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Journal articles on the topic 'Computer classes'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 May 2022

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1

Kay, David G. "Large introductory computer science classes." ACM SIGCSE Bulletin 30, no. 1 (1998): 131–34. http://dx.doi.org/10.1145/274790.273177.

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2

Hodges, Laurent. "Computer problems for large classes." Physics Teacher 32, no. 1 (1994): 16–17. http://dx.doi.org/10.1119/1.2343888.

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3

Watson, Deryn. "Computer classes or curriculum integration?" Education and Computing 8, no. 1-2 (1992): 187–88. http://dx.doi.org/10.1016/0167-9287(92)80032-7.

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4

Zhang, Yixin, and Sue Espinoza. "Affiliations of Computer Self-Efficacy and Attitudes with Need for Learning Computer Skills." Journal of Educational Computing Research 17, no. 4 (1997): 371–83. http://dx.doi.org/10.2190/3gny-apr6-51q8-402n.

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This study investigated relationships concerning computer efficacy, attitudes toward computers, and need for learning computer skills. A total of 296 undergraduate students from a regional state university participated in this study in 1996. Three research questions were measured by Attitudes toward Computer Technologies and Confidence and Desired Knowledge with Computer Technologies. Statistical analyses consisted of simultaneous multiple regression, ANOVA and Tukey's HSD. ANOVA revealed that students from computer classes had more need for learning computing skills than students from a non-c

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5

Shashaani, Lily. "Gender-Differences in Computer Experience and its Influence on Computer Attitudes." Journal of Educational Computing Research 11, no. 4 (1994): 347–67. http://dx.doi.org/10.2190/64md-htkw-pdxv-rd62.

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This study of 902 boys and 828 girls in secondary school shows that gender-differences in computer experience has a direct relationship to computer attitudes. The data analysis supports the hypothesis that male students have more computer experience than female students. This experience is measured by the number of computer classes attended, the amount of computer usage, and having access to a home computer. Boys showed more positive attitudes toward computers than girls. The number of classes students attended, and the amount of computer usage was positively related to computer interest, comp

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Levine, Tamar, and Smadar Donitsa-Schmidt. "Computer Experience, Gender, and Classroom Environment in Computer-Supported Writing Classes." Journal of Educational Computing Research 13, no. 4 (1995): 337–57. http://dx.doi.org/10.2190/dr9y-pxfj-jrwl-cfd8.

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This experimental study explores whether, and to what extent, do differences in gender and experience with word processing affect how students perceive their classroom environment in high school writing classes. The study was conducted in thirty-four classrooms and includes data from 951 students. The experimental group was comprised of twenty-four writing classes implementing an instructional approach to writing through computer-supported instruction. Ten classes which did not use computers in their writing classes served as a control group. The data revealed significant differences in all di

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7

Ballesteros, F. J., V. Matellan-Olivera, J. Centeno-Gonzalez, P. de-las-Heras-Quiros, and J. M. Gonzalez-Barahona. "Libre software for computer science classes." IEEE Software 17, no. 3 (2000): 76–79. http://dx.doi.org/10.1109/52.896253.

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8

Pamula, F., G. J. Wigmore, and J. F. Wheldrake. "Computer mediated learning in laboratory classes." Biochemical Education 24, no. 3 (1996): 141–42. http://dx.doi.org/10.1016/0307-4412(96)00025-8.

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9

Newby, Michael, and Darrell Fisher. "An Instrument for Assessing the Learning Environment of a Computer Laboratory." Journal of Educational Computing Research 16, no. 2 (1997): 179–90. http://dx.doi.org/10.2190/2rbc-gqvh-bcb1-let1.

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Computers have been used in higher education for over thirty years both as a subject of study and as a tool to assist in the learning process within other disciplines. In that time, computer laboratory classes have played a major role in the teaching of computing subjects. Despite the perceived importance of laboratory classes little research has been done on computer laboratory environments and their effect upon learning. This article describes two instruments. One was designed to assess students' perceptions of various aspects of their computer laboratory environments and the other to measur

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10

Chen, Milton. "Gender and Computers: The Beneficial Effects of Experience on Attitudes." Journal of Educational Computing Research 2, no. 3 (1986): 265–82. http://dx.doi.org/10.2190/wdry-9k0f-vcp6-jccd.

