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1
Crews, Janna Margarette. "Principles and methodology for computer-assisted instruction (CAI) design." Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/280509.
Full textAbstract:
As the role of computer-assisted instruction (CAI) rapidly expands in the educational and training efforts of all types of organizations, the need for well-designed, learner-centered CAI continues to grow. The CAI design principles and methodology proposed herein provide systems designers with a framework for designing effective, learner-centered CAI systems that support learning with information technologies. Implementing the framework should lead to CAI that better supports learners in the development of their mental schemas, and ultimately, in achieving their learning objectives. The primary goals of this research are two-fold. First, derive a theoretically and empirically-based set of CAI design principles directed at purposefully exploiting the unique capabilities of information technology to help learners develop their mental schemas. Second, codify a methodology for implementing these principles in the systems analysis and design process. Both goals are accomplished as follows. First, a literature review was undertaken to uncover features important for designing CAI to improve learning. Concurrently, the design features and functionality of several existing CAI were reviewed. A field study of one distinctive CAI was conducted to investigate and substantiate its effectiveness. Results indicated that learners using the CAI improved their achievement significantly more than learners who did not use the CAI. Moreover, learners attributed their improved performance to using the CAI. Based on the literature review, review of existing CAI, and the results of the field study, a set of principles and a methodology for designing CAI were derived. The design principles and methodology focus the CAI design process on supporting learners' development of their mental schemas. Finally, we designed, developed and implemented a prototype web based, multimedia training system in accordance with the proposed CAI design principles. As a partial instantiation of the proposed principles and methodology, this prototype CAI provides a proof-of-concept. The design and effectiveness of the prototype CAI has been tested in a series of experiments. The corroborating evidence from these studies indicates that the prototype CAI is well-designed, usable, and an effective training tool. The demonstrated success of the prototype provides evidence of the merits of the proposed principles and methodology.
2
Ambellan, Steven Charles. "Can computer assisted instruction (CAI) effectively assist incarcerated juveniles in learning introductory woodworking skills?" CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1881.
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Konukman, Ferman. "The Effects of Multimedia Computer Assisted Instruction (CAI) on Teaching Tennis in Physical Education Teacher Education." Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/28258.
Full textAbstract:
The purpose of this investigation was to determine the effects of multimedia CAI on undergraduate PETE majors' teaching of the serve in tennis. The data were obtained from 18 undergraduate students enrolled in a PETE evaluation and assessment course at Virginia Tech.
Subjects were stratified by gender and randomly assigned to three groups as Computer-Assisted Instruction (CAI) group (n=6), Teacher Instruction (TI) group (n=6), and Control (CG) group (n=6).
The results of this study were gathered from three tests: Tennis Serve Content Knowledge Test, Tennis Serve Skill Analysis Test, Tennis Task Sequence Test. In addition, two six minutes micro teaching sessions were conducted and data was collected via Tennis Serve Pedagogical Content Knowledge (PCK) Assessment Sheet, and finally, an open ended survey was completed to understand students' attitudes toward CAI.
There are two independent variables in this study. These are Computer-Assisted Instruction (CAI) and Teacher Instruction (TI). A pre-test and post-test experimental design was applied. The Kruskal-Wallis test was used to determine the differences among the three groups, and pairwise ranking with the Mann Whitney U test was conducted between all comparisons as a post hoc analysis. Moreover, the Wilcoxon Signed Rank test was used to determine pre-to post-test changes within the groups. Alpha set at p< 0.5.
Overall, teacher instruction (TI) intervention was very dominant in the results. Teacher instruction (TI) group performed significantly in the tennis serve content knowledge test, tennis serve task analysis test, PCK-Appropriate cues, and PCK-Appropriate demonstration. However, CAI group was also successful in the tennis serve content knowledge test and PCK-Appropriate demonstration. Interestingly, none of the groups were successful in the tennis serve skill analysis test and PCK-Appropriate feedback. Finally, students' perception toward CAI was positive in general and students indicated that they would like to use CAI in other PETE method courses. However, some of the students reported that CAI was very repetitive, and also technical problems were reported.
The results of this study indicated that CAI can be an effective way of instruction in certain conditions: CAI had significant effect on content knowledge and PCK-Appropriate demonstration. In conclusion, the 21st century will be an information age and computers will be an essential part of the education system in all grades and ages. Physical education teacher education programs and physical education lessons in K-12 education are no exceptions. Computers and instructional technology should be an integral part of PETE and K-12 physical education without sacrificing the physical activity.Ph. D.
4
Hibshman, Chad. "Can computer assisted instruction (CAI) increase test scores in a reading intervention program for at-risk middle school students?" Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 2005. http://www.kutztown.edu/library/services/remote_access.asp.
Full textAbstract:
Thesis (M.Ed. )--Kutztown University of Pennsylvania, 2005.Source: Masters Abstracts International, Volume: 45-06, page: 2807. Typescript. Abstract precedes thesis as 1 leaf (v). Includes bibliographical references (leaves 36-40).
5
O'Prey, Evelyn A. "Effects of CAI on the achievement and attitudes of high school geometry students." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/735.
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Dixon-Thompson, Tonya L. "The relationship between the usage of a Computer Assisted Instructional (CAI) program, Ticket to Read (T2R) and reading achievement in third grade." Thesis, Capella University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=3742959.
