Relevant bibliographies by topics / Computer-assisted instruction. Education, Higher

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

Academic literature on the topic 'Computer-assisted instruction. Education, Higher'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Computer-assisted instruction. Education, Higher"

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Sinclair, Kelsey J., Carl E. Renshaw, and Holly A. Taylor. "Improving computer-assisted instruction in teaching higher-order skills." Computers & Education 42, no. 2 (2004): 169–80. http://dx.doi.org/10.1016/s0360-1315(03)00070-8.

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Christmann, Edwin, John Badgett, and Robert Lucking. "Microcomputer-Based Computer-Assisted Instruction within Differing Subject Areas: A Statistical Deduction." Journal of Educational Computing Research 16, no. 3 (1997): 281–96. http://dx.doi.org/10.2190/5lka-e040-gadh-dnpd.

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This meta-analysis compared the academic achievement of students in grades six through twelve who received either traditional instruction or traditional instruction supplemented with computer-assisted instruction (CAI) across eight curricular areas. From the forty-two conclusions, an overall mean effect size of 0.209 was calculated, indicating that, on average, students receiving traditional instruction supplemented with CAI attained higher academic achievement than did 58.2 percent of those receiving only traditional instruction. The comparative effectiveness of CAI may be seen in the following descending order mean effect sizes: science, 0.639; reading, 0.262; music, 0.230; special education, 0.214; social studies, 0.205; math, 0.179; vocational education, −0.080; and English, −0.420.
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Worthington, Everett L., Josephine A. Welsh, C. Ray Archer, Erica J. Mindes, and Donelson R. Forsyth. "Computer-Assisted Instruction as a Supplement to Lectures in an Introductory Psychology Class." Teaching of Psychology 23, no. 3 (1996): 175–81. http://dx.doi.org/10.1177/009862839602300311.

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Educational benefits of computer-assisted instruction (CAI) were investigated. A quasi-experimental design contrasted learning outcomes of students in an introductory psychology class that incorporated CAI exercises to students in a lecture-only introductory psychology class. A number of potential mediating variables, such as instructor, size of class, textbook, and year in school, were controlled. Analysis of students’ final examination scores indicated that students in the lecture-plus-CAI section obtained higher scores than students in the lecture-only section, and these higher scores were due to their better performance on concepts that were taught in both lecture and CAI exercises. These findings offer modest support for the use of CAI as a supplement to lecture in teaching psychology, particularly for domain-specific learning.
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Foster, Matthew E., Jason L. Anthony, Doug H. Clements, Julie Sarama, and Jeffrey M. Williams. "Improving Mathematics Learning of Kindergarten Students Through Computer-Assisted Instruction." Journal for Research in Mathematics Education 47, no. 3 (2016): 206–32. http://dx.doi.org/10.5951/jresematheduc.47.3.0206.

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This study evaluated the effects of a mathematics software program, the Building Blocks software suite, on young children's mathematics performance. Participants included 247 Kindergartners from 37 classrooms in 9 schools located in low-income communities. Children within classrooms were randomly assigned to receive 21 weeks of computer-assisted instruction (CAI) in mathematics with Building Blocks or in literacy with Earobics Step 1. Children in the Building Blocks condition evidenced higher posttest scores on tests of numeracy and Applied Problems after controlling for beginning-of-year numeracy scores and classroom nesting. These findings, together with a review of earlier CAI, provide guidance for future work on CAI aiming to improve mathematics performance of children from low-income backgrounds.
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McKane, P. Frank, and Barbara A. Greene. "The Use of Theory-Based Computer-Assisted Instruction in Correctional Centers to Enhance the Reading Skills of Reading-Disadvantaged Adults." Journal of Educational Computing Research 15, no. 4 (1996): 331–44. http://dx.doi.org/10.2190/g806-pqtl-lrqe-kxxq.

