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Journal articles 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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1

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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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 convenie

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Ozen, Arzu, Yasemin Ergenekon, and Burcu Ulke-Kurkcuoglu. "Effects of Using Simultaneous Prompting and Computer-Assisted Instruction During Small Group Instruction." Journal of Early Intervention 39, no. 3 (2017): 236–52. http://dx.doi.org/10.1177/1053815117708998.

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The current study investigated the relation between simultaneous prompting (SP), computer-assisted instruction (CAI), and the receptive identification of target pictures (presented on laptop computer) for four preschool students with developmental disabilities. The students’ acquisition of nontarget information through observational learning also was examined. A multiple probe design across target skills was used to evaluate the intervention. The students learned to receptively identify pictures of household items when SP and CAI were used together in small group instructional sessions. In add

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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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Çardak, Çigdem Suzan. "A Multi-Perspective Investigation into Learners’ Interaction in Asynchronous Computer-Mediated Communication (CMC)." Higher Education Studies 6, no. 2 (2016): 61. http://dx.doi.org/10.5539/hes.v6n2p61.

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<p>This article focusses on graduate level students’ interactions during asynchronous CMC activities of an online course about the teaching profession in Turkey. The instructor of the course designed and facilitated a semester-long asynchronous CMC on forum discussions, and investigated the interaction of learners in multiple perspectives: learners’ views, participation in terms of quantity, participation in terms of discussed issues and collaborative construction of new knowledge. 14 graduate students were participated in the study and 12 of them were interviewed. Meanwhile, 345 message

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Hall, Cathy W. "Computer-Assisted Instruction in Reducing Errors in Scoring of the WISC—III." Psychological Reports 85, no. 3 (1999): 825–33. http://dx.doi.org/10.2466/pr0.1999.85.3.825.

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The current study assessed the effectiveness of interactive computer-assisted instruction software in reducing subsequent errors in scoring the WISC–III. Errors in scoring from 84 protocols of graduate students presented with this software simulation as part of their initial training were compared with errors in scoring from 77 protocols of graduate students without such training. These were different sets of students matched for amount of training and differing in having the training component. Protocols from the former group contained significantly fewer errors of correct assignment of point

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

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In conventional learning, teachers frequently face difficulties to deliver their materials due to limited time and practical materials in teaching network computer. Conventional teaching process, especially practical materials, has still not yet been optimal. Thus, computer and multimedia based learning is required to help the students. Besides it can reduce costs in practical materials procurement, the students can absorb the given knowledge well without thinking of the costs to buy the practical materials. Computer Assisted Instruction Method can present the learning using various media eith

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Kara, Sema. "Prospective Visual Arts Teachers’ Innovation Skills and Attitudes towards Computer Assisted Instruction." International Journal of Technology in Education and Science 4, no. 2 (2020): 98–107. http://dx.doi.org/10.46328/ijtes.v4i2.60.

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The aim of this study is to examine the prospective visual arts teachers' innovation skills and their attitudes towards computer-assisted teaching in terms of demographic and school factors. In this context, using comparative relational research model; the students' attitudes towards innovation skills and computer assisted teaching were examined with a comparative approach. The study group of this research consists of 305 visual arts teacher candidates studying at Dicle University, Anadolu University, Mersin University, Necmettin Erbakan University and Marmara University. Attitude scale and in

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Olaoluwako, Alaba, Peter Ayo Ajelabi, Lawunmi M. Oyewusi, and Juliet Inegbedion. "Computer-Assisted Programmed Instruction Revisited: A Study on Teaching Typewriting in Nigerian Higher Institution." Asian Journal of Information Technology 10, no. 2 (2011): 60–64. http://dx.doi.org/10.3923/ajit.2011.60.64.

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Kerns, Mary-Margaret. "The Effectiveness of Computer-Assisted Instruction in Teaching Tennis Rules and Strategies." Journal of Teaching in Physical Education 8, no. 2 (1989): 170–76. http://dx.doi.org/10.1123/jtpe.8.2.170.