Full textAbstract:
The purpose of this study was to determine if there was a statistically significant, positive relationship between utilizing the Computer Assisted Instruction (CAI) program, Ticket to Read (T2R), as measured by the accumulated number of passages read and reading achievement, as measured by the statewide North Carolina End of Grade (NCEOG) reading assessment scores, within a third-grade elementary school sample. This quantitative, non-experimental correlational study examined the NCEOG reading assessment standardized scores and determined if third-grade students obtained reading achievement with the supplemental use of the T2R program during the 2013-2014 school year. The methodology examined and compared the NCEOG reading assessment scores for third-grade students from schools that utilized T2R schools and NTR schools that did not utilize the T2R program. Archival data were analyzed from a sample of 478 third-grade students of which included 281 students from T2R schools and 206 third-grade students from NT2R schools and conclusions were made about the students’ reading achievement performance. Using a Pearson r correlational statistic test, this study revealed that the null hypothesis should be rejected because T2R utilization and reading achievement scores were positively correlated and statistically significant with an obtained p value less than .05 (r=.250, p=.000). The study’s findings supported the theory that CAI promotes independent opportunities for students to practice and strengthen their reading skills and exhibit reading achievement. The findings can be used to provide educators an evidence-based practical approach or doable practices for planning instruction, monitoring learner’s progress, and fostering students’ reading achievement.
7
Pilli, Olga. "The Effect Of Computer Assisted Instruction On The Achievement, Attitudes And Retention Of Fourth Grade Mathematics Course." Phd thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/3/12609336/index.pdf.
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The purpose of this study was to examine the effects of the computer software Frizbi Mathematics 4 on 4th grade student&rsquos mathematics achievement, retention, attitudes toward mathematics and attitude toward computer assisted learning. Two groups (experimental and control) of primary school students from &ldquo
Sht. Osman Ahmet&rdquo
primary school in Gazimagusa, North Cyprus were used in this study. Control group was taught using a lecture-based traditional instruction and experimental group was taught using educational software, namely Frizbi Mathematics 4. The control group consisted of 26 students where the experimental group consisted of 29 students. The groups were compared on achievement of mathematics, retention, and attitude toward mathematics and computer assisted learning. The study was conducted in spring semester of 2006-2007 academic year and included three units, Multiplication of Natural Numbers, Division of Natural Numbers, and Fractions. Scores on achievement tests were collected three times
at the beginning of the study, immediately after the intervention, and 4 months later. Mathematics attitude scale and computer assisted learning attitude scale were administrated only two times
at the beginning of the study and immediately after the completion of the study. A series of ANOVAs for repeated measures revealed significant difference between the groups on the post achievement tests and attitude scales in favor of experimental group. However, statistically significant differences in favor of treatment group, on the retention tests was attained on the multiplication and division units but not on fractions. The evidence indicates that Frizbi Mathematics 4 for learning and teaching mathematics at the primary school level in Turkish Republic of Northern Cyprus (TRNC) is an effective tool.
8
Nuckols, Terri L. "Issues of technology adoption in 9–12 computer based instruction." Scholarly Commons, 2008. https://scholarlycommons.pacific.edu/uop_etds/2494.
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This study was designed to examine computer based instruction in the 9-12 public high school. All high schools included in the study were part of the original Digital High School grants, and had a student population of over 1000 students. The purposes of the study were to examine factors affecting technology implementation, to explore how teacher attitudes, expertise, and cultural and pedagogical beliefs affected adoption, to determine how critical staff development and resources were in successful implementation, and to investigate organizational variables that were in place for successful adoption of computer based instruction. The study was conducted using Everett Rogers' five stages of the innovation-decision process. Nine technology coordinators were interviewed for this study. Following the interviews, 13 categories emerged and a grounded theory was formed. The study concluded with five recommendations for practitioners who would like to successfully implement technology on their school sites.
9
Nordhoff, Helga Irene. "The design and implementation of a computer-based course using Merrill's model of instructional design." Thesis, Pretoria : [s.n.], 2002. http://upetd.up.ac.za/thesis/available/etd-08022002-094043/.
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Tennent, Leanne Janene. "Multimedia: Perceptions and Use in Preservice Teacher Education." Queensland University of Technology, 2003. http://eprints.qut.edu.au/15841/.
