Relevant bibliographies by topics / Computer-assisted instruction – Design

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Computer-assisted instruction – Design'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 January 2023

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Journal articles on the topic "Computer-assisted instruction – Design"

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Mcaleese, Ray. "The intelligent design of computer assisted instruction." Computers & Education 20, no. 2 (March 1993): 211–12. http://dx.doi.org/10.1016/0360-1315(93)90092-w.

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Ugwuanyi, Christian Sunday, and Chinedu I. O. Okeke. "Enhancing University Students’ Achievement in Physics using Computer-Assisted Instruction." International Journal of Higher Education 9, no. 5 (July 17, 2020): 115. http://dx.doi.org/10.5430/ijhe.v9n5p115.

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Twenty-first century classrooms have come with a lot of changes in instructional delivery at various levels of education. However, most lecturers in Nigerian universities still adopt the traditional method of instruction not minding the demands of the twenty-first century classrooms. As a result of this, there is a dearth of empirical evidence on the impact of computer-assisted instruction on the students’ achievement in physics. This study, therefore, sought the efficacy of computer-assisted instruction (CAI) on students’ achievement in physics. A randomized controlled trial experimental design was adopted for the study using a sample of 120 participants. Physics Achievement Test (PAT) was used to collect data for the study. Analysis of covariance was used to analyze the data. It was found that Computer-Assisted Instruction (CAI) had a significant effect on students’ achievement in physics at posttest and follow-up assessments. Thus, Physics education lecturers should be trained on how to design and use CAI package for effective twenty-first century classroom instructional delivery in Nigerian university.
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Whyte, Michael M., Dolores M. Karolick, Milton C. Nielsen, Gregory D. Elder, and W. Thomas Hawley. "Cognitive Styles and Feedback in Computer-Assisted Instruction." Journal of Educational Computing Research 12, no. 2 (March 1995): 195–203. http://dx.doi.org/10.2190/m2av-gehe-cm9g-j9p7.

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Feedback during student practice is considered a fundamental component of well-designed computer-assisted instruction (CAI). This project focuses on the appropriate applications of feedback in a CAI lesson which teaches knowledge bases and concepts. The student's learning style/characteristics are a factor in the process. The project follows a 4 × 2 design which includes a pretest, intervention, posttest, and delayed posttest model. The factors of the design are feedback (KCR, KCRI, KOR, KORI) and learner characteristics (field dependent, field independent). The learners, freshmen cadets at the USAF Academy, were assigned to treatment groups via stratified random sampling. Stratification was based on pretest scores of prior knowledge and learner characteristics. The results of the primary intervention, level of feedback, were statistically significant, favoring increasing levels of information feedback. This article also provides instructors, instructional designers and authors of computer-assisted instruction useful methodologies for implementing the results in instructional products.
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Choi, Soo-Young. "APPLICATION OF COMPONENT DISPLAY THEORY IN DESIGNING AND DEVELOPING CALI." CALICO Journal 3, no. 4 (January 14, 2013): 40–45. http://dx.doi.org/10.1558/cj.v3i4.40-45.

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Component Display Theory—(Merrill 1983; Merrill, Kowallis, and Wilson 1981) has been developed to be an analytical theory-based instructional design guide. It was the rationale underlying the design of the TICCIT computer-assisted learning system. It forms also a major foundation for hundreds of hours of instruction designed by Courseware, Inc. This paper discusses step-by-step procedures of its use in designing a goal-oriented Computer Assisted Language Instruction (CALI), and in quantifying the effectiveness of the instruction as a preliminary evaluation tool.
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Christinaz, Daniel, and Frederick G. Knirk. "Environmental Requirements for Computer Assisted Instruction." Proceedings of the Human Factors Society Annual Meeting 31, no. 2 (September 1987): 228–32. http://dx.doi.org/10.1177/154193128703100221.