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This study assessed the effectiveness of computer-assisted instruction in teaching tennis rules and strategies. The subjects were enrolled in two beginning tennis classes at The Pennsylvania State University. The control group (n=24) received instruction by traditional means. The experimental group (n=19) received no instruction on tennis rules and strategies during regular class periods but did interact with computer-assisted tutorials during two scheduled classes. A written test was used to measure learning and was administered during pretest, posttest, and retest. A two-factor analysis of v

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Gore, Dolores A., Gary N. Morrison, Martha L. Maas, and Elizabeth A. Anderson. "A Study of Teaching Reading Skills to the Young Child Using Microcomputer Assisted Instruction." Journal of Educational Computing Research 5, no. 2 (1989): 179–85. http://dx.doi.org/10.2190/p3td-ha2m-1m5n-gecr.

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The major purpose of this study was to determine if the five-year-old child could be taught reading skills through the computer. Fourteen children attending a preschool for low income families received specific reading skills instruction exclusively on the microcomputer. The curriculum used at the preschool was designed to eliminate any drill and practice on isolated reading skills. The study was a pretest/posttest single group design. All subjects were administered the Metropolitan Readiness Test and the results were analyzed using the one-way analysis of variance ( p < .01). A secondary p

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Forsyth, Donelson R., and C. Ray Archer. "Technologically Assisted Instruction and Student Mastery, Motivation, and Matriculation." Teaching of Psychology 24, no. 3 (1997): 207–12. http://dx.doi.org/10.1207/s15328023top2403_17.

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Computer-based teaching methods can improve the transfer of information, increase instructional focus on conceptual and methodological skills, enhance motivation, and stimulate the development of expressive skills. After reviewing a number of studies of computer-based applications, we report a correlational study of psychology students' attitudes and achievement in a technologically enhanced classroom. The results indicated that (a) students rated the computer-based instructional components positively, (b) those with weak academic backgrounds who consistently used the technology achieved highe

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Kaleli, Yavuz Selim. "The Effect of Computer-Assisted Instruction on Piano Education: An Experimental Study with Pre-service Music Teachers." International Journal of Technology in Education and Science 4, no. 3 (2020): 235–46. http://dx.doi.org/10.46328/ijtes.v4i3.115.

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This study investigated the effect of computer assisted teaching practices in piano courses in Department of Music Education of Faculty of Education on students’ success, piano playing skills and to what extent they provided permanent learning. The research was carried out with the pre-test/post-test research design with a control group, one of quasi experimental designs. In the study, the experimental group was provided computer-assisted piano instruction, while the control group received the regular curriculum instruction. There were 7 female and 6 male students in the control group and 6 ma

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Teng, Zhonghong, and Shukai Cai. "Application of Computer-Aided Instruction (CAI) in the Physical Education: Survey Analysis of Chinese Universities." Journal of Healthcare Engineering 2021 (September 24, 2021): 1–6. http://dx.doi.org/10.1155/2021/1328982.

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With the advent of artificial intelligence, computer-aided instruction has developed into intelligent computer-aided instruction. Computer-aided instruction not only overcomes many weaknesses of traditional physical education teaching but also significantly increases the teaching effect and efficiency. This article first studies and analyzes the characteristics of computer-aided instruction systems. Then, we use statistical methods and logical analysis to randomly select two classes of undergraduate students as the experimental and control group, respectively. In the control group, the traditi

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Atnip, Gilbert W. "Teaching the Use of Computers: A Case Study." Teaching of Psychology 12, no. 3 (1985): 171–72. http://dx.doi.org/10.1207/s15328023top1203_18.

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A course on the use of computers in psychology and the other social sciences is described. The course included an introduction to computers and computing and units on word processing, data analysis, data acquisition, artificial intelligence, and computer-assisted instruction, simulation, and modeling. Each unit incorporated the application of an appropriate program. Students conducted independent research projects using the computer. They evaluated the course very positively, as did the instructor. The major problems encountered in teaching the course related to the diversity of students' back

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Hadjistassou, Stella K. "Culturally Afforded Tensions in the Second Life Metaverse." International Journal of Web-Based Learning and Teaching Technologies 11, no. 2 (2016): 14–38. http://dx.doi.org/10.4018/ijwltt.2016040102.

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This study investigated the culturally contingent tensions afforded by the implementation of Second Life in transatlantic communications among 13 college-level students at a Southwestern academic institution in the United States and their instructor and an assistant professor and his graduate student at a Greek-speaking academic institution. The transatlantic transactions unfolded in IBM's virtual Green Data Center, where students and instructors engaged in critical discussions on their local community, IBM, the European Union, and the United States' sustainability practices. By analyzing stud

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Hsu, Hsiu-Hui, Chih-Fu Wu, Wei-Jen Cho, and Shih-Bin Wang. "Applying Computer Graphic Design Software in a Computer-Assisted Instruction Teaching Model of Makeup Design." Symmetry 13, no. 4 (2021): 654. http://dx.doi.org/10.3390/sym13040654.