Full textAbstract:
Across the period in which this research was conducted, there has been an increasing emphasis in government and university policies on the promotion of technology integration in higher education. This emphasis has also become evident in Commonwealth and State government policies relating to preservice teacher education because of the need to ensure that teachers enter the profession with the types of technological skills and competencies that can enhance teaching and learning. The research reported in this thesis describes the experiences and perceptions of computer-based technologies from the perspective of academic staff and graduates from two preservice teacher education courses in a Queensland university. The research was conducted in two phases using a repeated cross-sectional longitudinal design. In Phase 1 of the research conducted in 1997, and in Phase 2 in 2002, questionnaires were used to gather data. In Phase 1 of the research, participants comprised 43 academic staff members involved in two preservice teacher education courses and 72 first or second year graduate teachers from these courses. Items in the academic staff and graduate teacher questionnaires elicited information on a range of issues related to the technologies including knowledge and confidence levels, acquisition of knowledge, current and future usage in teaching, advantages and disadvantages of teaching with the technologies, the importance of the technologies to higher and preservice education and the adequacy of preservice teacher education to prepare new teachers to use technologies. Graduate teachers were also questioned about barriers to their classroom use of technologies. Further questions for academic staff investigated the existence of factors that facilitate usage of technologies and the degree to which the presence or absence of these factors constituted barriers or incentives to technology use. A number of questions also explored attitudes surrounding the valuing of teaching, research and publishing. Results from the first phase of research revealed that both academic staff and new teachers made little use of technologies in their teaching. The most salient barriers to academic staff technology use included lack of technical advice and support, time, and lack of evidence of improved student learning and interest. There was also a widely held perception among academic staff that teaching was not valued by their university and that, in particular, innovation in teaching deserved greater recognition. For graduate teachers, barriers to technology use included lack of computers and resources, lack of school funding, and lack of knowledge and training. In Phase 2 of the research, participants comprised 40 academic staff members and 123 graduate teachers from the same two preservice teacher education courses. Participants were again questioned about knowledge and confidence levels, acquisition of knowledge, current and future usage in teaching, and the adequacy of preservice teacher education to prepare new teachers to use technologies. In light of new research and building on findings from the first phase of data collection, several new questions were added. These questions related primarily to the nature and availability of training and how preservice teacher preparation in technology use could be improved. Results from the second phase of research indicated that, among academic staff and graduate teachers, there had been considerable increases in knowledge and confidence levels in relation to the technologies, along with increased levels of usage. Both groups were also significantly more likely than their earlier counterparts to report that preservice teachers were adequately or well prepared in the use of technologies. For graduate teachers, lack of equipment and resources were ongoing barriers to technology use. Training in technology use appeared to be less of an issue for graduate teachers than academic staff with most reporting access to, and satisfaction with, inservice training opportunities. Encouraging too, was the finding that these graduate teachers were significantly more likely than their 1997 counterparts to attribute their knowledge of the technologies to preservice teacher education. While positive change in technology use was evident across this period, continued efforts to support and integrate technology in preservice teacher education remains important, as does support for the innovative use of technology to promote learning in schools.
11
Speer, William R. "Virtual Manipulatives: Design-based Countermeasures to Selected Potential Hazards." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80966.
Full textAbstract:
Virtual manipulatives are employed by both preservice and inservice teachers to enhance the instructional effectiveness of physical manipulatives and related tools by addressing limitations of access, cost, and adaptability. While research into the use of emerging technologies continues, there are several variables to consider when measuring the effects of virtual manipulative use. Research design, sampling characteristics, and the type of manipulative used may influence achievement. Variables that may influence the effectiveness
of virtual manipulatives include: previous experience with computers, grade level, mathematical topic, treatment length, student attitudes toward mathematics, and computer-to-student ratio.
12
Tennent, Leanne Janene. "Multimedia : perceptions and use in preservice teacher education." Thesis, Queensland University of Technology, 2003. https://eprints.qut.edu.au/15841/1/Lee_Tennent_Thesis.pdf.
Full textAbstract:
Across the period in which this research was conducted, there has been an increasing emphasis in government and university policies on the promotion of technology integration in higher education. This emphasis has also become evident in Commonwealth and State government policies relating to preservice teacher education because of the need to ensure that teachers enter the profession with the types of technological skills and competencies that can enhance teaching and learning. The research reported in this thesis describes the experiences and perceptions of computer-based technologies from the perspective of academic staff and graduates from two preservice teacher education courses in a Queensland university. The research was conducted in two phases using a repeated cross-sectional longitudinal design. In Phase 1 of the research conducted in 1997, and in Phase 2 in 2002, questionnaires were used to gather data. In Phase 1 of the research, participants comprised 43 academic staff members involved in two preservice teacher education courses and 72 first or second year graduate teachers from these courses. Items in the academic staff and graduate teacher questionnaires elicited information on a range of issues related to the technologies including knowledge and confidence levels, acquisition of knowledge, current and future usage in teaching, advantages and disadvantages of teaching with the technologies, the importance of the technologies to higher and preservice education and the adequacy of preservice teacher education to prepare new teachers to use technologies. Graduate teachers were also questioned about barriers to their classroom use of technologies. Further questions for academic staff investigated the existence of factors that facilitate usage of technologies and the degree to which the presence or absence of these factors constituted barriers or incentives to technology use. A number of questions also explored attitudes surrounding the valuing of teaching, research and publishing. Results from the first phase of research revealed that both academic staff and new teachers made little use of technologies in their teaching. The most salient barriers to academic staff technology use included lack of technical advice and support, time, and lack of evidence of improved student learning and interest. There was also a widely held perception among academic staff that teaching was not valued by their university and that, in particular, innovation in teaching deserved greater recognition. For graduate teachers, barriers to technology use included lack of computers and resources, lack of school funding, and lack of knowledge and training. In Phase 2 of the research, participants comprised 40 academic staff members and 123 graduate teachers from the same two preservice teacher education courses. Participants were again questioned about knowledge and confidence levels, acquisition of knowledge, current and future usage in teaching, and the adequacy of preservice teacher education to prepare new teachers to use technologies. In light of new research and building on findings from the first phase of data collection, several new questions were added. These questions related primarily to the nature and availability of training and how preservice teacher preparation in technology use could be improved. Results from the second phase of research indicated that, among academic staff and graduate teachers, there had been considerable increases in knowledge and confidence levels in relation to the technologies, along with increased levels of usage. Both groups were also significantly more likely than their earlier counterparts to report that preservice teachers were adequately or well prepared in the use of technologies. For graduate teachers, lack of equipment and resources were ongoing barriers to technology use. Training in technology use appeared to be less of an issue for graduate teachers than academic staff with most reporting access to, and satisfaction with, inservice training opportunities. Encouraging too, was the finding that these graduate teachers were significantly more likely than their 1997 counterparts to attribute their knowledge of the technologies to preservice teacher education. While positive change in technology use was evident across this period, continued efforts to support and integrate technology in preservice teacher education remains important, as does support for the innovative use of technology to promote learning in schools.
