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Journal articles on the topic 'Computer-assisted instruction. Computer managed instruction'

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Published: 4 June 2021
Last updated: 1 February 2022

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1

Hudson, Walter W. "Computer Managed Instruction." Computers in Human Services 1, no. 1 (January 18, 1985): 117–23. http://dx.doi.org/10.1300/j407v01n01_07.

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2

Seyfer, Charline, and James D. Russell. "Success story computer managed instruction development." Performance + Instruction 25, no. 9 (November 1986): 5–8. http://dx.doi.org/10.1002/pfi.4150250903.

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3

Marinov, Milko T. "A Global Teaching Strategy in Knowledge‐managed Computer‐assisted Instruction Systems." Educational and Training Technology International 31, no. 1 (February 1994): 31–37. http://dx.doi.org/10.1080/0954730940310105.

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4

Wee, Mee-Chin, A. Abrizah, and Lip Yee Por. "Computer-Managed Instruction (CMI)-Based Online Forums." Journal of Educational Computing Research 47, no. 2 (September 2012): 209–33. http://dx.doi.org/10.2190/ec.47.2.e.

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5

Van Matre, Nick, John Ellis, William Montague, and Wallace Wulfeck. "Computer-managed instruction in Naval technical training." Instructional Science 21, no. 4 (July 1992): 295–311. http://dx.doi.org/10.1007/bf00128497.

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6

Day, Rene, and Louise Payne. "Computer-Managed Instruction: An Alternative Teaching Strategy." Journal of Nursing Education 26, no. 1 (January 1987): 30–36. http://dx.doi.org/10.3928/0148-4834-19870101-08.

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7

Carlson, Steven A., and Rita Silverman. "Microcomputers and Computer-Assisted Instruction in Special Classrooms: Do we Need the Teacher?" Learning Disability Quarterly 9, no. 2 (May 1986): 105–10. http://dx.doi.org/10.2307/1510358.

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As microcomputers in special education classrooms become increasingly common, teachers are faced with having to make decisions about when, under what conditions, and with whom to use microcomputers. This is particularly true when teachers are considering the use of computer-assisted instruction (CAI) with students expected to learn essential skills. In this article the microcomputer is presented as an important but currently limited piece of instructional technology. Guidelines for deciding when and how CAI should be used are offered with an emphasis on the teacher's role as decision maker and instructional manager.
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8

Szabo, M., and T. C. Montgomerie. "Two Decades of Research on Computer-Managed Instruction." Journal of Research on Computing in Education 25, no. 1 (September 1992): 113–33. http://dx.doi.org/10.1080/08886504.1992.10782037.

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9

Simarmata, Janner, Tonni Limbong, Efendi Napitupulu, S. Sriadhi, A. R S Tambunan, Enny Keristiana Sinaga, Suhairiani ., et al. "Learning Application of Multimedia-Based-Computer Network Using Computer Assisted Instruction Method." International Journal of Engineering & Technology 7, no. 2.13 (April 15, 2018): 341. http://dx.doi.org/10.14419/ijet.v7i2.13.16916.

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In conventional learning, teachers frequently face difficulties to deliver their materials due to limited time and practical materials in teaching network computer. Conventional teaching process, especially practical materials, has still not yet been optimal. Thus, computer and multimedia based learning is required to help the students. Besides it can reduce costs in practical materials procurement, the students can absorb the given knowledge well without thinking of the costs to buy the practical materials. Computer Assisted Instruction Method can present the learning using various media either by picture or video that can assist the effective learning process and simplify the students to manage the learning speed since it is combined with the multimedia. By doing this, the students can practice the lesson materials, study whenever and wherever they want. Compuer learning application prioritize user interface, user friendly, which can make the students be diligent and passionate in learning.
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10

Bayhan, Pinar, Pinar Olgun, and Nicola J. Yelland. "A Study of Pre-School Teachers' Thoughts about Computer-Assisted Instruction." Contemporary Issues in Early Childhood 3, no. 2 (June 2002): 298–303. http://dx.doi.org/10.2304/ciec.2002.3.2.11.

