseware development. A survey of the major authoring languages is presented, with an overview of projects currently in work.

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5

Betlach, Judith A. "Framework for Computer Assisted Instruction Courseware: A Case Study." Journal of Educational Technology Systems 15, no. 1 (September 1986): 35–52. http://dx.doi.org/10.2190/q0k2-6637-84hg-64cc.

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This article systematically investigates, defines, and organizes variables related to production of Computer Assisted Instruction (CAI) courseware for the U.S. Army Logistics Management Systems Activity (ALMSA), St. Louis. Initial decisions regarding selection of analysis and design methodology, hardware, software and authoring languages were strongly influenced by availability within the ALMSA user community. Subsequent refinements may be required, but prototype boundaries have now been delineated for this prototype effort.

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Barker, P. G., and J. Wilford. "A Practical Introduction to Authoring for Computer-Assisted Instruction. Part 4: STAF." British Journal of Educational Technology 16, no. 2 (May 1985): 115–35. http://dx.doi.org/10.1111/j.1467-8535.1985.tb00486.x.

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Barker, Philip, and Ravinder Singh. "A Practical Introduction to Authoring for Computer-Assisted Instruction. Part 5: PHILVAS." British Journal of Educational Technology 16, no. 3 (October 1985): 218–36. http://dx.doi.org/10.1111/j.1467-8535.1985.tb00711.x.

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8

Decker, Richard, Stuart Hirshfield, David Paris, and Nathaniel Strout. "Computer-assisted instruction in the liberal arts using a simple authoring system." Journal of Computing in Higher Education 1, no. 1 (March 1989): 21–38. http://dx.doi.org/10.1007/bf02942604.

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9

Poe, Stephen E. "SELF-LEARNING: CD-ROM INSTRUCTION AND AUTHORING." HortScience 31, no. 3 (June 1996): 325e—325. http://dx.doi.org/10.21273/hortsci.31.3.325e.

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A fundamental concern of agricultural education is innovation within the teaching process. In dealing with high technology, increasing subject complexity, and rising costs, educators (including plant managers and training personnel) must look to alternative methods of training and teaching. Educational multimedia software can effectively present a new dimension to traditional computer-assisted instruction (CAI) by adding sound, animation, high-resolution graphics, and live-action video. Multimedia software is not difficult to program; however, the ease of programming depends on the authoring language or languages that are used. A traditional language such as C++ can take extended periods of time to program, possibly hours per minute of program. A program developed specifically for multimedia development can facilitate the interactions between sound, videos, and animation more readily, and reduce the programming time required significantly. The use and development of multimedia software using Toolbook (Asymetrix Corp.) will be presented with copies of the developed software available.

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10

Higgins, Kyle, and Randall Boone. "Creating Individualized Computer-Assisted Instruction for Students with Autism Using Multimedia Authoring Software." Focus on Autism and Other Developmental Disabilities 11, no. 2 (May 1996): 69–78. http://dx.doi.org/10.1177/108835769601100202.

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11

Barker, Philip. "A Practical Introduction to Authoring for Computer-Assisted Instruction. Part 6: interactive audio." British Journal of Educational Technology 17, no. 2 (May 1986): 110–28. http://dx.doi.org/10.1111/j.1467-8535.1986.tb00501.x.

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Barker, P., and T. Skipper. "A Practical Introduction to Authoring for Computer-Assisted Instruction. Part 7: Graphic support." British Journal of Educational Technology 17, no. 3 (October 1986): 194–212. http://dx.doi.org/10.1111/j.1467-8535.1986.tb00509.x.

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Barker, Philip. "A Practical Introduction to Authoring for Computer Assisted Instruction. Part 9: database support." British Journal of Educational Technology 18, no. 2 (May 1987): 121–39. http://dx.doi.org/10.1111/j.1467-8535.1987.tb00006.x.

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Barker, Philip, and Allan Proud. "A Practical Introduction to Authoring for Computer-Assisted Instruction. Part 10: knowledge-based CAL." British Journal of Educational Technology 18, no. 2 (May 1987): 140–60. http://dx.doi.org/10.1111/j.1467-8535.1987.tb00007.x.

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Barker, Philip. "A Practical Introduction to Authoring for Computer-Assisted Instruction Part 8: multi-media CAL." British Journal of Educational Technology 18, no. 1 (January 1987): 25–40. http://dx.doi.org/10.1111/j.1467-8535.1987.tb00660.x.