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The purpose of this study was to examine the effectiveness of theory-based CAI for reading with incarcerated adults reading below the ninth grade level. The participants were offenders drawn from participating correctional centers in Oklahoma who were randomly assigned to a CAI or a non-CAI instructional group. Reading assessment instruments were administered on a pre-test/post-test basis. Results showed a significant reading achievement gain for computer-assisted reading instruction when compared to traditional instruction for entry levels of 0–3.0 Grade Equivalency Level (GEL). Higher entry levels showed approximately the same gain for both groups. These findings are consistent with a cognitive components model of reading.
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Marston, Douglas, Stanley L. Deno, Dongil Kim, Kirk Diment, and David Rogers. "Comparison of Reading Intervention Approaches for Students with Mild Disabilities." Exceptional Children 62, no. 1 (1995): 20–37. http://dx.doi.org/10.1177/001440299506200103.

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This study reports afield test of six research-based teaching strategies with 37 special education resource teachers and 176 students with mild disabilities. The approaches included peer tutoring, reciprocal teaching, effective teaching principles, computer-aided instruction, and two direct instruction models, all used in reading instruction. Comparisons with a control group and between approaches produced inconsistent results. Students in all groups, including the controls, showed higher levels of engagement during all approaches than other researchers have reported for either mainstream or resource room students. Student achievement was highest in the computer-assisted group, in the reciprocal teaching group, and in one of the direct instruction groups.
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Inoue, Yukiko. "The University Student's Preference for Learning by Computer-Assisted Instruction." Journal of Educational Technology Systems 28, no. 3 (2000): 277–85. http://dx.doi.org/10.2190/a0x5-dldm-urvt-vpht.

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This study focused on the specific questions: Do significant differences exist in the preference for CAI between male and female students? Do significant differences exist in the preference for CAI between undergraduate and graduate students (academic status)? And does an interaction exist between gender and academic status? Seventy-six students ( N = 76) were randomly selected to answer the questionnaire. Analyses of variance (at the .05 level) showed graduate students favor CAI more than do undergraduate students, probably because they have jobs and need to study using CAI at a more convenient time and place. This result confirms the assumption that graduate students have more computer experiences. Since computer literacy increases as time passes, the chance of “give CAI a try” becomes higher. In technologically sophisticated societies of today, the option of mixing CAI and traditional lectures must be the key to the success of any institution of higher education.
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Davie, Emily, Malissa Martin, Micki Cuppett, and Denise Lebsack. "Effectiveness of Mobile Learning on Athletic Training Psychomotor Skill Acquisition." Athletic Training Education Journal 10, no. 4 (2015): 287–95. http://dx.doi.org/10.4085/1004287.

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Context Instruction of psychomotor skills is an important component of athletic training education. Accommodating the varied learning abilities and preferences of athletic training students can be challenging for an instructor initiating skill acquisition in a traditional face-to-face (F2F) environment. Video instruction available on mobile devices may offer an alternative teaching tool, allowing for student-initiated learning. Objective To compare outcomes of Quick Clips (QC) instruction with F2F instruction as measured by skill-examination scores. Design Quasi-experimental. Setting Five higher learning institutions with Commission on Accreditation of Athletic Training Education (CAATE) accredited athletic training education programs. Patients or Other Participants Seventy-four pre-athletic training students, average age 18.86 ± 1.0 years (49 women, 25 men), volunteered for this study. Participants were randomly assigned to 1 of 2 instructional groups (F2F or QC). Intervention(s) The principal investigator provided F2F instruction to 38 participants in 3 skills (knee valgus stress test, middle trapezius manual muscle test, and goniometric measurement of active ankle dorsiflexion). The remaining 36 participants watched 3 QC videos demonstrating the same skills. Main Outcome Measure(s) Three individual skill exam scores and the total score. Results A 1-way multivariate analysis of variance indicated a significant effect (P < .0001) of instructional method on exam scores. Follow-up univariate analysis of variance indicated knee valgus stress test exam scores were significantly higher after F2F instruction (P < .0001). Neither manual muscle test nor goniometric measurement exam scores were affected by instructional method. Conclusions The findings support the use of QC as an alternative to F2F instruction for 2 of the 3 skills. This finding is similar to studies reported in the nursing literature on computer-assisted learning, which found inconclusive evidence to support the superiority of one method over another. Mobile video instruction is an effective teaching strategy. It may be best utilized to supplement traditional F2F instruction.
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Hmelo, Cindy E. "Computer-Assisted Instruction in Health Professions Education: A Review of the Published Literature." Journal of Educational Technology Systems 18, no. 2 (1989): 83–101. http://dx.doi.org/10.2190/93nd-6y9d-023u-0rjd.