13
Huang, Sharon Hsiao-Shan. "The relationship between computer use and academic achievements." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9084/.
Full textAbstract:
Computer technology has been used in education for years, and the government budgets large amounts of money to foster technology. However, it is still a debated whether computer technology makes a difference in students' learning outcomes. The purpose of this study is to find if any relationship exists between computer use by teachers and students and the students' academic achievement in math and reading for both traditional populations and English language learner (ELL) tenth graders. Computer use in this study included the computer activities by students and teachers, in terms of the time, frequency, activities types, the places students use computers, teachers' computer activities, and the training teachers received. This study used data gathered from tenth grade students from the dataset Education Longitudinal Study of 2002 (ELS:2002) of the National Center for Education Statistics (NCES). Fifteen thousand, three hundred and sixty-two students were randomly selected to represent all U.S. tenth-graders attending schools in 2002. The findings showed diverse relationships consistent with the literature. Based on the findings, some suggestions were made to teachers and parents about the quality of school work and computer use by students and teachers.
14
Boulter, Carmen Henriette. "EFL and ESL teacher values and integrated use of technology in universities in the Asia-Pacific region." Thesis, Queensland University of Technology, 2007. https://eprints.qut.edu.au/16525/1/Carmen_Boulter_Thesis.pdf.
Full textAbstract:
Educators who teach international students English as a second language (ESL) or
English speakers teaching English as a foreign language (EFL) in universities in non-
English speaking countries in the Asia-Pacific region are often challenged to develop culturally appropriate curriculum for a diverse group of learners. Prompted by educational policy over the past two decades, the technological infrastructure in most universities throughout the world has advanced. Innovative tools for language learning have been developed for computer-assisted instruction. The purpose of the present study was to assess to what extent teachers use multimedia in EFL/ESL university classrooms in relation to the theoretical underpinnings of constructivism as well as Rogers' (1995) theory of diffusion of innovations and adopter categories.
Further, the study aimed to ascertain what factors contribute to or discourage teachers' use of multimedia in tertiary level English language teaching classrooms. A mixed- method research design was used and both quantitative and qualitative data were collected. One hundred and seventy-nine English-language teachers from five universities in the Asia-Pacific region were interviewed and data were collected on their use of multimedia. Complex relationships were found among teacher-held educational and cultural values, teaching experience, formal computer professional learning, nationality, institution, region, age, gender, and collaboration with colleagues. Results showed that even with adequate access to hardware, software, technical support and computer professional learning, most teachers in the study made limited use of multimedia in the EFL/ESL classroom. As well, the results indicated that teachers in all three universities in Taiwan used multimedia in the EFL/ESL classroom less than teachers in Australia and in Thailand. Teachers who endorsed constructivist teaching methodologies tended to use multimedia more. Also, teachers with fewer than ten years teaching experience tended to use technology in teaching more. Data showed the use of integrated technology by teachers usually diminished as teachers got older. However, results showed that teachers who engaged in professional learning tended to use multimedia more regardless of age. Future directions in technology integration and recommendations for creating and sustaining a culture of technology at educational institutions are offered. Suggestions for professional development to encourage the integrated use of technology in English language teaching programs are outlined.
15
Boulter, Carmen Henriette. "EFL and ESL teacher values and integrated use of technology in universities in the Asia-Pacific region." Queensland University of Technology, 2007. http://eprints.qut.edu.au/16525/.
Full textAbstract:
Educators who teach international students English as a second language (ESL) or English speakers teaching English as a foreign language (EFL) in universities in non- English speaking countries in the Asia-Pacific region are often challenged to develop culturally appropriate curriculum for a diverse group of learners. Prompted by educational policy over the past two decades, the technological infrastructure in most universities throughout the world has advanced. Innovative tools for language learning have been developed for computer-assisted instruction. The purpose of the present study was to assess to what extent teachers use multimedia in EFL/ESL university classrooms in relation to the theoretical underpinnings of constructivism as well as Rogers' (1995) theory of diffusion of innovations and adopter categories. Further, the study aimed to ascertain what factors contribute to or discourage teachers' use of multimedia in tertiary level English language teaching classrooms. A mixed- method research design was used and both quantitative and qualitative data were collected. One hundred and seventy-nine English-language teachers from five universities in the Asia-Pacific region were interviewed and data were collected on their use of multimedia. Complex relationships were found among teacher-held educational and cultural values, teaching experience, formal computer professional learning, nationality, institution, region, age, gender, and collaboration with colleagues. Results showed that even with adequate access to hardware, software, technical support and computer professional learning, most teachers in the study made limited use of multimedia in the EFL/ESL classroom. As well, the results indicated that teachers in all three universities in Taiwan used multimedia in the EFL/ESL classroom less than teachers in Australia and in Thailand. Teachers who endorsed constructivist teaching methodologies tended to use multimedia more. Also, teachers with fewer than ten years teaching experience tended to use technology in teaching more. Data showed the use of integrated technology by teachers usually diminished as teachers got older. However, results showed that teachers who engaged in professional learning tended to use multimedia more regardless of age. Future directions in technology integration and recommendations for creating and sustaining a culture of technology at educational institutions are offered. Suggestions for professional development to encourage the integrated use of technology in English language teaching programs are outlined.