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Methods for teaching contemporary makeup design involve drawing on paper, which requires considerable time and is difficult to edit. To change the makeup color, one must redraw their entire makeup design again, which is both inefficient and not environmentally friendly. Furthermore, design drawings are difficult to preserve. However, computer graphic design has not been used in the teaching of makeup design drawing; instead, learners rely on knowledge from professors and the experience they accumulate through practicing drawing on paper. Computer graphic design software allows users to experim

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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 r

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Ahmed, Sabri Thabit Saleh, Bushra T. A. Qasem, and Sunil V. Pawar. "Computer-Assisted Language Instruction in South Yemeni Context: A Study of Teachers’ Attitudes, ICT Uses and Challenges." International Journal of Language Education 4, no. 2 (2020): 59. http://dx.doi.org/10.26858/ijole.v4i2.10106.

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This study aimed at exploring South Yemeni EFL tertiary teachers’ attitudes towards implementing ICTs in their English language teaching, their current uses of such ICTs in their teaching and difficulties they encounter when implementing ICTs in their teaching for the purpose of getting an overall picture of ICTs-assisted language instruction in South Yemeni context and what is required for implementing a better ICTs-assisted language instruction at the concerned universities. Data were collected through a questionnaire webbed to 81 EFL teachers (n=81) and then analyzed by SPSS. The questionna

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Farrokh, Parisa. "Social-Personalized versus Computer-Personalized Methods to Teaching English Learners' Reading Comprehension Ability." Multidisciplinary Journal of Educational Research 7, no. 3 (2017): 287. http://dx.doi.org/10.17583/remie.2017.2775.

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The present study was out to compare new approaches computer assisted language learning, personalized learning program versus traditional approach to teaching second language reading comprehension ability among Iranian English learners. The participants in this study were 90 students who studied at a university of Applied Sciences and Technology in Rasht, Iran. All the participants were randomly assigned into three groups, one control group and two experimental groups. The control group went through a traditional method of teaching reading skill in the classroom. The first experimental group r

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Lin, Che-Hung, Yu-Ren Yen, and Pai-Lu Wu. "Utilizing Simulation-Based Training of Video Clip Instruction for the Store Service Operations Practice Course." International Journal of Distance Education Technologies 13, no. 4 (2015): 98–107. http://dx.doi.org/10.4018/ijdet.2015100106.

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The aim of this study was to develop a store service operations practice course based on simulation-based training of video clip instruction. The action research of problem-solving strategies employed for teaching are by simulated store operations. The counter operations course unit used as an example, this study developed 4 weeks of subunits for the course, which includes digital learning-assisted instruction through a video clip of simulation-based training to enhance students' understanding of counter operations practice. Finally, solutions for the problems encountered during the 4 weeks of

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Basöz, Tutku, and Dilek Tüfekci Can. "The effectiveness of computers on vocabulary learning among preschool children: a semiotic approach." Cypriot Journal of Educational Sciences 11, no. 1 (2016): 02. http://dx.doi.org/10.18844/cjes.v11i1.266.

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Semiotics in foreign language learning has recently achieved some prominence as a theoretical foundation for language teaching and learning. Although there have been a number of research on the semiotics in foreign language learning, the practical use of semiotics in preschool classroom environment still remains unanswered. What is more, the effectiveness of computers on vocabulary learning among preschool children is still an obscure area, which attracts the attentions of researchers, scholars and practitioners. Thus, the present study aims to investigate whether there is a significant differ

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Block, Evelyn B., Debra L. Simpson, and D. Kim Reid. "Teaching Young Children Programming and Word Processing Skills: The Effects of Three Preparatory Conditions." Journal of Educational Computing Research 3, no. 4 (1987): 435–42. http://dx.doi.org/10.2190/twkv-24ar-h12k-mfrl.