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Blok, H., R. Oostdam, M. E. Otter, and M. Overmaat. "Computer-Assisted Instruction in Support of Beginning Reading Instruction: A Review." Review of Educational Research 72, no. 1 (March 2002): 101–30. http://dx.doi.org/10.3102/00346543072001101.

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How effective are computer-assisted instruction (CAI) programs in supporting beginning readers? This article reviews 42 studies published from 1990 onward, comprising a total of 75 experimental comparisons. The corrected overall effect size estimate was d = 0.19 (± 0.06). Effect sizes were found to depend on two study characteristics: the effect size at the time of pre-testing and the language of instruction (English or other). These two variables accounted for 61 percent of the variability in effect sizes. Although an effect size of d = 0.2 shows little promise, caution is needed because of the poor quality of many studies.

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Shenouda, Wagih, and Vicki Wolfe. "Integrating Computer Assisted Instruction with the Teaching of Language." Journal of Educational Technology Systems 24, no. 2 (December 1995): 189–94. http://dx.doi.org/10.2190/l3y5-vhqh-1m38-bq5h.

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Faculty and Educational Technology Center staff at the College at Old Westbury have created an electronic language laboratory and integrated it into a variety of language courses, including English as a Second Language (ESL), Spanish, and French. This presentation describes the selection of the lab's software and hardware, a description of two ESL programs, and a discussion of the integration of these programs into the classroom curriculum. Using pre- and post-tests, we have measured students' progress in acquiring college-level English language skills by supplementing in-class instruction with independent work in the language lab.

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18

Meier, Scott T., and James P. Sampson. "Use of Computer-Assisted Instruction in the Prevention of Alcohol Abuse." Journal of Drug Education 19, no. 3 (September 1989): 245–56. http://dx.doi.org/10.2190/ktgd-qwgt-qcnh-t2c9.

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Recent critiques of and research with traditional alcohol prevention programs have revealed serious problems. Prevention programs typically increase knowledge and appropriate attitudes about alcohol while having little effect on drinking behavior. In this article several concepts are introduced in support of a technology which has the potential to revitalize alcohol education efforts. First, Bandura's self-efficacy theory offers a direction for re-conceptualizing the design of prevention programs as well as the measurement of their effects. Second, computer-assisted instruction (CAI) programs may provide a means for capturing attention, effectively educating about alcohol, and supplementing traditional approaches. One current CAI program is described in detail. Implications for research and practice and obstacles to effective CAI use are also discussed.

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Reglin, Gary L. "Effects of Computer-Assisted Instruction on Mathematics and Locus of Control." Journal of Educational Technology Systems 18, no. 2 (December 1989): 143–49. http://dx.doi.org/10.2190/tn7k-4g5n-rx5g-7rgq.

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This study investigated the effects of computer assisted instruction on basic skills mathematics achievement, and locus of control of minority students seeking admission to teacher education programs. A pretest/posttest experimental group design was used. CAI increased the mathematics scores and resulted in a more internal orientation.

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20

Cipani, Ennio, and Patricia J. Kearly. "Designing and Evaluating Computer Assisted Instructional Programs Using a Diagnostic-Prescriptive Model." Journal of Special Education Technology 8, no. 2 (September 1986): 31–43. http://dx.doi.org/10.1177/016264348600800204.

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The present paper presents a model for the design and evaluation of educational computer assisted instruction programs. Components of a diagnostic prescriptive instructional model are delineated, along with user considerations. A sample software program is evaluated according to the criteria in each of the three categories.

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Barker, Theodore Allen, and Joseph K. Torgesen. "An Evaluation of Computer-Assisted Instruction in Phonological Awareness with below Average Readers." Journal of Educational Computing Research 13, no. 1 (July 1995): 89–103. http://dx.doi.org/10.2190/th3m-btp7-jej5-jfnj.

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The use of computer-assisted instruction (CAI) to train phonological awareness skills in at-risk first graders was evaluated. Fifty-four children ranging in age from six years two months to seven years eight months participated in an eight-week training study. There were three experimental conditions. The first group received approximately twenty-five minutes a day, four days a week with two phonological awareness training programs. The second group received the same amount of training with a program designed to train alphabetic decoding skills. The third group served as an attentional control group and spent equal time on the computer with several programs designed to provide practice on basic math skills. The children exposed to the phonological awareness training programs made significantly greater improvements on several measures of phonological awareness and on a measure of word recognition, when compared to children in the other two groups. Tentative conclusions were drawn about the use of CAI as means of training phonological awareness skills with at-risk students.