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CAI has been used for more than twenty years in the education of health professionals. A variety of different hardware and software systems have been used in the implementation of CAI for this population. While early CAI was written for mainframe computers, later courseware has been developed for microcomputers. Later applications have also focused on higher order skills such as problem solving and synthesis through the use of simulation. Despite the numerous reports of CAI use, there has not been a lot of research on the effectiveness of CAI in medical, nursing, and allied health education, nor has there been much work on those features of CAI that lead to improved learning. While CAI has a good deal to offer, these issues must be addressed if we are to prepare health professionals who can adapt to a constantly changing body of medical knowledge.
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Lloyd, Steven A., and Chuck L. Robertson. "Screencast Tutorials Enhance Student Learning of Statistics." Teaching of Psychology 39, no. 1 (2011): 67–71. http://dx.doi.org/10.1177/0098628311430640.

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Although the use of computer-assisted instruction has rapidly increased, there is little empirical research evaluating these technologies, specifically within the context of teaching statistics. The authors assessed the effect of screencast tutorials on learning outcomes, including statistical knowledge, application, and interpretation. Students from four sections of a psychology course in statistics were randomly assigned to a control text tutorial or an experimental video tutorial group and were tasked with completing a novel statistics problem. Previous math experience, math and computer anxiety, and course grades were also controlled. The results demonstrate that screencast tutorials are an effective and efficient tool for enhancing student learning, especially for higher order conceptual statistical knowledge compared to traditional instructional techniques.
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Dissertations / Theses on the topic "Computer-assisted instruction. Education, Higher"

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Snyder, Jeffrey S. "Effects of computer assisted instruction on learning a case study /." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1999. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M.S.)--Kutztown University of Pennsylvania, 1999.<br>Source: Masters Abstracts International, Volume: 45-06, page: 2812. Accompanying CD-ROM entitled: Project : interactive : an interactive introduction to creating interactive media. Typescript. Abstract precedes thesis as 3 preliminary leaves. Includes bibliographical references (leaves 84-89).
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Hsu, Yung-chen. "The effectiveness of computer-assisted instruction in statistics education: A meta-analysis." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/289887.

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The purpose of this study was to investigate the effectiveness of computer-assisted instruction (CAI) in statistics education at the college level in the United States. This study employed meta-analysis to integrate the findings from 25 primary studies which met a specific set of criteria. The primary studies were selected from journal articles, ERIC documents, and dissertations. Results of the meta-analysis produced an overall effect size estimate of 0.43, indicating a small to medium positive effect of applying CAI in teaching college-level introductory statistics on students' achievement. Several study characteristics were examined for the association with the effect magnitude. These characteristics included the publication year, the publication source, the educational level of participants, the mode of the CAI program, the type of CAI program, the level of interactivity of the CAI program, the instructional role of the CAI program, and the sample size. The results of the analogous analysis of variance showed that different modes of CAI programs produced significantly different effects on students' achievement in learning statistics. Expert systems and drill-and-practice programs were the most effective modes and were followed by multimedia, tutorials, and simulations. Computational statistical packages and web-based programs were the least effective modes. The teacher-made CAI programs were significantly more effective than the commercially-developed CAI programs. The effectiveness of CAI program in teaching statistics did not differ significantly according to the study characteristics of the publication year, the publication source, the educational level of participants, the level of interactivity of CAI program, the instructional role of CAI program, and the sample size.
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May, Gwendolyn Kennedy Larry DeWitt. "The use of computer-assisted instruction in non-conventional classroom environments in higher education." Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9604376.

