Relevant bibliographies by topics / Computer-assisted instruction – Study and teaching (Graduate)

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

Academic literature on the topic 'Computer-assisted instruction – Study and teaching (Graduate)'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 February 2022

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Journal articles on the topic "Computer-assisted instruction – Study and teaching (Graduate)"

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Abdel Latif, Muhammad M. M. "Corpus literacy instruction in language teacher education: Investigating Arab EFL student teachers’ immediate beliefs and long-term practices." ReCALL 33, no. 1 (2020): 34–48. http://dx.doi.org/10.1017/s0958344020000129.

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AbstractWith the increasing recognition of the pedagogical applications of corpus linguistics, there has been a growing interest in developing teachers’ corpus literacy to popularize the use of corpora in language education. This longitudinal study investigated Arab Gulf EFL student teachers’ immediate and long-term responses to corpus literacy instruction. After teaching a corpus literacy component to two classes of student teachers in a graduate computer-assisted language learning course they attended, the author collected focus group data about their views on this instruction and their own
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Walker, Stephanie. "Computer-Assisted Library Instruction and Face-to-Face Library Instruction Prove Equally Effective for Teaching Basic Library Skills in Academic Libraries." Evidence Based Library and Information Practice 3, no. 1 (2008): 57. http://dx.doi.org/10.18438/b8b62p.

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A review of: 
 Zhang, Li, Watson, Erin M. and Banfield, Laura. "The Efficacy of Computer-Assisted Instruction Versus Face-to-Face Instruction in Academic Libraries: A Systematic Review." The Journal of Academic Librarianship 33.4 (July 2007): 478-484.
 
 Objective – To conduct a systematic review of several studies comparing the efficacy of face-to-face versus computer-assisted instruction (CAI) for teaching basic library skills to patrons of academic libraries.
 
 Design – Systematic review of existing studies (randomised controlled trials and controlled trials). &#x0
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Salih, Abdelrahman Abdalla, and Lamis Ismail Omar. "Season of Migration to Remote Language Learning Platforms: Voices from EFL University Learners." International Journal of Higher Education 10, no. 2 (2020): 62. http://dx.doi.org/10.5430/ijhe.v10n2p62.

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The abrupt disruption of the traditional face-to-face language instruction due to the unprecedented COVID-19 pandemic has forced many schools and higher learning institutions in Oman and around the globe to establish a virtual learning environment. This crisis-prompted remote learning has been a new experience for most teachers and students alike, a variable that may affect students' learning. Thus, it is significant to understand the students' experience with online teaching and learning. This study explicitly examines online teaching and learning as perceived by English as a Foreign Language
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Fox, Eric J., and Howard J. Sullivan. "Comparing Strategies for Teaching Abstract Concepts in an Online Tutorial." Journal of Educational Computing Research 37, no. 3 (2007): 307–30. http://dx.doi.org/10.2190/ec.37.3.e.

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The purpose of this study was to compare traditional classification training for a set of abstract concepts with multiple-relations training consisting of inference practice and the use of a content diagram. To examine this, 200 undergraduate and graduate psychology students completed a Web-based tutorial covering the abstract concepts of a psychological theory of language and cognition. All participants received the same core instructional content and practice activities varied by experimental condition: some participants received classification training, some received multiple-relations trai
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Rai, Amandeep Singh, Jordan Glicksman, Eric Wong, Phil Doyle, and Kevin Fung. "Using a Computer Module to Teach Use of the EpiPen®." Canadian Medical Education Journal 2, no. 2 (2011): e73-e80. http://dx.doi.org/10.36834/cmej.36572.

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Background: The medical literature suggests that patients and physicians are deficient in their ability to use a self-injectable epinephrine device (EpiPen®) for management of anaphylaxis. This study aims to determine whether a computer module is an effective tool for the instruction of a technical skill to medical trainees.Methods: We conducted a two group comparison study of 35 Post-Graduate Year 1 and 2 Family Medicine residents. Participants were instructed on use of the EpiPen® using either a written module or a computer module. Participants were evaluated on use of the EpiPen® using sta
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Ho, Shu Fang, Ming Jing Elizabeth Tan, and Fatimah Lateef. "Computer-Based Simulation by Emergency Medicine Resident-Educator for Medical Students during the COVID-19 Pandemic." Education in Medicine Journal 13, no. 2 (2021): 41–53. http://dx.doi.org/10.21315/eimj2021.13.2.4.