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Physical learning environments for computers require special consideration and design. The better this “electronic classroom” environment is designed, the greater are the chances that the desired learning will occur. The design/selection of acoustical, lighting, HVAC factors and space/furniture affect each individual. Physical environments effects student learning, physiology and affect. Behavioral science data regarding color, form, acoustics, light intensity, light contrast, and temperature is useful when designing spaces for learning via computer. In this paper we will examine many of the environmental factors which facilitate or inhibit student progress.
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Zhou, Wenbo, Lei Shi, and Jian Chen. "Design and Implementation of the Online Computer-Assisted Instruction System Based on Object-Oriented Analysis Technology." International Journal of Emerging Technologies in Learning (iJET) 13, no. 10 (October 26, 2018): 183. http://dx.doi.org/10.3991/ijet.v13i10.9462.

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The online computer-assisted instruction system has changed the way of knowledge acquisition, and makes knowledge transmission faster, and more con-venient and efficient. This study discusses the key technologies of online com-puter-assisted instruction system with such methods as literature research, system analysis and empirical research, analyzes the requirement of online computer-assisted instruction system with object-oriented analysis method, determines the main functions of online computer-assisted instruction system, and designs the model of online computer-assisted instruction system in detail with the aid of UML technology. The practicality and validity of the model are verified by the re-alization of some interfaces and processes of the system model.
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Nie, Shao Hua. "Design of the Intelligent Computer Assisted Instruction System." Applied Mechanics and Materials 687-691 (November 2014): 2565–68. http://dx.doi.org/10.4028/www.scientific.net/amm.687-691.2565.

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With the introduction of artificial intelligence technology, Intelligent Computer Assisted Instruction (ICAI) not only overcomes many weaknesses of the traditional CAI. But also greatly enhance and improve the teaching quality and efficiency. In this paper, it firstly analysis and study the characteristics and structure of the ICAI, then proposed the method to achieve ICAI system.
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Skudrna, Vincent J. "Role of Computer Assisted Instruction (CAI) in an Introductory Computer Concepts Course." Journal of Educational Technology Systems 25, no. 4 (June 1997): 327–45. http://dx.doi.org/10.2190/8362-cgbb-3d5r-j0uc.

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The primary objective of this article is to discuss the role of Computer Assisted Instruction (CAI) at the undergraduate level via a survey of related literature and specific applications. CAI shares many features with other instructional modes, such as traditional classrooms and programmed instruction (PI). Many characteristics of learners affect their ability to learn and acquire new knowledge. An individual's subject-specific knowledge and general knowledge both affect comprehension. With regard to instructional design, system approaches are sometimes referred to as instructional development systems (IDS). An IDS embraces several major categories. These include a statement of goals, analysis, development of instruction, and evaluation and revision. General statements on CAI can be divided into the following areas: requirements, potential benefits, state of the art, problems, CAI as a factor in society, the roles of industry, education, and government, including the role of teacher. At least two educational requirements make CAI inevitable, i.e., the trend to individualized instruction and the growth in information to be acquired. Data processing and computer science involve the teaching of computer skills in relative isolation from other disciplines. Hence, the computer is the principal subject. Student problem solving and research is where the computer is used as a tool in some field outside computer science. A specific sphere of application is the subject. This article will relate these categories as they apply to an introductory computer concepts course taught at the undergraduate level. Another phase of this course is that it is accounting-oriented.
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Konikow, Nancy Schuman. "Computer-assisted Instruction: Design and Content in Neuroscience Nursing." Journal of Neuroscience Nursing 19, no. 2 (April 1987): 100–105. http://dx.doi.org/10.1097/01376517-198704000-00007.

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Munyakazi, Jean Paul, Josiane Mukagihana, Theophile Nsengimana, Concilie Mukamwambali, and Olivier Habimana. "Impacts of Computer-Assisted Instructions on Students' Academic Performance of Biology within Secondary Schools." International Journal of Learning and Development 12, no. 2 (June 24, 2022): 81. http://dx.doi.org/10.5296/ijld.v12i2.19766.