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Thesis (Ed. D.)--Illinois State University, 1995.<br>Title from title page screen, viewed April 24, 2006. Dissertation Committee: Larry Kennedy, Michael Lorber (co-chairs), Frank Lewis. Includes bibliographical references (leaves 38-41) and abstract. Also available in print.
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Pichayapaiboon, Poonarat Moore Barry E. "A study of the effect of the use of computer assisted instruction in art appreciation in higher education." Normal, Ill. Illinois State University, 1987. http://wwwlib.umi.com/cr/ilstu/fullcit?p8726509.

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Thesis (Ed. D.)--Illinois State University,<br>Title from title page screen, viewed August 18, 2005. Dissertation Committee: Barry E. Moore (chair), Jack A. Hobbs, Kenneth H. Strand, Thomas E. Malone. Includes bibliographical references (leaves 46-49) and abstract. Also available in print.
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Steinman-Veres, Marla. "Computer-aided instruction and simulations." Thesis, McGill University, 1987. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=63891.

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Bain, Yvonne Catherine. "Learning through online discussion : case studies of higher education student's experiences." Thesis, University of Aberdeen, 2011. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=167158.

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Although much has been written about learning in online discussion, the research literature reveals the need for further empirical research to be carried out.  For example, the use of online discussion is often seen as a means by which students can engage in a socially constructivist approach to learning, (Pena-Shaff et al., 2005; Hudson et al., 2006; Schrire, 2006) whilst others raise questions about the depth of engagement and the preparedness to learn in this socially constructivist context (Hawkey, 2003; Roberts and Lund, 2007).  The need to gain further understanding of learning through discussion is raised by Ravenscroft (2005); McConnell (2006); Goodyear and Ellis (2008).  This study adds to empirical research by exploring students’ engagement with online discussion at an individual and course level. Two key research questions are: What are the different approaches taken by students when responding to learning activities which ask them to engage in online discussion?  What are students’ perceptions of how their engagement in online discussion impacts on their learning and the learning of others?  The study is qualitative, phenomenographic in nature drawing on six case studies of Higher Education students’ engagement with online discussion.  A rich set of empirical data is gathered within the case studies.  A grounded approach to data collection and analysis is used, including the analysis of interview data in order to hear the students’ voices about their experiences.  The findings from the analysis of the case studies reveal different strategies that students use when engaging in online discussion, and diverse students’ views of learning through online discussion, even from within the same course context.  A framework for learning through online discussion emerges from the discussion.
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O'Donoghue, John. "Technology supported learning and teaching within the context of higher education in a 21st century society." Thesis, University of South Wales, 2008. https://pure.southwales.ac.uk/en/studentthesis/technology-supported-learning-and-teaching-within-the-context-of-higher-education-in-a-21st-century-society(a9ed8378-b881-4f67-9745-88fdba99e581).html.