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Today, residents in all disciplines are expected to be involved in not just educating themselves but in the education of others and peers as well. They are involved in a wide spectrum of teaching and instruction techniques such as case presentations, lectures, practical hands-on teaching, bedside clinical tutorials, informal discussions and simulation-based training. Simulation-based teaching has been playing an increasingly important role in both residency training as well as medical school curricula. In particular, it appeals to adult learners as it very task-driven and task-oriented, it all
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Minicozzi, Lisa L. "iPads and pre-service teaching: exploring the use of iPads in k-2 classrooms." International Journal of Information and Learning Technology 35, no. 3 (2018): 160–80. http://dx.doi.org/10.1108/ijilt-05-2017-0032.

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PurposeThe purpose of this paper is to empower teacher candidates to integrate technology into classroom learning. The participating teacher candidates were provided with tools – iPads and software applications to enhance their ability to better meet the needs of all K-2 students. Teacher candidates had the opportunity to explore the range of pedagogical strategies the iPad facilitated through lesson planning and instructional practice. In addition, this research study found that when teacher candidates are given individualized training on the iPad, they have greater comfort with integrating i
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Montelongo, Ricardo, and Paul William Eaton. "Online learning for social justice and inclusion." International Journal of Information and Learning Technology 37, no. 1/2 (2019): 33–45. http://dx.doi.org/10.1108/ijilt-11-2018-0135.

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PurposeThe purpose of this paper is to examine the online pedagogical practices and technological tools that influenced the attainment of skills and knowledge associated with professional multicultural competence in a graduate student online course focused on social justice and inclusion.Design/methodology/approachThis qualitative case study includes a total of ten student participants. Two theoretical orientations guide the study. Mishra and Koehler’s (2006) model of technological pedagogical content knowledge is provided to understand the reciprocal relationship between content, pedagogy, kn
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Çalışkan, Erkan. "Examination of Turkish master theses and doctoral dissertations in terms of using innovative technologies in education among 2011-2015 Eğitimde yenilikçi teknolojilerin kullanımı açısından Türkiye’de son beş yıl içerisinde (2011-2015) tamamlanmış lisansüstü tezlerin incelenmesi." Journal of Human Sciences 14, no. 1 (2017): 496. http://dx.doi.org/10.14687/jhs.v14i1.4169.

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After technological improvements; desktops, laptops, palms, tablets, smart phones, and now wearable technologies are very popular for users. These changes have affected education and instruction activities closely. In order to have successful technology integration implementations, new technologies should be used for educational purposes. Innovative technologies have been changed day by day. Nowadays, computer aided gesture based learning, augmented reality, virtual reality, and wearable technologies would be seen as innovative technologies. Technology integration is one of the most important
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Xu, Tian. "Study on the Computer-Assisted English Writing Instruction." Advanced Materials Research 1044-1045 (October 2014): 1660–63. http://dx.doi.org/10.4028/www.scientific.net/amr.1044-1045.1660.

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The computer technology has been widely applied in the English teaching and has become a strong support for the modern English teaching. As for the English writing, multi-media based on the computer technology make the class atmosphere active, arouse the students’ interest and in the meanwhile improve the efficiency of English writing. However, there exist some potential drawbacks in the computer-assisted English writing instruction.
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Dissertations / Theses on the topic "Computer-assisted instruction – Study and teaching (Graduate)"

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Atkins, Anthony T. "Digital deficit : literacy, technology, and teacher training in rhetoric and composition programs." Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1301627.