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Computer-assisted instructions (CAI) not only motivate students to learn but also enable learners to learn by interacting with instructional tools that allow learners to react the way they would react in real situations. This study sought to investigate the impact of computer-assisted instruction on learners' achievement of biology with a focus on cell division topics. The study adopted a quasi-experimental design. The population of this study was all upper secondary students that have Biology in their learning subjects within the Nyagatare district. To get a sample, researchers purposively selected three schools on the condition that they are equipped with smart classrooms having connected computers. The researchers took one class at each school. Thus, we got a total of ninety (90) senior five learners. The researchers split these learners into two groups composed of 45 learners in the experimental group, and 45 students in the control group. Learners in the experimental group were subjected to computer-assisted instructions while learners in the control group went through the traditional lecturing instructions. To collect data, a biology performance test (BPT) was used. The reliability coefficient (Cronbach’s coefficient Alpha) calculated for the instrument was 0.704. Pre and post-tests were given to all students in both groups. We used the inferential statistics t-test to analyze the data. The results showed [t (88) = -6.640, p = .000; p<.05] indicating that there is a statistically significant difference in mean scores between groups. The findings from the study allowed us to conclude that computer-assisted instruction enhances students' performance in biology, especially in cell division. Therefore, we recommend the integration of computer-assisted instructions into teaching and learning to enhance learners’ performance in biology.
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Dissertations / Theses on the topic "Computer-assisted instruction – Design"

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Cannon, Christopher Garrett. "Teacher and Student Perceptions of Computer-Assisted Instructional Software to Differentiate Instruction." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3664.

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Many educators struggle to meet the academic needs of students, especially in the subject area of mathematics. Computer-assisted instruction is an instructional strategy used to enhance instruction. However, there is limited research on the effectiveness of these software programs for all students. The purpose of this qualitative, embedded, multiple case study was to explore the perceptions of teachers and students using computer-assisted instructional software to differentiate instruction within a general education and special education 4th-grade mathematics classroom. The constructivism theory provided a framework for the topic of differentiated instruction. This study included a single elementary school within a district in the Southeastern United States. The participants of this study included 1 general education and 1 special education 4th-grade mathematics teacher. In addition, participants included 6 general education and 4 special education 4th-grade mathematics students. Introductory and follow-up teacher interviews, introductory and follow-up student focus group interviews, 6 classroom observations, and teacher lesson plans were used as data collection methods. Gerund coding, categorizing, and content analysis was employed to interrogate the data. The constant comparative method was used to determine within-case and across-case themes and discrepancies. The findings revealed that teachers used computer-assisted instructional software, MobyMax, to meet individual student needs, monitor student progress, implement small group instruction, increase student engagement, and supplement primary teacher-led instruction. Educators can use the findings of this study to understand how teachers can use computer-assisted instruction to meet the needs of students.
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Crews, Janna Margarette. "Principles and methodology for computer-assisted instruction (CAI) design." Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/280509.

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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.
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Fok, Wai-hung, and 霍偉雄. "The implementation of ICT in design & technology of senior form." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B39848711.

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Yu, Hsien-Yu. "Computer-assisted English as a foreign language curriculum design." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1311.

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Chansilp, Kacha. "Development, implementation and evaluation of an interactive multimedia instructional model : A teaching and learning programming approach." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2003. https://ro.ecu.edu.au/theses/1299.