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Matheson, Donna, and Cheryl Achterberg. "Description of a Process Evaluation Model for Nutrition Education Computer-Assisted Instruction Programs." Journal of Nutrition Education 31, no. 2 (March 1999): 105–13. http://dx.doi.org/10.1016/s0022-3182(99)70403-6.

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23

Snyder, Sara, and Heartley Huber. "Computer Assisted Instruction to Teach Academic Content to Students With Intellectual Disability: A Review of the Literature." American Journal on Intellectual and Developmental Disabilities 124, no. 4 (July 1, 2019): 374–90. http://dx.doi.org/10.1352/1944-7558-124.4.374.

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Abstract Special educators are relying more heavily on computer assisted instruction (CAI) programs to teach academic content to students with intellectual disability (ID) than ever before. Research in this area is growing; however, no formal review of the literature has been conducted to examine the efficacy of using CAI to teach academic content to students with ID. This review explores the nature of academic content taught to students with ID using CAI, the CAI programs used to provide instruction, research methodology, and student learning outcomes associated with CAI. We also address gaps in the research while making suggestions for focusing future efforts to keep pace with changes in technology and the increasing implementation of CAI in special education classrooms.

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Torgesen, Joseph K., and Theodore A. Barker. "Computers as Aids in the Prevention and Remediation of Reading Disabilities." Learning Disability Quarterly 18, no. 2 (May 1995): 76–87. http://dx.doi.org/10.2307/1511196.

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This article provides examples of ways that computer-assisted instruction can help children with learning disabilities (LD) learn to read more effectively. Computer-assisted instruction and practice in reading is fit within an instructional model for LD children that recognizes their special needs for assistance in acquiring accurate and fluent word identification skills. The theory that reading disabilities are phonologically based is discussed as a context for focusing instruction on alphabetic reading skills. Computer programs that provide training in phonological awareness, specific context-free word identification skills, and reading of connected text are described, and preliminary evidence about their instructional effectiveness is presented.

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Chiang, Berttram. "Initial Learning and Transfer Effects of Microcomputer Drills on LD Students' Multiplication Skills." Learning Disability Quarterly 9, no. 2 (May 1986): 118–23. http://dx.doi.org/10.2307/1510360.

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Although application of microcomputer-assisted instruction with learning disabled students is rapidly expanding, only limited research is available on the efficacy of such instruction. The primary purpose of this single-subject design study was to investigate whether learning of multiplication tables via computer programs transfers to paper-and-pencil tasks. Three male and three female fourth-grade LD students participated in the three phases of the study: baseline, microcomputer-assisted instruction, and transfer. Results of the daily 4-minute timings of each subject's multiplication facts indicated that about 12 days' drill and practice on a computer yielded an average gain of 4.7 and 6.1 facts per minute for the girls and boys, respectively, as evidenced by their worksheet performance. Implications for using microcomputer-assisted instruction with LD students are discussed.

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Neafsey, Patricia J. "Computer-Assisted Instruction for Home Study: A New Venture for Continuing Education Programs in Nursing." Journal of Continuing Education in Nursing 28, no. 4 (July 1997): 164–72. http://dx.doi.org/10.3928/0022-0124-19970701-06.

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Gillam, Ronald B., Julee A. Crofford, Meghan A. Gale, and LaVae M. Hoffman. "Language Change Following Computer-Assisted Language Instruction With Fast ForWord or Laureate Learning Systems Software." American Journal of Speech-Language Pathology 10, no. 3 (August 2001): 231–47. http://dx.doi.org/10.1044/1058-0360(2001/021).