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This dissertation addresses three distinct areas of composition: literacy,technology, and teacher training. The research questions I investigate are as follows:Are graduate programs in rhetoric and composition offering preparation for teaching new literacies, especially with digital technology? If so, what is the nature of that training?Does the faculty within a program perceive that training to be effective? Is thattraining perceived to be effective by graduate students?How do individual programs shape their graduate technology training to reflectand manifest specific programmatic agendas and
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Poe-Greskamp, Marlene. "Pedagogical issues in online nursing graduate courses." CardinalScholar 1.0, 2010. http://liblink.bsu.edu/uhtbin/catkey/1560836.

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One of the core issues in distance education has been the adequacy of assessment of student experiences and the interaction between faculty and students. This challenge has become even greater with the increase in the numbers of online courses in nursing. Distance education programs that are delivered totally online have many advantages and some disadvantages. Masters level nursing students are choosing online programs for convenience, flexibility, and quality. The purpose of this study was two-fold: to describe Masters nursing students’ perceptions of online courses between 2005 and 2009, as
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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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Fung, Chi-yuen Eddie, and 馮志遠. "The effectiveness of computer assisted instruction and teacher assisted instruction for teaching English words to mentallyhandicapped children with Autism." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961605.

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Mak, Yee-chi. "A study on the relationship between teachers' conceptions of teaching and use of information technology in teaching." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23436700.

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Lui, Man, and 呂雯. "The effects of computer-assisted instruction and teacher-assisted instruction on preschool children's learning of arithmetic tasks." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959684.

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Callahan, Philip. "Learning and development of probability concepts: Effects of computer-assisted instruction and diagnosis." Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184873.

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This study considered spontaneous versus feedback induced changes in probability strategies using grouped trials of two-choice problems. Third and sixth grade Anglo and Apache children were the focus of computer assisted instruction and diagnostics designed to maximize performance and measure understanding of probability concepts. Feedback, using indeterminate problems directed at specific strategies, in combination with a large problem set permitted examination of response latency and hypothesis alternation. Explicit training, in the form of computer based tutorials administered feedback as:
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Schroeder, Leah M. "The value of computer-assisted instruction in secondary science education." CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/172.

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Halabi, Abdel K. "Applying cognitive load theory concepts to the design and evaluation of CBL materials and feedback in teaching introductory accounting." Monash University, Dept. of Accounting and Finance, 2004. http://arrow.monash.edu.au/hdl/1959.1/9653.

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Payne, John William 1946. "A Study of the Effectiveness of Using Computer- Assisted Instruction for Teaching the Interpretation of Weather Reports and Forecasts to College Students." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc278543/.

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The purpose of this study was to assess the effectiveness of computer-assisted instruction (CAI) as a method of delivery. Student attitude toward method of instruction was examined. Additionally, the amount of study time required by the students was observed.
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Books on the topic "Computer-assisted instruction – Study and teaching (Graduate)"

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Workshop on Advanced Technology for Engineering Education (1998 Hampton, Va.). Advanced technology for engineering education: Proceedings of a workshop sponsored by the National Aeronautics and Space Administration, Washington, D.C., and the University of Virginia Center for Advanced Computational Technology, Hampton, VA, and held at the Peninsula Graduate Engineering Center, Hampton, Virginia, February 24-25, 1998. NASA STI Program Office, 1998.

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Beatty, Ken. Teaching and researching computer-assisted language learning. 2nd ed. Longman, 2010.

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Beatty, Ken. Teaching and researching computer-assisted language learning. 2nd ed. Longman, 2010.

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Teaching and researching computer-assisted language learning. Longman, 2003.

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Teaching and researching computer-assisted language learning. 2nd ed. Longman, 2010.

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Selfe, Cynthia L. Computer-assisted instruction in composition: Create your own. National Council of Teachers of English, 1986.

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Teaching music with technology. GIA Publications, 1996.

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1948-, Taylor Ron, and Tetlow Linda, eds. Teaching mathematics using ICT. 3rd ed. Continuum International Pub. Group, 2010.

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Zou, Bin. Computer-Assisted Foreign Language Teaching and Learning: Technological Advances. Information Science Reference, 2013.