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This study sought to explore the outcomes from the use of a dynamic interactive visualisation tool among novice programmers in an introductory computer programming course. The proposed model, Dynamic Interactive Visualisation Tool in Teaching C (DIVTIC), was designed to use multimedia and visual imagery to provide learners with a step-by-step representation of program execution in the C language as a means of enhancing their understanding of programming structures and concepts. DIVTIC was designed to support constructivist learning principles and combined collaborative and visualisation learning strategies with use of the Internet and the World Wide Web to support the learning of programming. The feasibility and effectiveness of DIVTIC was explored among a cohort of 100 undergraduate engineering students, 50 in a control group and another 50 in an experimental group, studying an introductory programming course at Suranaree University of Technology (SUT) in Thailand, The study found that the use of DIVTIC was a successful complement to conventional teaching. The results clearly demonstrated the advantage of using DIVTIC among low achieving students. The students from this level in the experimental group significantly outscored their counterparts in the control group in the final test suggesting that DIVTIC was an important element in their learning process. Interestingly, these low achieving students used DIVTIC most and achieved highest grades. However, lower achieving students appeared to learn from simply viewing the animations rather than being highly interactive and stopping and starting them consistently. The study found that the visualisation process implemented in DIVTIC could be of considerable assistance to a particular group of students, those with a low GPA, in developing their understanding of difficult programming concepts.
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Njenga, James Kariuki. "Instructional design process in a web-based learning management system: design, implementation and evaluation issues." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&amp.

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Web technologies have necessitated a transformation culture in higher education
institutions. Many of these institutions are employing web technologies whose
development, for varying reasons, is not supported by research in their field and
domain of use. One such field is instructional design for the web learning.
Although there is a lot of research on the most effective instructional design
strategies, the use of research for web-based learning applications has been
limited.

This thesis reports on a study aimed at transforming the research on instructional
design into practice by designing an instructional design system and providing an
argument for its implementation. The argument is intended to facilitate the design
and development of an instructional design subsystem of the web, that would in
turn offer effective and efficient ways for creating web-based learning materials
to instructors.

The study started by examining the various paradigms, theories and practices of
instructional design with the intent of using them to enrich and improve the
practice of instructional design in web learning. It undertook a thorough and
systematic review of the literature on instructional design in order to come up
with an instructional design system. The design approach used successful design
patterns that have been used elsewhere, e.g. in software design, to create common
responses or solutions to recurrent problems and circumstances. Instructional
design patterns were identified in this study as the recurrent problems or processes
instructional designers go through while creating instructional materials, whose
solutions can be reused over and over again.

This study used an iterative developmental research process of finding and
modelling an instructional design process as the research methodology. This
process follows and builds on existing research on instructional models, theories
and strategies, and ensures that the same methodology can be used to test the
theories in the design, thus improving both the research and the design.

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Yellen, Richard Emerson. "Increasing the propensity to use computer application software." Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184286.

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The use of computer application software could be increased. The goal of this research was to uncover a design for a module which instructs the potential user how to use software. This type of module, called an instructional module, would, when incorporated on software such as decision support tools, increase the willingness of novices to use the software more frequently. Four instructional modules designs, which were the result of combining two states of two variables of instructional module design, were examined. The four designs are (1) an automated programmed learning module; (2) an automated help facility; (3) a manual programmed learning module and; (4) a manual help facility. A financial decision support tool was developed, and each of the four instructional modules designs was placed separately on the decision support tool. This created, in effect, four different tools. Subjects in the experiment were business school students with no formal experience using a decision support tool. Each subject was exposed to two of the four instructional module designs during a training session which lasted one hour. One month after the training session, the subjects were reassembled for a second session. During this session, the subjects selected one of the two tools, with its instructional module, which they had been exposed to previously. The subjects were to use the selected tool to solve problems which would likely require them to access the instructional module. In addition to these behavioral selection data, attitudinal data concerning the instructional module designs were also collected throughout both sessions of the experiment. Based on their selection and their attitudinal responses, the subjects indicated that the tool with the automated programmed learning module was the module of choice. The research methodology successfully provided input for instructional module design for computer application software such as decision support tools.
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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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David, Lynn Denise. "Computer assisted language activities: Are they all the same?" CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1578.