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This exploratory study was designed to evaluate functional language changes during and after treatment with language intervention software. Two children with language impairments received Fast ForWord (FFW; Scientific Learning Corporation, 1997), and two other children received a bundle of intervention programs published by Laureate Learning Systems (LLS). The children received intervention for 1 hour and 40 minutes per day for 20 days (4 weeks). Treatment was delivered according to a multiple-probe design in which one child was enrolled in Fast FFW immediately after a baseline phase. Another child remained in an extended baseline phase before beginning FFW. The design was replicated for the bundle of LLS programs. The children with extended baselines were identical twins. Progress was measured by gains on the Oral and Written Language scales (OWLS) and by visual and mathematical examination of trends for language sample measures. All four children made clinically significant gains (posttest scores outside the 95% confidence interval of the pretest scores) on the OWLS. Two children who received the LLS software and one child who received FFW software made clinically significant gains on mean length of utterance in morphemes (MLU), but only one child, who received treatment with the LLS software, had fewer grammatical errors after treatment. The three children with improved MLU also produced a higher proportion of utterances with mazes. Measures of language content (percent of response errors) and language use (percentage of assertive utterances) were not informative due to high variability and floor effects. The similarity of the treatment effects (especially in the case of the identical twins) was surprising since FFW and the bundle of LLS programs targeted different levels of language, used different types of auditory stimuli, and were designed to promote different kinds of learning.

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Teng, Zhonghong, and Shukai Cai. "Application of Computer-Aided Instruction (CAI) in the Physical Education: Survey Analysis of Chinese Universities." Journal of Healthcare Engineering 2021 (September 24, 2021): 1–6. http://dx.doi.org/10.1155/2021/1328982.

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With the advent of artificial intelligence, computer-aided instruction has developed into intelligent computer-aided instruction. Computer-aided instruction not only overcomes many weaknesses of traditional physical education teaching but also significantly increases the teaching effect and efficiency. This article first studies and analyzes the characteristics of computer-aided instruction systems. Then, we use statistical methods and logical analysis to randomly select two classes of undergraduate students as the experimental and control group, respectively. In the control group, the traditional teaching model was adopted, while the experimental group adopted the computer-aided teaching mode. The experimental group showed significant improvement in physical education as compared to the control group. The results of this study validated that the use of computer-assisted instruction is beneficial in the implementation of physical education programs, mostly in teaching concepts and principles of academic nature.

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Piermatti, Patricia A. "Development of the Personal Computer Assisted Library Instruction Series Rx for Pharmaceutical Science Research™ Programs." Journal of Pharmacy Teaching 1, no. 3 (1990): 19–30. http://dx.doi.org/10.1300/j060v01n03_02.

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Collins, Maria, Douglas Carnine, and Russell Gersten. "Elaborated Corrective Feedback and the Acquisition of Reasoning Skills: A Study of Computer-Assisted Instruction." Exceptional Children 54, no. 3 (November 1987): 254–62. http://dx.doi.org/10.1177/001440298705400308.

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The study compared basic and elaborated corrections within the context of otherwise identical computer-assisted instruction (CAI) programs that taught reasoning skills. Twelve learning disabled and 16 remedial high school students were randomly assigned to either the basic-corrections or elaborated-corrections treatment. Criterion-referenced test scores were significantly higher for the elaborated-corrections treatment on both the post and maintenance tests and on the transfer test. Time to complete the program did not differ significantly for the two groups.

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Levine, Adina, Orna Ferenz, and Thea Reves. "A computer-mediated curriculum in the EFL academic writing class." ReCALL 11, no. 1 (May 1999): 72–79. http://dx.doi.org/10.1017/s0958344000002111.

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AbstractThe purpose of this study was to investigate the application of a computer mediated curriculum in the instruction of advanced written academic communication skills in a non-immersion situation. While previous studies have focused upon collaborative writing within a computer networked environment (Gregor & Cuskelfy 1994), the use of computer-tutorial programs (Warschauer, Turbee & Roberts 1996), or the additive effects of supplemental computer-based instruction (Chun 1994), the present study dealt with the implementation of a fully computer based EFL writing curriculum through the use of authentic electronic computer programs. The following research questions were posed at the outset of the study:1. To what extent does the use of authentic tools, tasks and environment encourage communicative competence in the computer networked EFL academic writing classroom?2. What is the effect of computer mediated instruction on teacher-student interaction, collaborative learning, and students' attitudes and motivation?3. What are the benefits gained from a computer-assisted portfolio assessment?The investigation design consisted of an experimental group which studied exclusively in the computerised lab and a control group which was taught in a regular classroom according to conventional teaching methods. Data collecting instruments comprised background and attitude questionnaires, on-site observations, informal interviews, and systematic evaluation and assessment. Findings indicate that authentic tools, tasks and environment are a strong motivating factor. While the compter-nelworked environment enhanced the teacher-student interaction, it diminished peer collaboration. Computer-assisted portfolio assessment appears to be advantageous to both the instructor and students.