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This study examines gender differences in computer attitudes and experiences of adolescents. A sample of students from five Bay Area high schools was surveyed for their uses of computers before and during their high school years, in both formal instruction and informal settings. Adolescent males had greater total exposure to computers, based primarily on higher enrollments in computer programming classes and participation in voluntary experiences, such as home computer use. Fewer gender differences were found in enrollment in classes using computers for purposes other than programming. Overall

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11

Wojtkowski, Wita, and W. Gregory Wojtkowski. "Utilizing Group Learning in Computer Information Classes." Journal of Education for Business 62, no. 8 (1987): 346–52. http://dx.doi.org/10.1080/08832323.1987.10772846.

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12

Swain, Sandra L., and Douglas M. Harvey. "Single-sex computer classes: An effective alternative." TechTrends 46, no. 6 (2002): 17–20. http://dx.doi.org/10.1007/bf02824155.

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13

Jain, Sanjay, Jochen Nessel, and Frank Stephan. "Invertible classes." Theoretical Computer Science 384, no. 1 (2007): 49–65. http://dx.doi.org/10.1016/j.tcs.2007.05.017.

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14

Brodhead, Paul. "Enumerations of Π10 Classes: Acceptability and Decidable Classes". Electronic Notes in Theoretical Computer Science 167 (січень 2007): 289–301. http://dx.doi.org/10.1016/j.entcs.2006.08.017.

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15

Gasiunas, Vaidas, Mira Mezini, and Klaus Ostermann. "Dependent classes." ACM SIGPLAN Notices 42, no. 10 (2007): 133–52. http://dx.doi.org/10.1145/1297105.1297038.

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16

McAllester, David, and Ramin Zabih. "Boolean classes." ACM SIGPLAN Notices 21, no. 11 (1986): 417–23. http://dx.doi.org/10.1145/960112.28740.

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17

Lin, F., and Y. Chen. "Discovering Classes of Strongly Equivalent Logic Programs." Journal of Artificial Intelligence Research 28 (April 10, 2007): 431–51. http://dx.doi.org/10.1613/jair.2131.

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In this paper we apply computer-aided theorem discovery technique to discover theorems about strongly equivalent logic programs under the answer set semantics. Our discovered theorems capture new classes of strongly equivalent logic programs that can lead to new program simplification rules that preserve strong equivalence. Specifically, with the help of computers, we discovered exact conditions that capture the strong equivalence between a rule and the empty set, between two rules, between two rules and one of the two rules, between two rules and another rule, and between three rules and two

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18

Madsen, Ole Lehrmann. "Semantic analysis of virtual classes and nested classes." ACM SIGPLAN Notices 34, no. 10 (1999): 114–31. http://dx.doi.org/10.1145/320385.320394.

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19

Zaidman, Sebastian, and Anthea Tinker. "Computer classes for older people: motivations and outcomes." Working with Older People 20, no. 2 (2016): 121–30. http://dx.doi.org/10.1108/wwop-02-2016-0003.

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Purpose – A “digital divide” exists between older and younger people in terms of computer use and older people’s uptake of computer training programmes in the UK remains low. The purpose of this paper is to identify the motivations and outcomes of computer classes for some older people and the contributory factors. Design/methodology/approach – One-to-one qualitative semi-structured interviews were conducted with eight participants at a computer class in a London community centre. Using a topic guide, interview transcripts underwent thematic analysis. The theoretical perspective of “ageing in

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20

Barrow, Lisa, Lisa Markman, and Cecilia Elena Rouse. "Technology's Edge: The Educational Benefits of Computer-Aided Instruction." American Economic Journal: Economic Policy 1, no. 1 (2009): 52–74. http://dx.doi.org/10.1257/pol.1.1.52.

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We present results from a randomized study of a well-defined use of computers in schools, a popular instructional computer program for pre-algebra and algebra. We primarily assess the program using a test designed to target pre-algebra and algebra skills. Students randomly assigned to computer-aided instruction score significantly higher on a pre-algebra and algebra test than students randomly assigned to traditional instruction. We hypothesize that this effectiveness arises from increased individualized instruction as the effects appear larger for students in larger classes and in classes wit

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21

Bates, Rodney. "Schizoid Classes." Queue 2, no. 6 (2004): 12–15. http://dx.doi.org/10.1145/1028893.1028906.

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22

Kadijevich, Djordje. "Gender Differences in Computer Attitude among Ninth-Grade Students." Journal of Educational Computing Research 22, no. 2 (2000): 145–54. http://dx.doi.org/10.2190/k4u2-pwqg-re8l-uv90.