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"The physical environment in which teaching and learning occurs is being replaced with an electronic classroom, but the process of teaching is very much the same. In the second phase, however, we will begin to use technology in new ways, to advance beyond what was possible in the classroom. "Downes. (2004). This overview supports an application for a PhD by publication at the University of Glamorgan. It identifies the tensions, barriers and facilities within the field which is broadly called eLeaming, but which I prefer to term Technology Supported Leaming. Successful uses of appropriate innovative technologies by staff and students in education is not a mystical or ethereal goal. Real innovation is often driven by the passionate few, frequently developed in their own time and enthused by a real desire to make a difference to the learning of their students. This motivation is not unique, unusual or perhaps unexpected. However the real problem is in 'mainstreaming' this innovatory practice or activity, (O'Donoghue, 2006, p. vii). As contemporary society becomes increasingly diverse and complex, so does the process of preparing young people for life as independent thinkers, productive citizens, and future leaders. The changing nature of students, the collegiate experience, learning, teaching, and outcomes assessment all have substantive implications for altering educational practice. The information age has encouraged the ubiquity of a seemingly endless supply of information that is there just waiting to be internalised by students who have the ability and the inclination to interrogate the vast range of information systems available. There is a need to consider the relationship between pedagogy and technology in driving the changes to the education process and what outcomes will determine the efficacy of these new learning environments. Pedagogic determinism needs to be focused within the 'real' world of increasing financial pressures on students and educational establishments. The development of Higher Education Institutions into 'customer' focused establishments competing for students who are, in some cases, reluctant or unable to attend formal educational institutions but who want to acquire qualifications and skills creates problems for both the establishments and staff. There are associated issues which my overview addresses, such as how technology might service this cohort of people who are looking to less formal mechanisms of education, technology versus pedagogy, issues of social learning whilst being remote and yet online, issues and necessary change required if the concept of 'virtual' educational institutions are to be realised. Higher education is best seen as a process, focused on learning, in which content is combined in some way with some forms of technology, whether they be "chalk and talk," television broadcast, or an IT-based delivery platform. My conclusion is that the development of technology-based learning support structures, that is, technology based enhancements to formal teaching and learning strategies embedded in the pedagogy, will assist the education and training sector. In some ways, many of the changes currently going, economic, technological, political, are compelling us to examine issues about how we support student learning, an issue which many of us might prefer to ignore, (Bernardes and O'Donoghue, 2003). I have endeavoured to consider this within a variety of different learning contexts - nursing to engineering, (Drozd and O'Donoghue, 2007; O'Donoghue and Laoui, 2008).
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Burgess, Madeline Jane. "Interrogating the World Bank's policy on innovative delivery for higher education /." Access via Murdoch University Digital Theses Project, 2007. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20070824.134633.

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Zhen, Yurui. "Investigating the Factors Affecting Faculty Members' Decision to Teach or Not to Teach Online in Higher Education." Fogler Library, University of Maine, 2008. http://www.library.umaine.edu/theses/pdf/ZhenYR2008.pdf.

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Kealey, Meredyth, and Meredyth Kealey. "Meeting the Diverse Needs of Community College Students: Using Computer Assisted Instruction to Improve Reading Skills." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/625372.

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Approximately two-thirds of community college students nationwide are considered academically underprepared and required to enroll in at least one developmental education course (Anderson & Horn, 2012; Bailey, Jeong, & Cho, 2010; Levin & Colcagno, 2008). Unfortunately, researchers have found that enrollment in developmental classes often has adverse effects on community college students (Bailey et al., 2010; Grubb, 2001). Bailey et al. (2010) and Grubb (2001) explained that enrolling in developmental courses is time consuming and often results in delay or prevents the completion of a degree. With a significant number of underprepared community college students, it is important to develop effective methodologies to help students gain the skills required to be successful in college and future employment. It is equally important to determine how the student experience impacts academic progress and motivation to succeed in developmental programs and continue in college credit courses. Developmental reading courses provide the gateway to college-level courses, therefore it is important to investigate effective, time efficient reading interventions that provide students with the basic reading skills in a private and self-directed environment. Peterson, Burke, and Segura (1999) suggested that struggling readers have a desire for privacy, and ability for self-pacing. They want to be motivated, and receive immediate feedback. All of these are components of computer-based instruction. Unfortunately, there is a limited amount of research on the use of Computer Assisted Instruction (CAI) to teach developmental reading at the community college level (Bueno-Alastuey & Perez, 2014; Nguyen, Fichten, King, Barile, Mimouni, Havel, & Asuncion, 2013; Vassiliou, 2011). The purpose of this study was to examine the effects of the computer-based reading intervention, MindPlay Virtual Reading Coach (MVRC), on the reading and spelling achievement of community college students, and to explore whether or not students' perceptions and attitudes changed after participation in this program. Findings demonstrated statistically significant results in both reading and spelling and an increase in the enjoyment of reading.
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Books on the topic "Computer-assisted instruction. Education, Higher"

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Hodson, Peter. Managing CBT developments in higher education. University of Glamorgan, Educational Development Unit, 1998.

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Savelʹev, A. I͡A. Higher education and computerisation. Progress, 1989.