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This study examines English language learners working in pairs on two different types of computer programs to determine whether the quantity and quality of discourse varies with the type of software program. Also, to investigate how collaborative CALL activities can be designed to promote oral academic language proficiency.
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Fournier, Helene. "Design and planning in the development of computer-based instruction." Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=26266.

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This study has taken a problem solving approach in identifying the cognitive processes involved in designing computer-based instruction. The problem space essentially contains considerations of instructional goals and constraints, technological resources, and theoretical considerations. The problem space was augmented by an analysis of the strategic processes relevant in instructional design, in particular planning, and by an analysis of one specific technological resource, HyperCard. Concurrent think-aloud verbal protocols and computer operations protocols (video recordings of the users' interactions with the computer) were gathered from three university students enrolled in an educational technology course on developing courseware. Subjects were using HyperCard to develop instructional environments for individual course projects. The transcribed protocols were analyzed using a coding scheme based on the instructional-design problem space and planning model. Two types of analyses are reported: proportions of segments concerning different types of design and planning operations and descriptive representations of overall protocol goal structures and plans. (Abstract shortened by UMI.)
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Books on the topic "Computer-assisted instruction – Design"

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Venezky, Richard L. The intelligent design of computer-assisted instruction. New York: Longman, 1991.

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Venezky, Richard L. The intelligent design of computer-assisted instruction. New York: Longman, 1991.

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The design of computer-based instruction. New York: Macmillan, 1989.

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Canton, Reinaldo L. Programmed instruction in online learning. Youngstown, N.Y: Cambria Press, 2007.

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Hickey, Albert E. Specifications for an Advanced Instructional Design Advisor (AIDA) for computer-based training. Brooks Air Force Base, Tex: Armstrong Laboratory, Air Force Systems Command, 1991.

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Charles, John P. Instructor/operator station (IOS) design guide. Brooks Air Force Base, Tex: Air Force Human Resources Laboratory, Air Force Systems Command, 1988.

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Gagné, Robert Mills. Tryout of an organizing strategy for lesson design: Maintenance procedure with checklist. Brooks Air Force Base, Tex: Armstrong Laboratory, Air Force Systems Command, 1992.

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G, Fairweather Peter, ed. Computer-based instruction: Design and development. Englewood Cliffs, N.J: Educational Technology Publications, 1998.

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Stephenson, Stanley D. The effects of student-instructor interaction on achievement in a dyad computer-based training environment. Brooks Air Force Base, Tex: Armstrong Laboratory, Air Force Systems Command, 1992.

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Canfield, Ann Marie. A pilot study of the naming transaction shell. Brooks Air Force Base, Tex: Armstrong Laboratory, Air Force Systems Command, 1991.

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Book chapters on the topic "Computer-assisted instruction – Design"

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Dugdale, Sharon. "The Design of Computer-Based Mathematics Instruction." In Computer-Assisted Instruction and Intelligent Tutoring Systems, 11–45. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781315044361-2.

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Sack, Warren, and Elliot Soloway. "From PROUST to CHIRON: ITS Design as Iterative Engineering; Intermediate Results are Important!" In Computer-Assisted Instruction and Intelligent Tutoring Systems, 239–74. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781315044361-9.

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O’Neil, Harold F., Anat Jacoby, and Terence G. Craig. "An instructional strategy to teach a cognitive strategy via intelligent computer-assisted instruction: A design." In Instructional Models in Computer-Based Learning Environments, 195–212. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/978-3-662-02840-7_12.

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Pemberton, Lyn, Simon Shurville, and Tony Hartley. "Motivating the design of a computer assisted environment for writers in a second language." In Computer Aided Learning and Instruction in Science and Engineering, 141–48. Berlin, Heidelberg: Springer Berlin Heidelberg, 1996. http://dx.doi.org/10.1007/bfb0022601.

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Anoskey, Alana M., and Richard Catrambone. "Text and graphics in instructional design." In Computer Assisted Learning, 74–86. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/3-540-55578-1_59.