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In this research, pre-school teachers' thoughts about computer-assisted instruction, and the positions of pre-schools regarding the use of computers are studied. The sample of the study consisted of 22 managers and 111 pre-school teachers in 22 schools in Ankara, Turkey. A questionnaire was given to the teachers. A ‘General Information Form’ was also given to managers in order to determine the extent of the use of computers in pre-schools. Fisher chi-square and chi-square statistical techniques were used to analyse the data. A significant difference between the teachers' education levels and the use of computers in pre-school was found. The view that there are negative effects of computers on children's social development was found. The perception that computer-assisted instruction is a luxury in pre-schools in Turkey was also found.
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11

Assink, Egbert, and Jan Van Der Linden. "Computer Controlled Spelling Instruction: A Case Study in Courseware Design." Journal of Educational Computing Research 9, no. 1 (February 1993): 17–28. http://dx.doi.org/10.2190/ct2y-q5c9-02h5-vw7q.

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The research project “Feedback Processes in Computer Managed Spelling Instruction” was aimed at developing and testing an instructional software program for teaching the orthography of Dutch verbs. The main focus of this article is on how to design an optimal learning environment. The design of human-computer interaction is highlighted from a number of respects: the sequencing of the learning content, the presentation of information on the screen, and the format of student input and feedback. The program consists of seven instructional modules. In each module, a specific grammatical operation, such as grammatical tense, person, number or voice, is highlighted. The effectiveness of the courseware was tested in a field experiment. Two versions of the program, a Standard Version and a Flexible Version, were compared, taking account of individual differences in spelling ability and motivation variables. Results with both versions are reported.
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12

Golden, Nancy, Russell Gersten, and John Woodward. "Effectiveness of Guided Practice during Remedial Reading Instruction: An Application of Computer-Managed Instruction." Elementary School Journal 90, no. 3 (January 1990): 291–304. http://dx.doi.org/10.1086/461619.

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13

Kristanto, Yosep Dwi, Siti Maghfirotun Amin, and Siti Khabibah. "The Development of Investigative Learning Materials Using Computer Assisted Instruction in the Topic of Reflection for Grade VII." JRAMathEdu (Journal of Research and Advances in Mathematics Education) 1, no. 2 (July 1, 2016): 172–82. http://dx.doi.org/10.23917/jramathedu.v1i2.4828.

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Despite its importance, there are still many problems encountered in the learning of the topic of reflection in school. One of the solutions for these problems is the implementation of learning approaches that fit the modern curricula and the development of good quality instructional materials. Therefore, the aim of this study was to describe the quality of investigative instructional material with computer assisted instruction for the topic of reflection in Grade VII. The result of the analysis suggested that the investigative instructional material for the topic of reflection in Grade 7 is of good quality because it fulfills the following criteria: (1) the teacher was capable to manage the lesson well, (2) the students were actively involved during the lesson, (3) the students gave positive response to the instructional material, (4) the achievement test is valid, reliable, and sensitive; and (5) the validator claimed that the developed instructional material is valid.
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14

Henderson, Ronald W., and Edward M. Landesman. "Interactive Videodisc Instruction in Pre-Calculus." Journal of Educational Technology Systems 17, no. 2 (December 1988): 91–101. http://dx.doi.org/10.2190/jqyl-rn4v-n6t3-a4pd.

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The interactive videodisc player, managed by a microcomputer, combines the unique instructional qualities of video with the interactive flexibility of the computer. This article reports on the design considerations involved in the development of a series of eight interactive videodisc modules in pre-calculus mathematics. This system, entitled Preparing for Calculus, takes advantage of the unique attributes of each component of the system. The materials provide systematic instruction along dimensions that teachers often have difficulty implementing in classroom situations, but which have been demonstrated to be effective in mathematics instruction. Preliminary field test results indicate that the materials are highly effective, both for review and for initial learning of new concepts and operations.
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15

Frisbie, Anthony G., Roanne Harless, and Gwen Brunson. "Computer Managed Instruction in a Large Undergraduate Teacher Education Course." Computers in the Schools 8, no. 1-3 (April 29, 1991): 135–38. http://dx.doi.org/10.1300/j025v08n01_14.

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16

Wager, Walter. "Computer-Managed Instruction—How Teachers And Principals Can Improve Learning." NASSP Bulletin 69, no. 478 (February 1985): 22–27. http://dx.doi.org/10.1177/019263658506947804.