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Ninety-two students from kindergarten, first, and second grades participated in the study. Students were randomly assigned to one of three preparatory groups: Computer Assisted Instruction (CAI), Keyboard Instruction (KEY), and Robot Instruction (ROB). Students were regrouped for instruction in LOGO and word processing, which continued until children met ending criteria. New LOGO and writing tasks were presented and the students' performances compared across preparatory conditions. Results indicated that students in the KEY groups obtained the highest scores on the LOGO and writing tasks, foll

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Agrawal, Dinesh Chandra, Hsing-Yu Hou, and Tao-Ming Cheng. "The Evaluation of Competency-Based Diagnosis System and Curriculum Improvement of Information Management." International Journal of Information and Communication Technology Education 17, no. 2 (2021): 87–102. http://dx.doi.org/10.4018/ijicte.2021040106.

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Teaching evaluation is an important issue in the learning process in higher education. In addition to the teaching evaluation on campus, feedback from alumni is also very important to instruction improvement. Undergraduates and graduates in universities are the main labor force in Taiwan; therefore, many higher education institutions pay attention to the feedback of competency. However, the written questionnaire has limitations and lacks sufficient evidence to improve curriculum planning and instruction activities. In the present study, a systematic survey in the ‘University Career and Compete

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Kayan, Adil, and İbrahim Seçkin Aydın. "The Effect of Computer-Assisted Educational Games on Teaching Grammar." World Journal of Education 10, no. 1 (2020): 117. http://dx.doi.org/10.5430/wje.v10n1p117.

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Discussions on how grammar should be taught have continued for decades. Previous studies have reported that today’s students called as Generation Z have shown negative attitudes toward grammar teaching with traditional methods and techniques, and that their academic achievements have failed to meet expectations. Not using methods and techniques that are consistent with the adopted philosophy of education hinders the success of this process. The study investigated the impact of computer-assisted instruction and correspondingly computer-assisted educational games on grammar academic achievement

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Kiraly, Zsuzsanna. "Solfeggio 1: A Vertical Ear Training Instruction Assisted by the Computer." International Journal of Music Education os-40, no. 1 (2003): 41–58. http://dx.doi.org/10.1177/025576140304000105.

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The aim of this paper is to describe the process of solfège learning when assisted by computers. The research was conducted in the Länsi-Uusimaa Music Institute in Finland. The study focused on pupils’ attitudes, opinions, motivation, and learning-outcomes using computer-based music learning. We also examined how Solfeggio 1, the new electronic ear-training material, works. Jukka Louhivuori (1990) has examined the didactical questions of computer-assisted music education. He emphasized that learning music with a computer does not mean the replacement of “real” music. The notions of learning an

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Yang, Jing, and Zhen Zhao. "Development and Implementation of Computer Assisted Instruction System in Physical Education Based on ASP.NET Technology." International Journal of Emerging Technologies in Learning (iJET) 14, no. 13 (2019): 145. http://dx.doi.org/10.3991/ijet.v14i13.10712.

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Due to the practicalness of physical education (PE) teaching, the computer-assisted instruction (CAI) in PE can deepen students’ understanding through vis-ual teaching methods. The purpose of this paper is to study the development and implementation of CAI system in PE. To this end, based on hardware such as campus network and internet, B/S/D three-layer system was adopted in this paper as the system architecture, and ASP.NET technology was used to realize system functions. The research results show that the system is divided into four parts: the teaching resource module, the online Q&A mo

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Koufogiannakis, Denise, and Natasha Wiebe. "Effective Methods for Teaching Information Literacy Skills to Undergraduate Students: A Systematic Review and Meta-analysis." Evidence Based Library and Information Practice 1, no. 3 (2006): 3. http://dx.doi.org/10.18438/b8ms3d.

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Objective - The objective of this review was to assess which library instruction methods are most effective for improving the information skills of students at an introductory, undergraduate level, using cognitive outcomes (measuring changes in knowledge). The study sought to address the following questions: 1) What is the overall state of research on this topic? 2) Which teaching methods are more effective?  Methods - Systematic review methodology was used. Fifteen databases were searched for relevant articles retrieving 4356 potentially relevant citations. Titles and

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Al-Seghayer, Khalid. "ESL/EFL Instructors’ Perceptions of the Importance of Computer-assisted Reading in L2 Reading Instruction." Theory and Practice in Language Studies 6, no. 9 (2016): 1753. http://dx.doi.org/10.17507/tpls.0609.05.