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Azad, Mahnaz. "Dynamic Assessment and Multi-Media Language Instruction." In Computer-Assisted Language Learning, 360–81. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7663-1.ch017.

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ABSTRACT Dynamic Assessment (DA) illustrates classroom interactions in which teaching and assessment must be integrated as a single activity seeking to identify learner abilities by actively supporting their ongoing developmental process. DA is based on the Vygotskian notion of the Zone of Proximal Development (ZPD) which captures the uniquely human potential to exceed our present capabilities by working in cooperation with others. Moreover, with prevalence of multimedia language learning materials in foreign/ second language classrooms, their design is an important avenue of research in computer assisted language learning. This chapter will present an in-depth analysis of DA's application to particular problems of L2 development. It includes detailed discussions of the core DA theoretical tenets as well as implementing multi-media based DA principles in L2 classrooms. The information can be beneficial for language teacher educators, language testers, students and researchers in the areas of SLA, language pedagogy, and assessment.
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Ogden, Lori, and Neal Shambaugh. "Best Teaching and Technology Practices for the Hybrid Flipped College Classroom." In Computer-Assisted Language Learning, 764–86. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7663-1.ch036.

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Two cases of the flipped classroom approach, one undergraduate course and one a graduate course, are used to demonstrate the different ways that flipping instruction can occur in both F2F and online courses, thus, extending the notion of hybrid and flipped teaching decisions with F2F and virtual class-rooms. Both cases are summarized in terms of instructional design decisions, the models of teaching framework, and research conducted on the courses. Findings from research conducted on both courses indicate that a flipped classroom approach can enhance the teaching of both F2F and online courses as it provides instructors an opportunity to adapt instruction to meet the individual needs of students. Recommendations, based on this course development work, are provided for undergraduate and graduate courses in terms of access, meaningful activities, and feedback.
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Derderian, Ani. "Designing for Teaching and Learning in an Open World." In Computer-Assisted Language Learning, 213–28. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7663-1.ch010.

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Concepts about tasks have been considered as the major part of analysis in different teaching approaches. Instructors are being more interested in the use of task-based instruction in foreign and second language teaching. Task-based instruction and teaching strategies are implemented by emphasizing meaning. The purpose of this paper is to introduce and discuss some major principles of open architecture in the application of task based instruction in areas such as second language vocabulary acquisition, grammatical rules, and expressing new ideas. This manuscript examines the following topics (a) Task based (supported) instruction, (b) Open Architecture teaching design, and (c) The role of technology in language learning.
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Wang, Hongmei, Hui Yuan, and Shanshan Zhang. "Towards the Normalization of Web-Based Computer-Assisted Language Learning (CALL) in College English Instruction." In Advances in Educational Technologies and Instructional Design, 357–85. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4482-3.ch018.

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Since the turn of the 21st century, many Chinese higher institutions followed the trends of Web-based Computer-assisted Language Learning (CALL) in College English instruction. After one decade’s development, the effectiveness of this west-originated approach remains to be investigated. This chapter analyses two cases from two Chinese higher institutions, examining to what extent Web-based computer-assisted language learning is integrated into College English teaching and how the instructors and students adapt to it. The findings in the two cases show that lack of training for both faculty and students, technological defects of online systems, hybrid levels of students’ English proficiency within one class have presented great challenges to the implementation of the new mode of instruction. While defining these obstacles, the second case, in particular, explored ways to address some of these challenges by the innovative use of internet technology.
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Shepherd, Gregory. "Teaching Pre-Service Teachers to Repurpose and Innovate Using Online and Mobile Technology Applications." In Computer-Assisted Language Learning, 295–312. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7663-1.ch014.