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Savel'ev, A. Ya. Higher education and computerisation. Progress Publishers, 1989.

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D, Ángel Facundo. Tecnologías de información y comunicación y educación superior virtual en Latinoamérica y el Caribe: Evolución, características y perspectivas. UNESCO, Instituto Internacional para la Educación Superior en América Latina y el Caribe, 2005.

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Kesner, Richard M. The Online University: Building viable learning experiences for higher education. Common Ground, 2013.

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Tuckey, Catherine. Uses of new technology in higher education: Guiding principles. Institute for Computer Based Learning, Heriot-Watt University, 1992.

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Cross-cultural online learning in higher education and corporate training. Information Science Reference, 2014.

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Keengwe, Jared, and Joachim Jack Agamba. Models for improving and optimizing online and blended learning in higher education. Information Science Reference, 2015.

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CTISS, ed. Retrospective 1989 1999: Learning and teaching innovation in UK higher education. CTISS Publications, 2000.

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Torrens, Kathleen M. Taking your course online: An interdisciplinary journey. Information Age Pub., 2011.

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Book chapters on the topic "Computer-assisted instruction. Education, Higher"

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Suppes, Patrick. "Uses of artificial intelligence in computer-based instruction." In Artificial Intelligence in Higher Education. Springer Berlin Heidelberg, 1990. http://dx.doi.org/10.1007/3-540-52952-7_27.

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Wopereis, Iwan, Jimmy Frerejean, and Saskia Brand-Gruwel. "Information Problem Solving Instruction in Higher Education: A Case Study on Instructional Design." In Communications in Computer and Information Science. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-28197-1_30.

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Guo, Yanli, and Shuli Gao. "Instruction from Service Learning in America to Chinese Higher Education." In Communications in Computer and Information Science. Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-24022-5_38.

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Kalman, Calvin S. "Computer-Assisted Instruction." In Innovation and Change in Professional Education. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-66140-7_11.

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Forcheri, Paola, and Maria Teresa Molfino. "Formal techniques in higher education: A proposal." In Computer Assisted Learning. Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/3-540-55578-1_70.

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Yun, Chen, Xiang Juncao, and Su Fanglai. "Fostering mathematical thinking through gradual progression Computer Assisted Instruction." In World Conference on Computers in Education VI. Springer US, 1995. http://dx.doi.org/10.1007/978-0-387-34844-5_103.

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Perciful, Eileen Grow. "Curriculum Planning and Computer-Assisted Instruction (CAI) Within Clinical Nursing Education." In Nursing and Computers. Springer New York, 1998. http://dx.doi.org/10.1007/978-1-4612-2182-1_75.

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Chekour, Adam. "Computer Assisted Math Instruction: A Case Study for MyMathLab Learning System." In Distance Learning, E-Learning and Blended Learning in Mathematics Education. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90790-1_4.

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Zijlstra, Sjirk-Jan J., Eva J. Sugeng, Silvester Draaijer, and Margot van de Bor. "Formative Quizzing and Learning Performance in Dutch First-Year Higher Education Students." In Computer Assisted Assessment. Research into E-Assessment. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-27704-2_15.

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Draaijer, Silvester, and Bill Warburton. "The Emergence of Large-Scale Computer Assisted Summative Examination Facilities in Higher Education." In Computer Assisted Assessment. Research into E-Assessment. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-08657-6_3.

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Conference papers on the topic "Computer-assisted instruction. Education, Higher"

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Zhang, Minxia, and Yamin Zheng. "Practices and Considerations on Multimedia Assisted Instruction in Higher Education." In 2009 First International Workshop on Education Technology and Computer Science. IEEE, 2009. http://dx.doi.org/10.1109/etcs.2009.475.

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Gupta, Gopal, Pawan Saxena, and Sanjay K. Singh. "Analogy-based Instruction for Effective Teaching of Abstract Concepts in Computer Science." In Seventh International Conference on Higher Education Advances. Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13115.