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A study of fifty-four female and fifty-nine male Gymnasium (high school) students from four ninth-grade classes oriented toward natural sciences and mathematics surveyed students' attitudes toward computers in relation to gender and computer experience and found that males showed a more positive attitude toward computers than females, even when computer experience was controlled. An additional study of fifty-one females and fifty-four males from the initial sample found that males did show more interest in computer science than females, but these differences could not explain gender difference

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23

Rieth, Herbert, Christine Bahr, Lewis Polsgrove, Cynthia Okolo, and Robert Eckert. "The Effects of Microcomputers on the Secondary Special Education Classroom Ecology." Journal of Special Education Technology 8, no. 4 (1987): 36–45. http://dx.doi.org/10.1177/016264348700800404.

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This study was designed to investigate the impact of the microcomputer upon the curricular content, curricular format, student behavior, teacher behavior, and teacher focus employed in secondary special education resource room programs. These behaviors were compared in classes in which a microcomputer was used with classes in which no computer was used. Overall, the data suggested different effects associated with computer use The most important benefits appear to be increased active task engagement and increased individually focused instruction. In many key categories of teacher behavior, how

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24

Delmiro de Araújo, Carlos Henrique, Milínia Stephanie Nogueira Barbosa Felício, José Airton De Oliveira Faustino, André Santos Silva, Daniel Brandão Menezes, and Hermínio Borges Neto. "A Proposal for Computer use in Mathematics Classes." International Journal for Innovation Education and Research 7, no. 10 (2019): 351–62. http://dx.doi.org/10.31686/ijier.vol7.iss10.1784.

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O presente trabalho é baseado no ensino de matemática, especialmente no ensino de álgebra nos cursos de matemática da faculdade. O tema mencionado é o Grupo de Estrutura da Fábrica, existem pesquisadores no Brasil que se destacam como dificuldades dos alunos em entender o tópico. Com isso, os alunos acham difícil associar o ensino de álgebra ao software Dynamic Geometry, em particular o "GeoGebra". Propõe-se a um planejamento didático da sessão, nenhum professor qualificado realiza o "GeoGebra" para o ensino da Estrutura Algébrica do Grupo. Para realizar essa proposta de ensino, é criada a Seq

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25

Adams, Paul. "Personal Computer, VDT Use Increases in Journalism Classes." Journalism Educator 42, no. 1 (1987): 24–57. http://dx.doi.org/10.1177/107769588704200105.

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26

Guzdial, Mark. "Use of collaborative multimedia in computer science classes." ACM SIGCSE Bulletin 33, no. 3 (2001): 17–20. http://dx.doi.org/10.1145/507758.377452.

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27

Kelvin, Patricia R., and Scott A. Leonard. "Computer-Assisted Writing Classes: Problems Among the Promises." Bulletin of the Association for Business Communication 55, no. 4 (1992): 21–25. http://dx.doi.org/10.1177/108056999205500405.

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28

Lewis, R. A., B. M. Harper, and Michael Wilson. "Computer assignments and problems classes for physics students." Computers & Education 16, no. 4 (1991): 349–62. http://dx.doi.org/10.1016/0360-1315(91)90008-f.

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29

Görgen, Christiane, Anna Bigatti, Eva Riccomagno, and Jim Q. Smith. "Discovery of statistical equivalence classes using computer algebra." International Journal of Approximate Reasoning 95 (April 2018): 167–84. http://dx.doi.org/10.1016/j.ijar.2018.01.003.

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30

Weber, James E., Steven R. Ash, and Paula S. Weber. "Side Effects of Incidental Computer Use: Increased Confidence." Psychological Reports 83, no. 1 (1998): 211–14. http://dx.doi.org/10.2466/pr0.1998.83.1.211.

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100 students were administered a pretest based on two of Chickering's 1990 seven vectors of educational development. 67 participated in one of two management classes which required use of computers. 33 acted as a control group with no in-class computer use. Analyses indicate that in addition to intended gains in learning, students also showed related developmental effects including increased confidence in using computers. Changes in scores on perceived Autonomy, controlling for prior computer use and outside exposure to computers, were not significant. Results show some effects from using comp

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31

Hinze, Ralf, and Simon Peyton Jones. "Derivable Type Classes." Electronic Notes in Theoretical Computer Science 41, no. 1 (2001): 5–35. http://dx.doi.org/10.1016/s1571-0661(05)80542-0.

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32

Sullivan, Patricia. "What Computer Experience to Expect of Technical Writing Students Entering a Computer Classroom: The Case of Purdue Students." Journal of Technical Writing and Communication 19, no. 1 (1989): 53–68. http://dx.doi.org/10.2190/fexh-hpl3-p8tk-18gw.