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Integrating the use of Web-based and mobile technology applications into K-12 world languages contexts requires innovative teacher preparation models. This chapter evaluates a multi-step technology integration unit that develops in pre-service teachers the skills necessary to plan and carry out learner-centered communicative instruction. Importantly, this unit also incorporates five skills for disruptive innovators. Pre-service teachers blend pedagogy, technology tools, and content in project-based learning lesson design while practicing creative-thinking skills. As student teachers learn to repurpose mobile applications for the language-learning classroom, they empower articulate digital natives and foster 21st century learning. Given technology's constant growth, teaching integration of specific apps will have limited benefits. On the other hand, teaching how to innovate and repurpose will serve student teachers for their entire career. Results of this study show growth in lesson planning, creativity, and innovation skills.
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Conference papers on the topic "Computer-assisted instruction – Design"

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Hu Jinming. "Design and implementation of computer assisted instruction sysem." In 2010 2nd International Conference on Computer Engineering and Technology. IEEE, 2010. http://dx.doi.org/10.1109/iccet.2010.5486078.

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Wang Hongyan, Xu Ping, Bai Xiaomei, and Gao Fuxiang. "Design and implementation of network based computer assisted instruction system." In 2010 2nd International Conference on Industrial and Information Systems (IIS 2010). IEEE, 2010. http://dx.doi.org/10.1109/indusis.2010.5565757.

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Tang, Shuo. "The Application of Computer-Assisted Instruction to Basketball Technique and Tactics Teaching." In 2012 Second International Conference on Intelligent System Design and Engineering Application (ISDEA). IEEE, 2012. http://dx.doi.org/10.1109/isdea.2012.684.

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Park, T., and V. Mirande. "Comparison of the Effectiveness of Two Computer-Assisted Instruction Methods for Learning Architectural Concepts in Design Studio." In eCAADe 1997: Challenges of the Future. eCAADe, 1997. http://dx.doi.org/10.52842/conf.ecaade.1997.x.d9t.

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Park, T., and V. Mirande. "Comparison of the Effectiveness of Two Computer-Assisted Instruction Methods for Learning Architectural Concepts in Design Studio." In eCAADe 1997: Challenges of the Future. eCAADe, 1997. http://dx.doi.org/10.52842/conf.ecaade.1997.x.d9t.

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Sudthongkhong, Chudanat. "The study of the effectiveness of teaching contents through the computer assisted instruction in traditional Thai massage for health: Content design and media." In 2018 5th International Conference on Business and Industrial Research (ICBIR). IEEE, 2018. http://dx.doi.org/10.1109/icbir.2018.8391278.

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Pratt, Deirdre Denise. "An analysis of the design features of three mixed-mode courses in a master’s degree programme." In IASTED International Conference on Education and Technology (ICET). ACTA Press, 2005. http://dx.doi.org/10.51415/10321/247.

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This paper suggests that a system of communicative rfunctions can be used to provide a framework for analysing course design, and illustrates this with reference to three mixed-mode courses intended for use in a master’s programme in Computer Assisted Language Teaching (CALT). The design principle is based on an architecture of functions necessary for effective communication, namely, the contextual, ideational, interactive social and reflexive functions. Because the principle is descriptive rather than prescriptive, and is thought to identify a deep structure of human functioning common to all social interaction, it provides a template for analyse of course design which can be applied within different educational paradigms. The template offers the course designer moving into a new milieu or medium the opportunity to gain a fresh perspective on the process of instructional design. Issues such as the educational context, course content, learning interactions, academic requirements and assessment can be now viewed in terms of how these contribute to knowledge construction, rather than whether the outcome per se is desirable: the latter issue is already addressed comprehensively in current instructional design paradigms.
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Liny, Hai, Xuan Guany, Yunsi Feiy, and Zhijie Jerry Shi. "Compiler-assisted architectural support for program code integrity monitoring in application-specific instruction set processors." In 2007 25th International Conference on Computer Design ICCD 2007. IEEE, 2007. http://dx.doi.org/10.1109/iccd.2007.4601899.

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