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In the analogy-based learning method we map a concept that is being learned to a well-understood concept. An analogy is mainly useful when learners lack prior knowledge of the topic being learned. Computer Science (CS) is a subject whose concepts tend to be highly abstract and therefore difficult for undergraduate students to understand. Analogy-based instruction can greatly reduce a student’s burden of learning these abstract CS concepts. Role of analogy in teaching CS topics has not been adequately explored. In this paper we discuss analogy-based instruction in computer science and its advantages. Over the last decade we have developed analogies for a large number of difficult CS concepts and extensively used them in the classroom at our institution. We list these analogies and as an illustration discuss one of them (from the subfield of operating systems) in detail. We also present the evaluation of our analogy-based instruction method. Our results indicate that our techniques are quite effective in improving student learning outcomes.
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"Application of WeChat Assisted Instruction in Photoshop in Higher Vocational Colleges." In 2018 3rd International Social Sciences and Education Conference. Francis Academic Press, 2018. http://dx.doi.org/10.25236/issec.2018.075.

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Najla, A., N. Aisyah, and Meryansumayeka. "Developing HOTS-Based Computer Assisted Instruction Media for Linear Program Learning Material in Senior High School." In International Conference on Progressive Education (ICOPE 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200323.142.

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Reit, Xenia-Rosemarie. "Enhancing understanding of analytic geometry by augmented reality." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9561.

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An augmented reality (AR) system is a technology which combines computer-generated representations or information and reality in real-time. Instead of substituting the real situation, as it is possible with dynamic geometry systems (DGS), AR adds virtual objects or information to reality to make the situation experiential. The project MalAR aims at investigating the impact of an augmented reality (AR) learning environment in the subject area of analytic geometry. The focus of the AR learning environment is an AR-App, which supports learners understanding of mathematics situations usually given through textbook tasks. Mathematics situations are implemented in an AR-App such that the situation gets visually and enactively explorable by changing perspectives using the own body movement. The added value of integrating AR in mathematics classes is worked out and based on different learning theories like embodied cognition. The AR-App and first results of the pilot study will be demonstrated and presented. With the findings and results of the study evidence-based didactical insights in the teaching and learning with AR in mathematics instruction may be identified and needs for future AR-supported learning scenarios can be revealed.
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Coffin Murray, Meg, and Jorge Pérez. "Informing and Performing: A Study Comparing Adaptive Learning to Traditional Learning." In InSITE 2015: Informing Science + IT Education Conferences: USA. Informing Science Institute, 2015. http://dx.doi.org/10.28945/2140.

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Technology has transformed education, perhaps most evidently in course delivery options. However, compelling questions remain about how technology impacts learning. Adaptive learning tools are technology-based artifacts that interact with learners and vary presentation based upon that interaction. This paper compares adaptive learning with a conventional teaching approach implemented in a digital literacy course. Current research explores the hypothesis that adapting instruction to an individual’s learning style results in better learning outcomes. Computer technology has long been seen as an answer to the scalability and cost of individualized instruction. Adaptive learning is touted as a potential game-changer in higher education, a panacea with which institutions may solve the riddle of the iron triangle: quality, cost and access. Though the research is scant, this study and a few others like it indicate that today’s adaptive learning systems have negligible impact on learning outcomes, one aspect of quality. Clearly, more research like this study, some of it from the perspective of adaptive learning systems as informing systems, is needed before the far-reaching promise of advanced learning systems can be realized. A revised version of the paper was published in Informing Science: the International Journal of an Emerging Transdiscipline, Volume 18, 2015
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Williams, Norman, John Beachboard, and Robert Bohning. "Integrating Content and English-Language Learning in a Middle Eastern Information Technology College: Investigating Faculty Perceptions, Practices and Capabilities." In InSITE 2016: Informing Science + IT Education Conferences: Lithuania. Informing Science Institute, 2016. http://dx.doi.org/10.28945/3449.