16
Lau, Kung-wong Robert, and 劉公煌. "A study of can computers assist creative thinking?: an investigation into eLearning in art & design." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B40040148.
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Alexander, Eapen. "An investigation into the implementation of Computer-Assisted Education (CAE) in the inderprivileged areas of the Eastern Cape a case study of Butterworth High School /." Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-09052005-142457/.
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Gamble, Louis G. Jr. "Online education with WebCT a practical look at pedagogy and instructor competencies /." online access from Digital Dissertation Consortium, 2006. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?3230952.
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何永輝. "電腦多媒體輔助初中一年級學生學習地理之研究 / A study of the effect of CAI on learning Geogaphy for Junior One students / Ho Weng Fai." Thesis, University of Macau, 2010. http://umaclib3.umac.mo/record=b2178396.
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Munive, Benites David. "Les outils numériques pour l'optimisation des apprentissages auditifs et musicaux." Electronic Thesis or Diss., Sorbonne université, 2024. http://www.theses.fr/2024SORUL133.
Full textAbstract:
Cette thèse propose une revue de l'état de l'art des applications pédagogiques pour la formation auditive dans l'enseignement supérieur et explore des stratégies d'optimisation potentielles pour ces applications. Nous avons effectué une analyse de la manière dont ces applications sont utilisées du point de vue des étudiants, des enseignants et des développeurs. L'objectif est d'identifier des stratégies pour optimiser le développement et l'utilisation de ces applications dans les programmes éducatifs. En particulier, nous avons étudié l'interaction entre la formation auditive, la technologie d'apprentissage, la cognition musicale et les théories de l'apprentissage. Notre recherche vise à combler l'écart entre les exigences pédagogiques de l'entraînement auditif et les avancées technologiques en menant une analyse multidisciplinaire. Nous traitons en premier lieu l'évolution historique de l'enseignement des compétences auditives, en commençant par retracer ses racines dans le solfège, en passant par la notation et la théorie musicales et en terminant par sa forme spécialisée actuelle en France. Les théories de l'apprentissage liées au développement des compétences auditives, à la cognition musicale et à l'apprentissage en ligne ont également été examinées. Après cette revue approfondie de la littérature, nous définissons des lignes directrices pour la conception d'applications pédagogiques pour la formation auditive. Nous complétons notre proposition par des exemples d'exercices qui utilisent ces lignes directrices pour améliorer les apprentissages. Enfin, nous présentons les résultats de notre approche expérimentale afin d'évaluer la pertinence de nos idées en tant qu'alternative innovante aux méthodes d'enseignement traditionnelles, en offrant de nouvelles perspectives sur la manière dont la technologie peut améliorer le processus d'apprentissage auditif. Plusieurs facteurs doivent cependant être pris en compte pour parvenir à optimiser ces applications : l'inclusion des théories d'apprentissage basées sur les neurosciences, la prise en compte des besoins spécifiques des enseignants et des étudiants et la mise en œuvre d'une approche pédagogique qui reflète la complexité du traitement auditifThis thesis presents a review of the current state of learning applications for higher aural education and potential optimization strategies. An analysis of how these applications are used is conducted from the point of view of students, teachers, and developers. The goal is to identify ways to optimize the development and use of these applications in educational programs. In particular, we study the interaction between aural education, learning technology, music cognition, and learning theories. The research aims to bridge the gap between the educational requirements of aural training and technological advancements by conducting a multi-perspective analysis. The historical evolution of aural skills education was studied, starting from tracing its roots in "solfège", passing by its connection to music notation and theory, and finishing with its current specialized form in France. Learning theories related to auditory skills development, music cognition, and e-learning were also reviewed. After a deep review of the literature in the field, we define possible guidelines for designing aural learning applications for aural education. In addition, the thesis proposes sample exercises that utilize these guidelines for supporting learning. We conducted an experimental approach to evaluate our ideas as a novel alternative to traditional teaching methods, providing new perspectives on how technology can improve the aural learning process. However, several factors must be considered to achieve such optimization: include learning theories based on neuroscience, consider the specific requirements of teachers and students, and implement a pedagogical approach that reflects the complexity of auditory processing. Finally, we want to emphasize that instructors, students, developers, and institutions must engage in robust dialogue to create a more inclusive educational environment using digital applications
21
Leung, Ching Candy. "An analysis of the use of information technology in the provision of education in Hong Kong." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23295661.
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Mak, Yee-chi. "A study on the relationship between teachers' conceptions of teaching and use of information technology in teaching." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23436700.
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McAlpine, Iain. "Factors contributing to deep and surface learning using cal programs in the context of two different tertiary course units: An interpretive study." Thesis, Queensland University of Technology, 1998. https://eprints.qut.edu.au/36579/1/36579_Digitised%20Thesis.pdf.
Full textAbstract:
This thesis investigates a proposition that students learning from computer assisted learning (CAL) programs will be constrained to surface processing of information unless generative learning strategies are incorporated into the CAL program design. The specific generative learning recommended in the proposition include summarising, outlining, analysis of key ideas, and cognitive mapping. Studies of student learning in tertiary education reveal that surface learning is not conducive to academic success, and that deep learning is more effective. As very few CAL programs use generative learning strategies, the suggestion that students will be prevented from deep learning by CAL design is important if CAL programs are to be used in tertiary education.