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17

Nelson, Sandra J., Douglas C. Smith, Kenneth R. Mayer, and William P. Galle. "The Status of Computer Use in Business Commu nication Instruction." Business Communication Quarterly 58, no. 4 (December 1995): 17–19. http://dx.doi.org/10.1177/108056999505800403.

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The results of an ABC Undergraduate Studies Committee survey of members to determine the status of computer use in business communication courses are presented in this article. The majority of business communication instructors require students to complete all assignments on the com puter, and some instructors provide software training. Stu dents predominantly are using WordPerfect on networked IBM or IBM-compatible computers in labs managed by the college.
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18

Ladd, Garry G. "PROGRAM DESIGN: Computer Managed Instruction in Physical Fitness and Weight Training." National Strength & Conditioning Association Journal 15, no. 4 (1993): 70. http://dx.doi.org/10.1519/0744-0049(1993)015<0070:cmiipf>2.3.co;2.

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19

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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20

Whitney, Douglas M., and James D. Lehman. "A Study of One School System's Implementation of a Commercial Computer Managed Instruction Program." Journal of Educational Computing Research 6, no. 1 (February 1990): 49–63. http://dx.doi.org/10.2190/6npx-fd11-kwj3-345j.

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21

Hana, Muhamad Nurul. "PEMANFAATAN MEDIA KOMPUTER SEBAGAI MEDIA PEMBELAJARAN UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR SISWA." Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam 8, no. 1 (January 13, 2015): 70. http://dx.doi.org/10.18269/jpmipa.v8i1.359.

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Komputer sebagai media pembalajaran sudah lama menjadi bahan kajian dalam bidang pendidikan. Beberapa model pemanfaatan komputer dalam pembelajaran diantaranya CAI (Computer Assisted Instruction), CML (Computer Managed Learning) dan CMC (Computer Mediated Communication). Ketersediaan computer untuk pemeblajaran saat ini sudah memadai apalagi untuk wilayah perkotaan, namun ketersediaan software sebagai perangkat pembelajaran masih menjadi kendala, terutama ketersediaan software untuk tingkat menengah dan lanjutan dengan pengantar bahasa Indonesia. Penelitian ini difokuskan pada pengembangan software yang dapat mengembangkan keterampilan berpikir kreatif siswa. Penelitian ini dilakukan dalam beberapa tahap yaitu: tahap analisis kebutuhan pengembangan software, tahap pengembangan software dan tahap aplikasi penggunaan software di lapangan. Hasil kajian menunjukkan adanya kebutuhan software untuk membantu menjelaskan topik Sistim Periodik Unsur. Tahap pengembangan software dilakukan dengan membangun software multimedia menggunakan bahasa compiler Borland Delphi. Tahap aplikasi dilakukan dengan mengujicobakan software yang telah dibuat pada siswa kelas I SMA. Hasil aplikasi software di sekolah menunjukkan bahwa software dapat mengembangkan keterampilan berpikir siswa pada aspek fluency dan aspek flexibility.
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22

Fuchs, Lynn S. "Effects of Computer-Managed Instruction on Teachers’ Implementation of Systematic Monitoring Programs and Student Achievement." Journal of Educational Research 81, no. 5 (May 1988): 294–304. http://dx.doi.org/10.1080/00220671.1988.10885838.

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23

Lovitt, Thomas C., and Steven V. Horton. "Strategies for Adapting Science Textbooks for Youth with Learning Disabilities." Remedial and Special Education 15, no. 2 (March 1994): 105–16. http://dx.doi.org/10.1177/074193259401500206.

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In This paper we offer a rationale for modifying textbooks for youth with learning disabilities who are included in general education classes. We then review research carried out recently at the university of washington having to do with four adaptation approaches: study guides, graphic organizers, vocabulary drill, and computer-assisted instruction. We then offer suggestions for selecting one approach or the other—that is, when conditions suggest that one technique would be more suitable than the others. Relatedly, we make specific recommendations for involving general education teachers in the process of adapting textbooks. Finally, we make a few suggestions for assisting pupils to gain access to information from textbooks when they are in classes managed by teachers who are either unwilling or unable to adapt textbooks.
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24

Sun, Jerry Chih Yuan, Clare Chang, Ming Jang Chen, and Yu Yan Lin. "Effects of enhanced element-managed instruction integrated with tablet PC-based collaborative polling on fifth graders' sight-word reading performance." International Journal of Mobile Learning and Organisation 10, no. 1/2 (2016): 102. http://dx.doi.org/10.1504/ijmlo.2016.076192.