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The expanding role of English as an international lingua franca has had considerable effects on higher education (HE) provision around the world. English has become the medium of choice for African HE, and its position as a medium of instruction in the Europe and Asia is strengthening (Coleman, 2006; HU, 2009). English-medium tertiary education is also commonplace in the Middle East including the United Arab Emirates (UAE), the context of the present study, where the vast majority of courses at university-level are conducted in English (Gallagher, 2011). The increasing use of English-medium programs presents particular challenges for content-area faculty who are in effect called upon to provide disciplinary instruction to students who may not be adequately language proficient. Furthermore, discipline-specific faculty may find themselves sharing responsibility to further develop their students’ English language proficiency. Information technology related schools face unique challenges. A significant majority of IT faculty come from computer science/engineering backgrounds and speak English as a second or third language. Most courses emphasize the development of technical skills and afford relatively few opportuni-ties for writing assignments. While exploratory in nature, the study proposes to identify and evaluate practices that can help IT colleges better develop their students’ proficiency in English.
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Zhang, Sumei. "Computer-Assisted Instruction in Probability and Statistics." In 2007 First IEEE International Symposium on Information Technologies and Applications in Education. IEEE, 2007. http://dx.doi.org/10.1109/isitae.2007.4409339.

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Yan Sufeng, Song Runjuan, and Sun Liming. "Computer-Assisted Language Learning in higher education." In 2011 International Symposium on Information Technology in Medicine and Education (ITME 2011). IEEE, 2011. http://dx.doi.org/10.1109/itime.2011.6130802.

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Zahorian, Stephen, Radim Belohlavek, Scott Craver, Roy McGrann, and Lei Yu. "Work in progress - bringing SOCRATES into computer-assisted instruction." In 2008 IEEE Frontiers in Education Conference (FIE). IEEE, 2008. http://dx.doi.org/10.1109/fie.2008.4720325.

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Reports on the topic "Computer-assisted instruction. Education, Higher"

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Oza, Shardul, and Jacobus Cilliers. What Did Children Do During School Closures? Insights from a Parent Survey in Tanzania. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/027.

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In this Insight Note, we report results of a phone survey that the RISE Tanzania Research team conducted with 2,240 parents (or alternate primary care-givers) of primary school children following the school closures in Tanzania. After the first case of COVID-19 was confirmed in Tanzania on 16 March 2020, the government ordered all primary schools closed the following day. Schools remained closed until 29 June 2020. Policymakers and other education stakeholders were concerned that the closures would lead to significant learning loss if children did not receive educational support or engagement at home. To help stem learning loss, the government promoted radio, TV, and internet-based learning content to parents of school-age children. The primary aims of the survey were to understand how children and families responded to the school closures, the education related activities they engaged in, and their strategies to send children back to school. The survey also measures households’ engagement with remote learning content over the period of school closures. We supplement the findings of the parent survey with insights from interviews with Ward Education Officers about their activities during the school closures. The survey sample is comprised of primary care-givers (in most cases, parents) of students enrolled in Grades 3 and 4 during the 2020 school year. The survey builds on an existing panel of students assessed in 2019 and 2020 in a nationally representative sample of schools.4 The parent surveys were conducted using Computer Assisted Telephonic Interviewing (CATI) over a two-week period in early September 2020, roughly two months after the re-opening of primary schools. We report the following key findings from this survey: *Almost all (more than 99 percent) of children in our sample were back in school two months after schools re-opened. The vast majority of parents believed it was either safe or extremely safe for their children to return to school. *Only 6 percent of households reported that their children listened to radio lessons during the school closures; and a similar fraction (5.5 percent) tuned into TV lessons over the same period. Less than 1 percent of those surveyed accessed educational programmes on the internet. Households with access to radio or TV reported higher usage. *Approximately 1 in 3 (36 percent) children worked on the family farm during the closures, with most children working either 2 or 3 days a week. Male children were 6.2 percentage points likelier to work on the family farm than female children. *Households have limited access to education materials for their child. While more than 9 out of 10 households have an exercise book, far fewer had access to textbooks (35 percent) or own reading books (31 percent). *One in four parents (24 percent) read a book to their child in the last week.
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