Two cohorts of students for whom the use of a CAL program was a part of their course unit requirements were studied to evaluate the depth of their consequent learning. No experimental controls were applied, so that the students' use of the CAL program could be observed within their normal learning environment. Neither program incorporated generative learning strategies into the program design. All research instruments used were external to the CAL programs to provide an independent perspective on the learning outcome. The Structure of Observed Leaming Outcomes (SOLO) taxonomy was applied to open-ended questions on the topics of the CAL programs to assess depth of learning. Performance as assessesd by SOLO scores was compared with the students' habitual approach to learning as indicated by the Study Process Questionnaire (SPQ) to assess the effect of the CAL program on the students' normal approaches to learning. Comparison between SPQ and SOLO scores indicated that many students did not perform in accordance with their habitual approach as indicated by the SPQ. To clarify the influence of the CAL program on performance, questions were developed to evaluate the students' use of the programs. These were administered by interview or by a questionnaire. These data were subjected to a thematic content analysis.
The findings revealed that many of the students who had confidence in the CAL program performed at a deep level despite the lack of generative learning strategies in the program, and that the implementation of the programs is a major influence on student performance. Students who saw the program as an information source rather than as an interactive learning opportunity did not perform at a deep level, and students who could not see the reason for using the program performed poorly. Recommendations for CAL design include the need for designers to provide guidance for students to encourage a strategic approach to using the CAL program, and a cognitive approach to the implementation of CAL programs.
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Fresen, Jill Winifred. "Random variables a CAI tutorial in statistics for distance education /." Thesis, Pretoria : [s.n.], 1996. http://upetd.up.ac.za/thesis/available/etd-10192001-124625.
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Liang, Nei-yum Venus, and 梁妮音. "The effectiveness of using CAL software in learning Chinese by lower secondary school students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B40040197.
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Koo, Sze-tak, and 顧士德. "Can animations assist lower-ability students in learning biology." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31960972.
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Derntl, Michael. "Patterns for person centered e-learning /." Berlin : Aka, 2006. http://deposit.d-nb.de/cgi-bin/dokserv?id=2898565&prov=M&dok_var=1&dok_ext=htm.
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Vogt, Karen Fay. "The use of technology in meeting science reform criteria: Can web-based instruction promote scientific literacy?" CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1861.
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Science educators are currently facing the challenge of reforming the practices of science education. Publications of various science and educational organizations have established new criteria for accomplishing this goal. The new goal of science educators is scientific literacy for all.
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Woodhead, Peter Lawrence. "Digital natives v Swine Flu: a study in two halves : how adversity can drive change." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B44550212.
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鄒國新 and Kwok-sun Chau. "Formative evaluation on a self-developed CAL application in chemistry." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31256168.
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Wong, Mei Ling Emily. "Insights into the social ecology of information and communication technology (ICT) implementation in schools a quantitative approach /." online access from Digital Dissertation Consortium, 2006. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?3251841.
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Brummer, Lynette. "Equipping foundation-phase learners for successful computer-assisted instruction." Diss., 2004. http://hdl.handle.net/10500/1417.
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Computers are excellent tools and assistants in foundation-phase classrooms. Computer-assisted instruction (CAI) influences the way teachers teach, as well as the way learners learn with regard to the curriculum. The responsibility for providing foundation phase-learners with educationally appropriate computer experiences in literacy, numeracy and life skills rests with the educators because the learners' progress in learning depends on the skills, attitudes and ingenuity of the educators, and the software they select for the learners. Educators should have the vision, the knowledge and the experience to introduce and apply CAI to benefit every learner in the didactic situation.
Educators' general lack of knowledge and skills in this area has necessitated the compilation of didactic guidelines. The guidelines emerged from the literature that was consulted for this study. These guidelines should assist educators in providing successful CAI for learners.Educational Studies
M.Ed.
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Middleton, Jane Robinson. "A study of interaction in a tutor/student dyad using computer assisted instruction (CAI)." 2009. http://purl.galileo.usg.edu/uga%5Fetd/middleton%5Fjane%5Fr%5F200908%5Fphd.
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LANG, HUANG CHEN, and 黃振郎. "A Study of CAI (Computer-Assisted Instruction) Effects for Elementary School Children in Minnan Dialect Universal Spelling Teaching." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/56114797586135172216.