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25

Mendieta Aguilar, Jenny Alexandra. "Blended learning and the language teacher: a literature review." Colombian Applied Linguistics Journal 14, no. 2 (December 20, 2012): 163. http://dx.doi.org/10.14483/udistrital.jour.calj.2012.2.a10.

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An innovative idea which is increasingly gaining attention is the infusion of technology into face-to-face language curricular programs.Nonetheless, although “the approach of blending Computer-assisted Language Learning (CALL) applications with face-to-face teaching andlearning is as old as CALL itself” (Neumeier, 2005, p. 163), CALL as a field still lacks qualitative research on blended learning. There is insufficientinformation about teachers’ perceptions and the roles they play in these mixed environments, and without an understanding of these features,it is difficult to create new and effective models (Grgurovic, 2010). Research has been conducted comparing learning outcomes in traditionaland blended foreign language classes, yet the various sociocultural (external) and psychological (internal) aspects that mediate teachers’and learners’ transition from face-to-face to online learning, seem to go unexamined (White, 2006). Throughout this paper, therefore, I reviewliterature on the infusion of technology into the curriculum, specifically in relation to blended learning, so as to a) illustrate teachers’ viewsabout blended leaning and their transition from face-to-face to blended/online instruction; and b) discuss ways in which future research mightprovide an alternative understanding of how language teachers manage the new-work order established by the online learning componentpresent in blended programs.
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26

Keengwe, Jared, and Farhan Hussein. "Computer-Assisted Instruction." International Journal of Information and Communication Technology Education 9, no. 1 (January 2013): 70–79. http://dx.doi.org/10.4018/jicte.2013010107.

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The purpose of this study was to examine the relationship in achievement gap between English language learners (ELLs) utilizing computer-assisted instruction (CAI) in the classroom, and ELLs relying solely on traditional classroom instruction. The study findings showed that students using CAI to supplement traditional lectures performed better than the students relying solely on traditional classroom instruction. In addition, using CAI to supplement traditional lectures helped the charter schools to close the educational achievement gap of their students. Based on the findings, there is need for teachers to move past traditional learning, and learn new technology skills in order to incorporate sound technology-enhanced instructional strategies to support student learning.
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27

Martin, DS. "Computer-assisted instruction." American Journal of Roentgenology 144, no. 1 (January 1985): 217. http://dx.doi.org/10.2214/ajr.144.1.217.

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28

&NA;, &NA;. "COMPUTER-ASSISTED INSTRUCTION." AJN, American Journal of Nursing 92, no. 6 (June 1992): 76–77. http://dx.doi.org/10.1097/00000446-199206000-00039.

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29

Jirka, Charles C., and Sharon E. Smaldino. "Computer Assisted Instruction." Middle School Journal 20, no. 4 (March 1989): 26–28. http://dx.doi.org/10.1080/00940771.1989.11495026.

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30

Adler, Mark, Kevin M. Baumlin, and Lynne D. Richardson. "Computer-assisted Instruction." Academic Emergency Medicine 7, no. 12 (December 2000): 1440. http://dx.doi.org/10.1111/j.1553-2712.2000.tb00506.x.

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31

Kelly, Luke. "Computer Assisted Instruction." Journal of Physical Education, Recreation & Dance 58, no. 4 (April 1987): 74–79. http://dx.doi.org/10.1080/07303084.1987.10603873.

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32

Beichner, Robert J. "Computer-Assisted Instruction." Journal of Research on Computing in Education 24, no. 4 (June 1992): 571–72. http://dx.doi.org/10.1080/08886504.1992.10782028.

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33

Beichner, Robert J. "Computer-Assisted Instruction." Journal of Research on Computing in Education 24, no. 3 (March 1992): 571–72. http://dx.doi.org/10.1080/08886504.1992.10782632.

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34

Anderson, Kathy. "Computer-assisted instruction." Journal of Medical Systems 10, no. 2 (April 1986): 163–71. http://dx.doi.org/10.1007/bf00993122.