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Reglin, Gary L. "CAI Effects on Mathematics Achievement and Academic Self-Concept Seminar." Journal of Educational Technology Systems 18, no. 1 (September 1989): 43–48. http://dx.doi.org/10.2190/aeu3-v6ap-5kbu-vep9.

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An experimental study was conducted to investigate the effects of a computer assisted instruction seminar on mathematics skills for admission to teacher education programs and academic self-concept. The CAI increased the mathematics and academic self-concept scores, especially for low socio economic-status students.

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McWhinnie, Harold J. "Use of IBM Infowindows Workstation for Aesthetic Preference Studies Two." Journal of Educational Technology Systems 21, no. 3 (March 1993): 277–83. http://dx.doi.org/10.2190/ly4l-el8v-m3h7-jk6x.

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This article will present some research which makes use of the computer with a video disk player to do aesthetic analyses of the work of Vincent Van Gogh. The article consists of: 1) a discussion of video disk system with IBM Infowindows, 2) a discussion of several software systems. Several possible uses of the computer with interactive video disks for aesthetic analyses and creative efforts will be presented. The article will also present the brief results of a pilot study undertaken to collect data relative to student's aesthetic preference with a video disk of the work of Vincent Van Gogh. It will discuss how IBM's Handy software and authoring language might be employed to collect data and present interactive experimental treatments of research in empirical aesthetics. The article concludes with some speculations about those behaviors which are related to machine mediated learning and which may be unintended consequences of the instructional programs which employ the use of computer and multi-media workstations in the study of art and the considerations of variables of aesthetic preference.

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Dincer, Serkan, and Ahmet Doganay. "The Impact of Pedagogical Agent on Learners’ Motivation and Academic Success." Practice and Theory in Systems of Education 10, no. 4 (December 1, 2015): 329–48. http://dx.doi.org/10.1515/ptse-2015-0032.

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AbstractPedagogical agent is generally described as educational programs that guide, motivate learners while encouraging them during learning by providing feedback. The tasks (informative, guiding, or friend, etc.) and types (human-like, cartoon character, audio, text, etc.) of these modules can be classified based on various variables. Although computer-assisted instruction software is commonly used as a teaching material, research on modules integrated on such programs is scarce. Studies in the field have revealed that such computer-assisted instruction programs increase motivation of learners. In order to keep motivation levels high, these programs need to be adopted depending on the individual needs. Therefore, it can be beneficial to integrate software designed that can be personalized. In this respect, the present study was conducted with secondary school students to identify the impact of pedagogical agent on learners’ academic success and motivation. For the purpose of the study, four groups were formed. The first group received education via fixed pedagogical agent, the second group had the option to choose among several pedagogical agents, the third group received the education without pedagogical agent and finally the last group received the same education through traditional (non-computer) way. This four-week program was introduced to students via MS Excel program and the data was gathered as pre- and post-test method. The findings have revealed that interfaces impacted motivation and accordingly academic success in a positive way. As a result of the study, it is suggested that learners should be provided programs that can be personalized depending on learners’ needs and preferences.

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Weston, R. Eric, Rogelio I. Thomas, Michelle A. Lang, Peter J. Weston, John Cardwell, and Adam P. Gordon. "Formative Evaluation of a Hepatitis C Virus Computer Assisted Instruction Tool or Communities of African Descent." Californian Journal of Health Promotion 3, no. 1 (March 1, 2005): 103–16. http://dx.doi.org/10.32398/cjhp.v3i1.1747.

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Hepatitis C Virus (HCV) has become increasingly prevalent within traditionally undeserved communities. The paper describes the formative evaluation of a HCV Computer Assisted Instruction (CAI) tool. Specific aims are to describe the feasibility of a CAI tool with a high-risk population, and the use of Nigrescence Theory to develop targeted messages. Three participants, recruited at an all-male substance abuse halfway house, reviewed the CAI in a mini-focus group. A Health History/HCV Knowledge Questionnaire, The Cross Racial Identity Scale and a focus group question route were used to collect qualitative and quantitative data. The analysis plan utilized descriptive statistics, content analysis and profile analysis. Results suggested that the CAI was acceptable to this segment of the population, and Nigrescence Theory provided a context for targeting messages to differing segments of the target group. Recommendations are offered to health promotion programs targeting people of African descent.