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English instructors’ perceptions of computer-assisted reading (CAR) influence their tendency to integrate it in the L2 reading classroom. Accordingly, this study assessed English instructors’ perceptions of the importance of electronic text in L2 reading and their general attitudes about the role and effectiveness of computers in teaching ESL/EFL. To this end, 70 ESL/EFL instructors at multiple universities responded to a two-part survey containing 34 items and open-ended questions about the respondents’ general attitudes about computers in language teaching and learning, and the importance of

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D'Souza, Patricia Veasey. "A CAI Approach to Teaching an Office Technology Course." Journal of Educational Technology Systems 17, no. 2 (1988): 135–40. http://dx.doi.org/10.2190/af7g-yj8g-3tq5-64xq.

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Computerized instruction has already affected our accepted notions of “teaching” to a considerable extent, and is certain to have increasing influence in the future. As we cultivate computerized technology into our educational systems, care must be taken to insure that these new computerized methods are in accordance with our hard-earned knowledge concerning teaching and learning. This study investigates the difference between Computer-assisted Instruction (CAI) and the more traditional lecture instruction in teaching an office technology course. Results using t-tests indicated that students i

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Nicol, M. M., and A. Anderson. "Computer-Assisted versus Teacher-Directed Teaching of Community Living Skills in People with a Mild Learning Disability." British Journal of Occupational Therapy 60, no. 11 (1997): 498–502. http://dx.doi.org/10.1177/030802269706001111.

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An experiment was carried out in which adults with a learning disability of the mild type undertook either computer-assisted or teacher-implemented instruction in community living skills, with a third group acting as a control group. All groups were pre-tested on a standardised psychometric measure of community living skills (the HANC 2 subscale of the Hampshire Assessment for Living with Others test), after which the experimental groups received one half-day per week training in such skills as money handling and budgeting for 3 months, when all groups were reassessed. It was found that both t

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K. Ronoh, Peter, Fred N. Keraro, and Samuel W. Wachanga. "Enhancing Biology Achievement of Secondary School Learners Using Experiential Computer Assisted Instruction." International Education Studies and Sustainability 1, no. 1 (2021): p58. http://dx.doi.org/10.22158/iess.v1n1p58.

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This paper reports a study that investigated effects of Experiential Computer Assisted Learning (ECAI) on learners’ achievement in Biology in Kenya. Solomon’s Non-Equivalent group four research design was used. Four schools were purposively sampled. The schools were randomly assigned to four groups, two experimental and two control groups. All the learners covered same content. Teachers of the experimental groups used ECAI while teachers of control groups used regular approaches. The study focused on the topic Genetics and involved a sample of 163 Form Four learners. Biology Achievement Test (

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Ronoh, Peter K., Fred N. Keraro, and Samuel W. Wachanga. "Enhancing Biology Achievement of Secondary School Learners Using Experiential Computer Assisted Instruction." International Education Studies and Sustainability 1, no. 1 (2021): p59. http://dx.doi.org/10.22158/iess.v1n1p59.

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This paper reports a study that investigated effects of Experiential Computer Assisted Learning (ECAI) on learners’ achievement in Biology in Kenya. Solomon’s Non-Equivalent group four research design was used. Four schools were purposively sampled. The schools were randomly assigned to four groups, two experimental and two control groups. All the learners covered same content. Teachers of the experimental groups used ECAI while teachers of control groups used regular approaches. The study focused on the topic Genetics and involved a sample of 163 Form Four learners. Biology Achievement Test (

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Yang, Shang Wu, and Wei Li Yao. "Discussions of How to Use Computer to Arouse Students' Study Interest of Higher Mathematics." Applied Mechanics and Materials 543-547 (March 2014): 4226–30. http://dx.doi.org/10.4028/www.scientific.net/amm.543-547.4226.

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We all know that the interest is the best teacher. And it is also well known that higher mathematics is difficult to study curriculum. It is important to arouse the interest of higher mathematics. Computer assisted instruction (CAI) has an importance on modern teaching methods and it is also an effective one. In this article we consider the interactive activities between the computer and teaching activities. On the one hand is the theoretical link between the teaching and the computer, i.e., we want to let students know the application of the theoretical knowledge. On the other hand is the com

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Liu, Suya, and Sihong Zhang. "A Bibliometric Analysis of Computer-assisted English Learning from 2001 to 2020." International Journal of Emerging Technologies in Learning (iJET) 16, no. 14 (2021): 53. http://dx.doi.org/10.3991/ijet.v16i14.24151.