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Computers in technical writing classes are growing in popularity because professionals increasingly use computers for writing reports and because the computer can aid in producing more visually sophisticated documents. Yet, we do not know what computer experience students bring with them to the computer classroom, a lack of knowledge that makes the task of integrating the computers into the classroom more cumbersome. This article presents the results of a survey of Purdue University students' knowledge of, use of, and attitudes toward computers as they enter the technical writing class. It con

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33

Haque, Mary, Reginald Baumgardner, and David Price. "COMPUTER-AIDED DESIGN AND VIDEO-DISC TECHNOLOGY IN LANDSCAPE DESIGN CLASSES." HortScience 25, no. 9 (1990): 1181f—1181. http://dx.doi.org/10.21273/hortsci.25.9.1181f.

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Several forms of computer technology have been successfully integrated into classes at Clemson University using Mac II computers and MacDraft software. Beginning students are producing professional looking plans with consistent line quality and individual graphic style. Plant selection for designs has been augmented through plant images contained on two videodiscs; Woody Landscape Plants of the Temperate United States and Clemson University Video Encyclopedia of Herbaceous Ornamental. Access is accomplished via MacRAPID© CU, a Hypercard© stack that also provides a linkage to MacCAPS© Terisan.

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34

GÉCSEG, FERENC. "CLASSES OF TREE LANGUAGES DETERMINED BY CLASSES OF MONOIDS." International Journal of Foundations of Computer Science 18, no. 06 (2007): 1237–46. http://dx.doi.org/10.1142/s0129054107005285.

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In this paper finite state recognizers are considered as unary tree recognizers with unary operational symbols. We introduce translation recognizers of a tree recognizer, which are finite state recognizers whose operations are the elementary translations of the underlying algebra of the considered tree recognizer. In terms of translation recognizers we give general conditions under which a class of recognizable tree languages with a given property can be determined by a class of monoids determining the class of string languages having the same property.

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35

Dreyer, Derek, Robert Harper, Manuel M. T. Chakravarty, and Gabriele Keller. "Modular type classes." ACM SIGPLAN Notices 42, no. 1 (2007): 63–70. http://dx.doi.org/10.1145/1190215.1190229.

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36

Peterson, John, and Mark Jones. "Implementing type classes." ACM SIGPLAN Notices 28, no. 6 (1993): 227–36. http://dx.doi.org/10.1145/173262.155112.

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37

Chen, Chen, Stuart Jeckel, Gerhard Sonnert, and Philip M. Sadler. "“Cowboy” and “Cowgirl” Programming: The Effects of Precollege Programming Experiences on Success in College Computer Science." International Journal of Computer Science Education in Schools 2, no. 4 (2019): 22–40. http://dx.doi.org/10.21585/ijcses.v2i4.34.

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This study examines the relationship between students' pre-college experience with computers and their later success in introductory computer science classes in college. Data were drawn from a nationally representative sample of 10,197 students enrolled in computer science at 118 colleges and universities in the United States. We found that students taking introductory college computer science classes who had programmed on their own prior to college had a more positive attitude toward computer science, lower odds of dropping out, and earned higher grades, compared with students who had learned

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38

BATTAGLINO, DANIELA, MATHILDE BOUVEL, ANDREA FROSINI, and SIMONE RINALDI. "Permutation classes and polyomino classes with excluded submatrices." Mathematical Structures in Computer Science 27, no. 2 (2015): 157–83. http://dx.doi.org/10.1017/s0960129515000250.

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This article introduces an analogue of permutation classes in the context of polyominoes. For both permutation classes and polyomino classes, we present an original way of characterizing them by avoidance constraints (namely, with excluded submatrices) and we discuss how canonical such a description by submatrix-avoidance can be. We provide numerous examples of permutation and polyomino classes which may be defined and studied from the submatrix-avoidance point of view, and conclude with various directions for future research on this topic.

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39

Marcoulides, George A., Laura D. Marcoulides, Hayati Cavus, and Mustafa Serkan Gunbatar. "Predictors of Computer Anxiety: A Factor Mixture Model Analysis." Psychological Reports 105, no. 3 (2009): 687–96. http://dx.doi.org/10.2466/pr0.105.3.687-696.

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A mixture modeling approach was used to assess the existence of latent classes in terms of the perceptions of individuals toward computer anxiety and subsequently predictors of the identified latent classes were examined. The perceptions of individuals were measured using the Computer Anxiety Scale. Mixture models are ideally suited to represent subpopulations or classes of respondents with common patterns of responses. Using data from a sample of Turkish college students, two classes of respondents were identified and designated as occasionally uncomfortable users and as anxious computerphobi

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40

Bedov, Anatoliy I., Aleksandr S. Salov, Azat I. Gabitov, Dmitriy М. Kuznetsov, and Elza A. Sadykova. "COMPUTER TECHNOLOGIES IN THE FORMATION OF COMPUTED MODELS OF MONOLITHIC REINFORCED CONCRETE STRUCTURES." International Journal for Computational Civil and Structural Engineering 13, no. 4 (2017): 37–46. http://dx.doi.org/10.22337/2587-9618-2017-13-4-37-46.