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Woodward, John, Doug Carnine, Russell Gersten, Mary Gleason, Gary Johnson, and Maria Collins. "Applying Instructional Design Principles to CAI for Mildly Handicapped Students: Four Recently Conducted Studies." Journal of Special Education Technology 8, no. 1 (June 1986): 13–26. http://dx.doi.org/10.1177/016264348600800103.

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This report summarizes four recently conducted studies involving computer assisted instruction for mildly handicapped secondary students. A variety of CAI programs were used—drill and practice, tutorial, and simulation—and each study focused on the effects of specific instructional design variables. Three of the four studies produced statistically significant differences for the experimental treatments, indicating that sophisticated instructional design principles can make a considerable difference in the effectiveness of an instructional program. This research agenda also has implications for teaching practices which work in concert with the principles used in designing a practical CAI programs.

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Jahangard, Ali, Ali Rahimi, and Maral Norouzizadeh. "Student attitudes towards computer-assisted language learning and its effect on their EFL writing." International Journal of New Trends in Social Sciences 4, no. 1 (May 29, 2020): 01–09. http://dx.doi.org/10.18844/ijntss.v4i1.4785.

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This study aimed to assess the attitudes and perceptions of English-as-a-Foreign-Language (EFL) students towards the use of computer-assisted language learning (CALL) programs and their perceived view on an online writing system that was developed in the present study by means of a questionnaire as well as an asynchronous discussion forum. An online writing system was developed and a sample of 30 EFL learners, studying at Sharif University of Technology in Iran, was assigned to the study. The CALL attitudes of the participants were assessed by a CALL questionnaire, which indicated that Iranian students attached a high value to CALL. Moreover, the comments of the participants that were posted on a discussion forum were analysed with the aid of Henriâ€™s framework (1992), which revealed the presence of certain concepts and themes within the views of learners towards the use of computers in their educational settings. Keywords: Computer-assisted instruction (CAI), computer-assisted language learning (CALL), EFL writing, student attitudes.

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Kinney, Patricia G., Kay B. Stevens, and John W. Schuster. "The Effects of CAI and Time Delay: A Systematic Program for Teaching Spelling." Journal of Special Education Technology 9, no. 2 (December 1988): 61–72. http://dx.doi.org/10.1177/016264348800900201.

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This study describes a computer-assisted instruction (CAI) program that implemented a constant time delay procedure to teach the spelling of 15 state names to a student with a history of spelling disabilities. A multiple probe design across words sets demonstrated that the near-errorless program was effective in teaching the student to type the correct spellings with less than a 5% error rate during instruction. Generalization to written spelling occurred, and maintenance probe data ranged from 94% to 100%. The time delay procedure includes proven principles of learning based upon stimulus control techniques and was found to be highly adaptable to CAI programs.

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Slavin, Robert E., Cynthia Lake, and Cynthia Groff. "Effective Programs in Middle and High School Mathematics: A Best-Evidence Synthesis." Review of Educational Research 79, no. 2 (June 2009): 839–911. http://dx.doi.org/10.3102/0034654308330968.

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This article reviews research on the achievement outcomes of mathematics programs for middle and high schools. Study inclusion requirements include use of a randomized or matched control group, a study duration of at least 12 weeks, and equality at pretest. There were 100 qualifying studies, 26 of which used random assignment to treatments. Effect sizes were very small for mathematics curricula and for computer-assisted instruction. Positive effects were found for two cooperative learning programs. Outcomes were similar for disadvantaged and nondisadvantaged students and for students of different ethnicities. Consistent with an earlier review of elementary programs, this article concludes that programs that affect daily teaching practices and student interactions have more promise than those emphasizing textbooks or technology alone.

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Fukada, Atsushi. "An Online Oral Practice/Assessment Platform." IALLT Journal of Language Learning Technologies 43, no. 1 (April 15, 2013): 64–77. http://dx.doi.org/10.17161/iallt.v43i1.8518.

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Despite its obvious importance, it appears that in many foreignlanguage programs, oral practice is not given as much time andattention as it deserves. Or perhaps it is more accurate to say thatforeign language professionals recognize the need for more oralpractice, but do not have at their disposal a convenient means toprovide it. An online oral practice/assessment platform, SpeakEverywhere, has been developed to fill this void. It allows instructorswithout special computer knowledge to quickly create video-basedspeaking exercises and quizzes for their students to work on outside theclassroom. The instructor can access the oral productions that thestudents submit to the system, and grade them or give individualfeedback on them either in text or audio or both. Using its flexible andeasy-to-use authoring sub-system, it is possible to create exercises ofvarious formats (e.g. Q&A, repeat after the model, structure drills,role-play, and oral reading).