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Evans, John Frank. A computer-assisted pedagogical model for transacting with literature. National Council of Teachers of English, 1995.

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Book chapters on the topic "Computer-assisted instruction – Study and teaching (Graduate)"

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Dong-Dong, Cui, Qu Yang, and Lin Qiu-Ping. "A Study of Application of Computer Assisted Instruction (CAI) in Wushu Teaching." In Advanced Technology in Teaching - Proceedings of the 2009 3rd International Conference on Teaching and Computational Science (WTCS 2009). Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-25437-6_76.

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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. 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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Yeh, Ellen, and Guofang Wan. "The Use of Virtual Worlds in Foreign Language Teaching and Learning." In Computer-Assisted Language Learning. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7663-1.ch093.

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This book chapter presents, a review of the literature from 2004-2014 regarding the various models of virtual worlds used in foreign language teaching and learning, the impact of virtual world learning environments and the implications of language teaching. The study being reported aims to address the following questions: (1) What are the models of virtual worlds used in language learning instruction in K-12 and higher education; (2) How do VWLEs impact language learning in terms of motivation, communicative competency, intercultural competency, collaborative competency, constructivist learning, and sociocultural competency; and (3) What are the implications of using VWLEs in foreign language teaching and learning? Results indicate that social context and task-based learning enhanced language learners' participation and motivations. Findings also indicate that consistent use of interactional strategies encouraged learners to engage in the tasks and stay motivated. The study suggested that a VWLE offers a motivating, engaging, and multi-dynamic environment for language learners.
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Sun, Mingyu, Yea-Fen Chen, and Andrew Olson. "Developing and Implementing an Online Chinese Program." In Computer-Assisted Foreign Language Teaching and Learning. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2821-2.ch010.

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The virtual language classroom is becoming more commonplace, and for many instructors it is even a requirement. This chapter aims to present a virtual language classroom case study and to propose a prototype for instructors to develop and implement fully online entry-level language classes, as well as to provide guidelines and recommendations for their reference as they redesign traditional face-to-face language courses to fit the online modality. As the case study progressed, the authors discovered that this new modality of online language instruction poses many challenges. Their research aims to answer questions, such as: 1) is the online instruction in the case study comparable to the face-to-face class? and 2) how can one best balance synchronous and asynchronous components in an entry-level online language (Chinese in specific) course?
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Babb, Armando Paulino Preciado. "Geometry for Computer Graphics in K-12 Education." In Advances in Educational Technologies and Instructional Design. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1479-5.ch004.

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Computing education and computational thinking have gained increasing attention in education both as means to support the learning of other subjects, such as mathematics, science, and humanities, and as outcomes by themselves. This chapter proposes a focus on teacher knowledge of geometry for computer graphics used for virtual image manipulation and coding in the context of an online graduate course for teachers. Teachers were required to design tasks for their classrooms that incorporated the content of the course and to participate in an online discussion forum. These tasks, along with the discussion entries, are analyzed, and suggestions are provided for how to incorporate relevant geometrical content used in computer graphics. Teacher challenges to learn and incorporate this content in the classroom are addressed, along with recommendations for teacher education. The findings of this study are discussed in terms of teachers' knowledge for teaching geometry for computer graphics.
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Momeni, Ghodrat. "The Impact of Corpus-Based Vocabulary Teaching/Learning on Vocabulary Retention across Language Proficiency Levels." In Computer-Assisted Language Learning. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7663-1.ch013.

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In this chapter the impact of corpus-based vocabulary teaching/learning on vocabulary retention among EFL learners with different levels of language proficiency was studied. Four groups of students (two experimental and two control) participated in the study. The experimental groups received vocabulary instruction based on the techniques and procedures of the lexical approach. The control groups were taught with conventional techniques of vocabulary teaching. Vocabulary learning and retention were assessed by two vocabulary tests taken immediately after the treatment and with a 2-month delay respectively. The result showed that the lower proficiency experimental group outperformed other groups in the first vocabulary test, while in the second vocabulary test no significant difference was found between the experimental groups with different language proficiencies.
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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. 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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Khoii, Roya, and Zahra Arabsarhangi. "Developing Young EFL Learners' Writing Skill in Wikis' Collaborative Environment." In Computer-Assisted Language Learning. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7663-1.ch067.