Full textAbstract:
碩士國立屏東教育大學
中國語文學系碩士班
95
Abstract A quasi-experimental design was used in this study. The experimental groups were two classes of six-grade students from the elementary school and the control group was another class. The independent learning with computer and the computer-assisted instruction were implemented in the experimental groups, while the control group was implemented in the traditional way to compare their differences between the learning achievement and the learning retention. Moreover, the data regression analysis was taken to compare the learning grades of Chinese, Mathematics and English last semester and the socioeconomic status of parents. The data analyses adopted two-way ANOVA and Multiple Regression Analysis. The findings of this study were as follows. 1. The Learning Achievement of Minnan Dialect Universal Spelling Teaching (1)After the experiment, there was no significant difference in different genders and instructions. (2) After the experiment, there was no significant difference in different genders. (3) After the experiment, there was significant difference in the students’ learning styles and instructions. In the group of the independent learning:;in the group of the computer-assisted instruction: (4) After the experiment, there was also significant difference in different instructions of students: the students in group of the computer-assisted instruction are higher than that of the independent learning with compute; the students in group of the computer-assisted instruction are higher than that of the traditional way. 2. The Learning Retention of Minnan Dialect Universal Spelling Teaching (1)After the experiment, there was no significant difference in different genders, instructions. (2) After the experiment, there was no significant difference in the students’ learning styles and instructions. (3) After the experiment, there was significant difference in different genders: females are higher than males. (4) After the experiment, there was no significant difference in the students’ learning styles. 3. Compared to the Learning Grades of Chinese, Mathematics and English Last Semester (1)With Pearson’s Product-Moment Correlation, there was significant effect between the learning achievement of Minnan dialect universal spelling teaching and the learning grades of the three subjects: Chinese, Mathematics and English last semester. (2)With Stepwise Multiple Regression Analysis, there was 32.7% prediction for English to the learning achievement of Minnan dialect universal spelling teaching. (3)English had a positive impact with the learning achievement of Minnan dialect universal spelling teaching. In other words, the better English grades student had, the better learning achievement of Minnan dialect universal spelling teaching student made. 4. The Socioeconomic Status of Parents (1)With Pearson’s Product-Moment Correlation, there was significant effect between the learning achievement of Minnan dialect universal spelling teaching and the socioeconomic status of parents: father’s education, father’s career and mother’s education. (2)With Stepwise Multiple Regression Analysis, there was 12.8% prediction for father’s education and career to the learning achievement of Minnan dialect universal spelling teaching. (3)Father’s education and career had a negative impact with the learning achievement of Minnan dialect universal spelling teaching. In other words, the lower education and career father had, the better learning achievement of Minnan dialect universal spelling teaching student made.
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JUNG, HUANG CHAO, and 黃昭蓉. "Study of Applying Drill and Practice Computer Assisted Instruction (CAI) on Responsive Dialogue Training for Autistic Children of Elementary Schools." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/66756172113388225930.
Full textAbstract:
碩士國立花蓮教育大學
特殊教育教學碩士學位班
95
Study of Applying Drill and Practice Computer Assisted Instruction (CAI) on Responsive Dialogue Training for Autistic Children of Elementary Schools Abstract Purport of this research is to explore the application of exercised computer to counsel autistic children on the comprehension to questions in responsive dialogue, the influence on learning of dialogue ability, and the improvement of their parroting speaking, or misuse of pronoun, or giving an irrelevant answer, or absence of reaction. This research adopts single-tested experiment to design the multiple detecting behaviors, the objectives of which are two students studying in Iilan Elementary School who suffered from medium autism. The testees respectively accept an experimental instruction with a 12-week curriculum of computer training. The independent variable is computer-counseling teachings, and the dependent variable is an evaluated score of the testee before and after experimental instruction, the comprehension to questioned sentence pattern, the responsive dialogue, the parroting speaking, the misuse of pronoun, and the giving of irrelevant answer. Design of the experimental instruction may be divided into three phases respectively as the periods of baseline, of processing, and of follow-up. All information obtained is interpreted by visual analysis. The researched findings are specified as follows: 1. The exercised computer-counseling instruction provides an instructional stimulation consisted of photos, words, and sounds, which has an immediate effect on autistic children to comprehend “Who is he/she?”, “XXX~ Where are you?”, and “XXX~ What are you doing ?”, and the achievement of which can be maintained. 2. The exercised computer-counseling instruction provides an instructional stimulation consisted of photos, words, and sounds, which has an immediate effect on autistic children to comprehend “Who is he/she?”, “XXX~ Where are you?”, and “XXX~ What are you doing ?”, and the achievement of which can be maintained. 3. The exercised computer-counseling instruction has an immediate effect on autistic children’s parroting speaking (children in elementary school), the achievement of which can be maintained. 4.For the low frequency of testees’ misuse of pronoun, the exercised computer-counseling instruction is unable to show up the improvement in experiments. 5. The exercised computer-counseling instruction has an immediate effect on autistic children’s giving of irrelevant answer, the achievement of which can be maintained. 6. The exercised computer-counseling instruction has an immediate effect on autistic children’s absence of response, the achievement of which can be maintained. Keywords: Exercised computer-counseling instruction; Responsive dialogue capability; Autism;
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Huang, Yi-Yen, and 黃弌言. "AN INVESTIGATION ON EFFECTS OF COMPUTER-ASSISTED INSTRUCTION (CAI) ON LEARNING INTEREST AND ACADEMIC ACHIEVEMENT FOR STUDENTS IN ELEMENTARY AND JUNIOR HIGH SCHOOLS." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/77007065321421009462.
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碩士國立臺北大學
統計學系
99
Computer-assisted instruction (CAI) is nowadays pervasive in classroom practice owing to the advent and thriving development of computers and information technology as well as the widespread use of information appliances. One of the advantages is that the learning environment becomes more interactive and animated. Thus, the aim of this study is to study the key determinants that influence students’ interest and academic achievement when CAI programs are implemented in their classes for the students in the elementary and junior high schools. We used the data collected by a survey that designed and conducted in 2009 by Research, Development and Evaluation Commission, Executive Yuan (RDEC) on elementary and junior high school student e-learning opportunities. There were 2499 eligible respondents who received CAI as prime or subsidiary instruction in class. Two measures for measuring contributions of CAI were discussed including learning interest and academic achievement. Logit regressions were conducted to identify significant explanatory variables associated with two outcomes. Factors influencing students’ interest in learning and their learning outcomes were compared and discussed accordingly. The results showed that students who were junior and were encouraged more by parents to learn computer skills, possess relatively better information skills, had more regular need to use the computers/Internet to gather information and to perform assignments, were came from families that parents work at executive and management positions, were from lower income families, and were studied in schools that principals possess better information skills, had higher learning interest and higher academic achievement. Furthermore, the grade and encouragement from parents were more significantly associated with their learning interest, while students’ academic performance was more related to parental occupation as well as the frequency of using the computers/Internet to collect information and do assignments. Higher learning interest and better academic achievement can be achieved by improving the information skill of the principals and students, persuading parents to encourage their children to use computer and encouraging the students to use internet to find information and finish assignment.