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35

Smith, T. Michael, and Kenneth Andrews. "Computer-Assisted Video Instruction:." Computers in the Schools 2, no. 1 (April 26, 1985): 65–74. http://dx.doi.org/10.1300/j025v02n01_09.

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36

Klein, P. J. "CARDIOPULMONARY COMPUTER-ASSISTED INSTRUCTION." Cardiopulmonary Physical Therapy Journal 6, no. 4 (1995): 5. http://dx.doi.org/10.1097/01823246-199506040-00005.

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37

Colorado, Rafael J. "Computer-Assisted Instruction Research." Journal of Research on Computing in Education 20, no. 3 (March 1988): 226–33. http://dx.doi.org/10.1080/08886504.1988.10781837.

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38

Desch, Larry W. "Pediatric Computer-Assisted Instruction." Archives of Pediatrics & Adolescent Medicine 149, no. 3 (March 1, 1995): 303. http://dx.doi.org/10.1001/archpedi.1995.02170150083015.

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39

Evans, RD, and S. Brotman. "Computer-assisted instruction in trauma." Annals of Emergency Medicine 14, no. 5 (May 1985): 492–93. http://dx.doi.org/10.1016/s0196-0644(85)80335-8.

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40

Gordon, Michael, Gordon Ewy, Joel Felner, Ira Gessner, Joan Mayer, Donald Rosenberg, Abdul Sajid, Clarence Shub, Robert Waugh, and Alberto Budkin. "Computer assisted instruction in cardiology." Journal of the American College of Cardiology 15, no. 2 (February 1990): A267. http://dx.doi.org/10.1016/0735-1097(90)92783-x.

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41

Gordon, Michael S., Gordon Ewy, Joel Felner, Ira Gessner, Joan Mayer, Donald Rosenberg, Abdul Sajid, Clarence Snub, and Robert Waugh. "Patient-centered computer assisted instruction." Journal of the American College of Cardiology 17, no. 2 (February 1991): A10. http://dx.doi.org/10.1016/0735-1097(91)91007-2.

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42

Aronberg, D. J., S. S. Rodewald, and R. G. Jost. "Computer-assisted instruction in radiology." Radiology 154, no. 2 (February 1985): 345–47. http://dx.doi.org/10.1148/radiology.154.2.3880905.

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43

FitzGerald, Patricia A., Patricia Arnott, and Deborah Richards. "Computer‐Assisted Instruction in Libraries:." Library Hi Tech 4, no. 2 (February 1986): 29–37. http://dx.doi.org/10.1108/eb047644.

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44

Niemeyer, Chris. "Authorware for computer‐assisted instruction." Library Hi Tech 15, no. 1/2 (April 1997): 133–44. http://dx.doi.org/10.1108/07378839710307494.

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45

Haynes, Jacqueline A., and David B. Malouf. "Computer Assisted Instruction Needs Help." Academic Therapy 22, no. 2 (November 1986): 157–64. http://dx.doi.org/10.1177/105345128602200205.

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46

VAN DONGEN, CAROL J. "CREATING RELEVANT COMPUTER-ASSISTED INSTRUCTION." Nurse Educator 10, no. 1 (January 1985): 21–25. http://dx.doi.org/10.1097/00006223-198501000-00013.

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47

Hu, Amanda, Patricia A. Shewokis, Kimberly Ting, and Kevin Fung. "Motivation in computer-assisted instruction." Laryngoscope 126 (June 16, 2016): S5—S13. http://dx.doi.org/10.1002/lary.26040.

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48

Sankar, Y. "Evaluation of Computer‐Assisted Instruction." PLET: Programmed Learning & Educational Technology 25, no. 4 (November 1988): 314–21. http://dx.doi.org/10.1080/1355800880250407.

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49

Dunton, C. J., D. DiMarco, C. Grotkowski, B. Atkinson, J. Tursi, and E. Hernandez. "Computer assisted instruction in colposcopy." Gynecologic Oncology 40, no. 2 (February 1991): 175. http://dx.doi.org/10.1016/0090-8258(91)90144-t.

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50

apostolides, Z. "Computer assisted instruction in biochemistry." Biochemical Education 15, no. 3 (July 1987): 129–33. http://dx.doi.org/10.1016/0307-4412(87)90042-2.

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