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In this chapter the impact of corpus-based vocabulary teaching/learning on vocabulary retention among EFL learners with different levels of language proficiency is studied. Four groups of students (two experimental and two control) participated in the study. The experimental groups received vocabulary instruction based on the techniques and procedures of the lexical approach. The control groups were taught with conventional techniques of vocabulary teaching. Vocabulary learning and retention were assessed by two vocabulary tests taken immediately after the treatment and with a 2-month delay respectively. The result showed that the lower proficiency experimental group outperformed other groups in the first vocabulary test, while in the second vocabulary test no significant difference was found between the experimental groups with different language proficiencies.
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Fuchs, Carolin. "The Structural and Dialogic Aspects of Language Massive Open Online Courses (LMOOCs)." In Computer-Assisted Language Learning. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7663-1.ch073.

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This case study contributes to the growing body of research on Language Massive Open Online Courses (LMOOCs) by examining their structural aspects (i.e., layout and format) and dialogic nature (i.e., interaction and negotiation) from the language learner's perspective. This exploratory study draws on data from 15 student teachers of English as a Second/Foreign Language at a private graduate institution on the East Coast of the U.S. As required by their technology elective, participants who were enrolled in a beginner-level LMOOC of their choice kept a log of their learning process/progress over a period of eight weeks. At the end of the course, they were invited to fill out a post-project questionnaire to reflect on their overall experience. The goal of the project was to educate student teachers on the pedagogical underpinnings of LMOOCs while exposing them to online language learning. In this study, the focus was primarily on self-reported system interaction and profile data since the Author was not involved in the design of any of the LMOOCs. Data collection instruments included a needs analysis, weekly LMOOC logs, and a post-LMOOC questionnaire. According to the questionnaire results, student-teachers' motivation was “satisfactory,” and only four out of 15 student teachers completed their LMOOCs. Results further showed that structural aspects (i.e., content, materials, and procedures) rank higher than dialogic aspects (i.e., scaffolding and feedback). This questions the over-reliance on content transmission and instructivist (or teacher-instruction) approaches in LMOOCs, especially since MOOCs enrolment numbers rely heavily on learner's self-motivation to sign up and complete a course.
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Pineda, Jorge Eduardo. "Development of Language Accuracy Using Synchronous and Asynchronous Learning Activities." In Computer-Assisted Language Learning. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7663-1.ch045.

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Language teaching is a field in constant evolution and the use of technology has boosted its development. This article explores the design and the implementation of synchronous and asynchronous learning activities to develop oral skills in an online English course. The article uses a mix-methods approach that combines qualitative and quantitative research methods. The participants in the study were 6 graduate students. The main findings of this investigation show that the synchronous learning activities prompt errors that translate into opportunities for learning. These results show that the use of asynchronous learning activities produce errors despite the fact that the participants have time to prepare and anticipate language inaccuracies. The results suggest that the use of asynchronous learning activities promotes the development of language awareness as participants can identify general categories of errors.
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Conference papers on the topic "Computer-assisted instruction – Study and teaching (Graduate)"

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Attia, Farouk, and Ibrahim Elsamahy. "Effectiveness of Utilizing Computer Assisted Instruction in Teaching CAD to Engineering Students." In ASME 2004 International Mechanical Engineering Congress and Exposition. ASMEDC, 2004. http://dx.doi.org/10.1115/imece2004-60579.

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This paper presents the results of an experimental study to investigate and evaluate the effectiveness of utilizing computer-assisted instruction (CAI) as a stand-alone educational tool to teach computer-aided drafting (CAD) in engineering and technology programs. While the literature is rich with research in the field of evaluating CAI as a supplementary educational tool [11], a very limited number of publications dealt with evaluating CAI as a stand-alone system [7, 16, 9]. Also, none of the published studies focused on engineering or engineering technology education utilizing CAD systems. I
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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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