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Barrett, Joan. "An investigative study into the effectiveness of using Computer-aided Instruction (CAI) as a laboratory component of college-level biology : a case study." Thesis, 1997. http://hdl.handle.net/1957/33720.
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Community colleges serve the most diverse student populations in higher
education. They consist of non-traditional, part-time, older, intermittent, and mobile
students of different races, ethnic backgrounds, language preferences, physical and mental
abilities, and learning style preferences. Students who are academically challenged may
have diverse learning characteristics that are not compatible with the more traditional
approaches to the delivery of instruction. With this need come new ways of solving the
dilemma, such as Computer-aided Instruction (CAI). This case study investigated the use
of CAI as a laboratory component of college-level biology in a small, rural community
college setting. The intent was to begin to fill a void that seems to exist in the literature
regarding the role of the faculty in the development and use of CAI. In particular, the
investigator was seeking to understand the practice and its effectiveness, especially in
helping the under prepared student. The case study approach was chosen to examine a
specific phenomenon within a single institution. Ethnographic techniques, such as
interviewing, documentary analysis, life's experiences, and participant observations were
used to collect data about the phenomena being studied. Results showed that the faculty
was primarily self-motivated and self-taught in their use of CAI as a teaching and learning
tool. The importance of faculty leadership and collegiality was evident. Findings showed
the faculty confident that expectations of helping students who have difficulties with
mathematical concepts have been met and that CAI is becoming the most valuable of
learning tools. In a traditional college classroom, or practice, time is the constant
(semesters) and competence is the variable. In the CAI laboratory time became the
variable and competence the constant. The use of CAI also eliminated hazardous
chemicals that were routinely used in the more traditional lab. Outcomes showed that
annual savings from operations were realized after the initial capital investment for
computer hardware and software were made.Graduation date: 1998
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Lu, Chun-Hung, and 呂俊弘. "The Influences of Multimedia Computer- Assisted Learning (CAL) on Elementary School’s tchoukball Instruction." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/26665120085174588243.
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碩士國立體育大學
運動科學研究所
97
The purpose of this research was to examine the effects of multimedia computer assisted instruction on elementary school’s tchoukball instruction. A quasi-experimental study was used in this research. Three classes of fourth grade students were selected as samples from an elementary school in Taoyuan County, Taiwan.Subjects were randomly selected from three classes. Subjects were randomly divided into three different learning groups, the multimedia computer assisted instruction（MCAI）, multimedia computer assisted learning( MCAL), and the traditional instructions (TI) groups. There is an eight classes instruction after the cognition, affection, objective and subjective skills pre-tests. After the classes, there is a post-test. Ten days later, there is a cognition reservation-test. Datas were collected and discussed by one way ANOVA of independent sample and covariance. Results were found: (1) The objective and subjective skills test and cognition reservation-test of MCAI group were significantly better than those of TI group, except cognition and affection test. (2) The affection of MCAL group is significantly better than TI group, but no significant difference was found in the cognition, objective and subjective skills, and cognition reservation tests. (3) The cognition, objective and subjective skills, and cognition reservation of MCAI group were better than those of MCAL group. However, in all tests, the two groups were not significantly different.
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Roberts, Malcolm John. "The critical success factors involved in the implementation of a digital classroom in New Zealand. A thesis submitted in partial fulfilment of the degree of Master of Computing, Unitec New Zealand /." Diss., 2007. http://www.coda.ac.nz/cgi/viewcontent.cgi?article=1005&context=unitec_scit_di.
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Alexander, Eapen. "An investigation into the implementation of Computer-Assisted Education (CAE) in the underprivileged areas of the Eastern Cape : a case study of Butterworth High School." Diss., 2005. http://hdl.handle.net/2263/27763.
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This study investigated the integration of computer-assisted education (CAE) at Butterworth High School. Before 1994, may areas of the Eastern Cape remained neglected as far as education was concerned. However, with the advent of democracy, the new government is giving high priority to education to both the formerly privileged and underprivileged areas. This study investigated the extent to Butterworth High School has integrated CAE into its school curricula and the problems if any, that are preventing this school from becoming a full-fledged CAE school with their possible solutions. To appraise the integration of computer-assisted education at Butterworth High School the Evolutionary Model developed by Miller (1997) was adopted. Recommendations for further integration were made.Dissertation (MEd (Computer-Assisted Education))--University of Pretoria, 2006.
Curriculum Studies
unrestricted
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Tamati, Diane. "Engaging the Māori e-learner : instructional technology, design & delivery. A thesis submitted in partial fulfilment of the requirements for the degree of Master of Education, Unitec New Zealand /." Diss., 2008. http://www.coda.ac.nz/cgi/viewcontent.cgi?article=1015&context=unitec_educ_di.
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