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The aim of this study was to reveal hotspots and frontiers of computer-assisted English learning (CAEL) studies indexed by EI Compendex database from 2001 to 2020 via bibliometric analysis. The publication output has exponentially grown in the past two decades and is likely to progress in the next several years. China occupied the leading position， while Lecture Notes in Computer Science was the most prolific journal, and Deyi Xiong was the most productive author. Keyword analysis was assisted by VOSviewer software. Our results show that “computer aided instruction”, “computer aided language t

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Lixian, Guo. "Developing an Art Design Courseware Based on Visual Communication Technology and Computer Aided Instruction Technology." International Journal of Emerging Technologies in Learning (iJET) 10, no. 3 (2015): 46. http://dx.doi.org/10.3991/ijet.v10i3.4581.

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Modern teaching has undergone academic reform through information technology. Given the specificity of art design, this field requires the use of multimedia resources and the popularization of teaching courseware. However, the development of teaching courseware remain problematic. The academic research results in this field are still rooted on theories and lack practical significance. This study adopts the perspective of visual communication design technology and combines it with computer-assisted instruction technology to discuss art courseware design making. The teaching courseware is design

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Williams, Flossie. ""Computer Assisted Instruction in Learning Science Concepts at Eighth Standard Level - An Experiment "." Artha - Journal of Social Sciences 8, no. 1 (2009): 18. http://dx.doi.org/10.12724/ajss.14.3.

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Traditional method of teaching, wherever it is practiced, has become non professional in the field of Educational Technology. It is a universal problem but its incidence is more in underdeveloped countries like India .That's why , NPE 1986 and Revised Educational policies emphasized on the application of technology in the field of Education. Therefore ,the State government came forward to create an awareness of C.A.I. & C.A.L. among class room teachers through software companies like INTEL WIPRO etc., by organizing training program viz., 'Teach To The Future'. However, the present study de

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Woodward, John, Douglas Carnine, and Maria Collins. "Closing the Performance Gap: CAI and Secondary Education for the Mildly Handicapped." Journal of Educational Computing Research 4, no. 3 (1988): 265–86. http://dx.doi.org/10.2190/fycq-96d6-4aar-1ld6.

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Secondary mildly handicapped students are frequently expected to pass a set of academic competencies in order to graduate from high school along with their non-handicapped peers. Typically, resource room instruction for these mildly handicapped students involves considerable practice on elementary facts and concepts and relatively little time devoted to more complex information and problem-solving activities. Well designed computer assisted instruction can not only teach the latter, but it can lead students to perform at skill levels commensurate with their non-handicapped peers. This article

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Pourhosein Gilakjani, Abbas, and Ramin Rahimy. "Using computer-assisted pronunciation teaching (CAPT) in English pronunciation instruction: A study on the impact and the Teacher’s role." Education and Information Technologies 25, no. 2 (2019): 1129–59. http://dx.doi.org/10.1007/s10639-019-10009-1.

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McKissick, Bethany R., Luann Ley Davis, Fred Spooner, Larry B. Fisher, and Carlie Graves. "Using Computer-Assisted Instruction to Teach Science Vocabulary to Students With Autism Spectrum Disorder and Intellectual Disability." Rural Special Education Quarterly 37, no. 4 (2018): 207–18. http://dx.doi.org/10.1177/8756870518784270.

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Rural special educators face unique challenges in providing high quality special education services, especially when teaching grade-aligned science content. Computer-assisted instruction (CAI) is one strategy that has the potential to address two major challenges (i.e., a lack of preservice training and limited professional development opportunities) in providing grade-aligned content instruction with fidelity. This study investigated the use of a CAI intervention package to teach three middle school students with autism spectrum disorder and intellectual disability the structure and function

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Liu, Xianghu, Yanni Liu, and Jih-Fu Tu. "Multimedia Technology and Learner Autonomy: An Experimental Study for Asymmetric Effects." Symmetry 12, no. 3 (2020): 462. http://dx.doi.org/10.3390/sym12030462.

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One of the advantages of multimedia-assisted instruction is that it makes students more interested in sustainable learning and assists them to access information and learn more effectively. This research sought to explore the asymmetric effects of the development of sustainable multimedia-assisted instruction (MAI) on student reading practice in areas such as the implementation of learner autonomy and the improvement of reading ability, primarily based on multimedia technology-assisted instruction. This experiment was conducted in a junior high school in China. Eighty-six students from two par

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