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Rahimi, Ali, Ali Jahangard, and Maral Norouzizadeh. "Students’ attitudes towards computer-assisted language learning and its effect on their EFL writing." International Journal of Learning and Teaching 12, no. 3 (July 31, 2020): 144–52. http://dx.doi.org/10.18844/ijlt.v12i3.4767.

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Abstract This study aimed to assess the attitudes and perceptions of EFL students toward the use of CALL programs and their perceived view on an online writing system that was developed in the present study by means of a questionnaire as well as an asynchronous discussion forum. An online writing system was developed and a sample of 30 English-as-a-Foreign-Language (EFL) learners, studying at Sharif University of Technology in Iran, was assigned to the study. The CALL attitudes of the participants were assessed by a CALL questionnaire, which indicated that Iranian students attached a high value to CALL. Moreover, the comments of the participants that were posted on a discussion forum were analyzed with the aid of Henri’s framework (1992), which revealed the presence of certain concepts and themes within the views of learners toward the use of computers in their educational settings. Keywords: computer-assisted instruction (CAI);computer-assisted language learning (CALL); EFL writing; student attitudes

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Bley, Nancy. "One Point of View: Let the Learning Disabled Learn." Arithmetic Teacher 33, no. 5 (January 1986): 2. http://dx.doi.org/10.5951/at.33.5.0002.

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The past ten or fifteen years have produced numerous changes in the field of education, particularly in mathematic. Many advances have been made in teacher education programs, in the use of mechanical aids, and particularly in the area of computers and computer-assisted instruction. At the same time awarenes has increased of the need to deal more effectively with students with special needs, or those more commonly described as having learning disabilities.

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Luyben, Paul D., Kristin Hipworth, and Thomas Pappas. "Effects of CAI on the Academic Performance and Attitudes of College Students." Teaching of Psychology 30, no. 2 (April 2003): 154–58. http://dx.doi.org/10.1207/s15328023top3002_12.

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Although computer-assisted instruction (CAI) favorably affects academic performance and attitudes toward instruction, most CAI programs target mastery but not fluency. This study used a within-subjects, crossover design to compare the effects of CAI that included fluency training with traditional study (TS) conditions on test performance and attitudes toward CAI. The CAI condition consisted of 2 forms of CAI. The results showed that the mean test score in the CAI condition was about 7 percentage points higher than the mean score in the TS condition. Also, attitude scores favored the CAI condition. These data suggest that CAI procedures that use elements of both mastery learning and fluency training may help to improve academic performance and attitudes.

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Slavin, Robert E., and Cynthia Lake. "Effective Programs in Elementary Mathematics: A Best-Evidence Synthesis." Review of Educational Research 78, no. 3 (September 2008): 427–515. http://dx.doi.org/10.3102/0034654308317473.

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This article reviews research on the achievement outcomes of three types of approaches to improving elementary mathematics: mathematics curricula, computer-assisted instruction (CAI), and instructional process programs. Study inclusion requirements included use of a randomized or matched control group, a study duration of at least 12 weeks, and achievement measures not inherent to the experimental treatment. Eighty-seven studies met these criteria, of which 36 used random assignment to treatments. There was limited evidence supporting differential effects of various mathematics textbooks. Effects of CAI were moderate. The strongest positive effects were found for instructional process approaches such as forms of cooperative learning, classroom management and motivation programs, and supplemental tutoring programs. The review concludes that programs designed to change daily teaching practices appear to have more promise than those that deal primarily with curriculum or technology alone.

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Higgins, Kyle, and Randy Boone. "Technology as a Tutor, Tool, and Agent for Reading." Journal of Special Education Technology 12, no. 1 (March 1993): 28–37. http://dx.doi.org/10.1177/016264349301200102.

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The use of computer-based technology in teaching reading with students with disabilities is outlined in this article. Research from the last 10 years is presented and discussed using the metaphors of Tutor, Tool, and Agent as categories of instructional purpose. Although the new multimedia technologies now dominate much of the discussion and investigation concerning technology and reading instruction, drill and practice and tutorial computer assisted instructional programs are the most thoroughly researched area of computer use in reading and provide most of the substantive data that is supportive of computer use for students in special education.

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서유진 and Diane P. Bryant. "The Critical Instructional Features of Mathematics Computer-Assisted Instruction (CAI) Programs for Students with Learning Disabilities (LD): Identification and Program Development." Journal of Special Education 16, no. 2 (December 2009): 309–35. http://dx.doi.org/10.34249/jse.2009.16.2.309.

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Spoth, Richard, and Cleve Redmond. "Identifying Program Preferences through Conjoint Analysis: Illustrative Results from a Parent Sample." American Journal of Health Promotion 8, no. 2 (November 1993): 124–33. http://dx.doi.org/10.4278/0890-1171-8.2.124.

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Purpose. The purpose of this article is to illustrate the application of conjoint analysis, a consumer research technique, using data from a survey of parents' preferences for prevention programs. Design. This study utilized a one-time, cross-sectional telephone survey. Setting. Data were collected from subjects living in economically disadvantaged rural midwestern counties. Subjects. Subjects were 202 randomly selected parents with préadolescents who indicated interest in family-focused prevention programs. Measures. Conjoint analysis software was employed in computer-assisted telephone interviews to evaluate relative preferences for 39 individual features of family-focused prevention programs falling under 11 categories (e.g., program meeting time, facilitator background). The software also guided computer simulations of parent choices among four types of programs. Results. Findings indicated that meeting time was the most important category of program features. Strongly preferred individual features included meetings scheduled on weekday evenings, instruction by child development specialists, and programs based on extensive research. Two multiple-session programs evaluated via computer simulations incorporated several preferred features and received higher ratings than did single-session programs. Estimated variance z-tests indicated limited differences in perceived importance of program feature categories across sociodemographic subgroups. Conclusions. Findings highlight a) differences in the relative value parents place on various features of prevention programs in the surveyed population and b) the importance of practical aspects of program delivery.

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Seo, You-Jin, and Honguk Woo. "The identification, implementation, and evaluation of critical user interface design features of computer-assisted instruction programs in mathematics for students with learning disabilities." Computers & Education 55, no. 1 (August 2010): 363–77. http://dx.doi.org/10.1016/j.compedu.2010.02.002.

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Krajka, Jarosław. "OD ŚWIATÓW WIRTUALNYCH DO MEDIÓW SPOŁECZNOŚCIOWYCH – O INNOWACYJNYM WYKORZYSTANIU INTERNETOWYCH PLATFORM GLOTTODYDAKTYCZNYCH W KSZTAŁCENIU NEOFILOLOGICZNYM." Neofilolog, no. 50/1 (September 13, 2018): 87–108. http://dx.doi.org/10.14746/n.2018.50.1.6.

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Using various forms of computer-assisted instruction in foreign language teacher and translator training has become an obvious fact. While fully distance programs are rather scarce, more and more projects adopt the blended learning approach mediated by different webbased tools. The purpose of the paper is to critically describe and analyse a myriad of tools used as e-learning platforms: Learning Management Systems, glottodidactic platforms, virtual worlds, wikis and social networking tools. It is essential to see different dimensions of innovation in language teacher and translator training, in terms of technology, course management and task design. The discussion will be based on examples of projects run through the tools under analysis in different university programmes all over Poland.

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Aronin, Larissa, and Bernard Spolsky. "Research in English language teaching and learning in Israel (2004–2009)." Language Teaching 43, no. 3 (June 10, 2010): 297–319. http://dx.doi.org/10.1017/s0261444810000042.

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The goal of this article is to make research on English language teaching and learning published locally in Israel more widely available. Given that so many Israeli researchers are internationally trained and maintain wide connections, it necessarily omits much important work that appears in European and US journals. It focuses on shorter studies, commonly unfunded, that university teachers in EFL programs or in teacher training programs at smaller colleges conduct in their own time. It represents a wide range of good quality research, ‘glocal’ in that its local production does not compromise potential contributions to global concerns. The main themes treated are the early start of teaching English, the development of an integrated methodology, detailed studies of the teaching of lexicon and writing, specialized studies of dyslexia, computer-assisted instruction, English for academic purposes, and teaching Israeli students who already know some English from home or visits abroad. The overall quality of the research is high, matching all but a few top international journals.

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