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The areas of application of concrete and reinforcement of higher grades for strength in structural elements of a monolithic reinforced concrete frame are considered. Analytic dependencies, criteria and boundary conditions are proposed that numerically describe the relationship between increasing the strength of concrete and reducing the consumption of reinforcing steel for bent and compressed-bent elements. Calculation-analytical models of the deformation state of overlaps of a monolithic reinforced concrete multi-storey frame have been developed on the basis of multifactor numerical studies c

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41

Levine, Tamar, and Smadar Donitsa‐Schmidt. "Classroom Environment in Computer‐integrated Science Classes: effects of gender and computer ownership." Research in Science & Technological Education 14, no. 2 (1996): 163–78. http://dx.doi.org/10.1080/0263514960140204.

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42

Kobayashi, Iwao, Atsushi Tanaka, and Hideyuki Okuzumi. "Computer Use in Schools for the Blind in Japan." Psychological Reports 78, no. 2 (1996): 419–26. http://dx.doi.org/10.2466/pr0.1996.78.2.419.

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In a school for the blind, computer use and feelings toward computers by 34 visually impaired students receiving secondary education and by their 42 teachers were investigated with a questionnaire. Most subjects used computers effectively, but some students who had low vision did not wish to use them to avoid strain on their eyes. The computers allowed use of Kanji (Chinese characters) by the blind students, providing a new tool in their learning of Kanji. In classes, it is necessary to maintain and customize the computers continuously.

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43

Yong, Su Ting, and Peter Gates. "Emergency Online Programming Classes." International Journal of Virtual and Personal Learning Environments 12, no. 1 (2022): 1–19. http://dx.doi.org/10.4018/ijvple.295305.

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A study was conducted to explore student self-efficacy, motivation, and performance in learning programming online. A questionnaire was administered to 132 students in a Foundation in Engineering programme using the Computer Programming Self-Efficacy Scale and Intrinsic Motivation Inventory. Then, exam performance and Moodle logs were used to complement the findings. Data collected revealed that students with prior programming knowledge had more self-efficacy in simple and complex programming concepts. Students were mainly motivated to learn by interest and value. Students performed better in

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44

SWACHA, Jakub, Adam SKRZYSZEWSKI, and Wojciech A. SYSLO. "Computer Game Design Classes: The Students' and Professionals' Perspectives." Informatics in Education 9, no. 2 (2010): 249–60. http://dx.doi.org/10.15388/infedu.2010.18.

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45

Kim, Ohoe, John Chollet, Ralf Brown, and David Rauschenberg. "Orthonormal bases of symmetry classes with computer-generated examples." Linear and Multilinear Algebra 21, no. 1 (1987): 91–106. http://dx.doi.org/10.1080/03081088708817782.

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46

Hess, Robert D., and Irene T. Miura. "Gender differences in enrollment in computer camps and classes." Sex Roles 13, no. 3-4 (1985): 193–203. http://dx.doi.org/10.1007/bf00287910.

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47

Cumming, Alister. "Change, Organization, and Achievement: Teachers' Concerns in Implementing a Computer Learning Environment." Journal of Educational Technology Systems 17, no. 2 (1988): 141–63. http://dx.doi.org/10.2190/19pp-58nc-vtjj-vt51.

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The viewpoints of two experienced teachers implementing a novel computer program in their grade five and six classes were documented through biweekly debriefing interviews over the period of one school year. The teachers proved to be fundamentally concerned with three issues: learning to accommodate changes required by this innovation; organizing new, efficient classroom routines around the computers; and seeking indications of students' achievements through their uses of the computers. These three considerations appeared integral to the teachers' senses that they were effectively implementing

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48

Schmitt, Gerhard N., and Chen-Cheng Chen. "Classes of design — classes of methods — classes of tools." Design Studies 12, no. 4 (1991): 246–51. http://dx.doi.org/10.1016/0142-694x(91)90040-4.

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49

Costa, Augusta, and Helena Pereira. "Quality characterization of wine cork stoppers using computer vision." OENO One 39, no. 4 (2005): 209. http://dx.doi.org/10.20870/oeno-one.2005.39.4.887.

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<p style="text-align: justify;">Image analysis techniques were applied on the surface of wine cork stoppers (tops and lateral cylindrical surface) of seven commercial quality classes to characterize their porosity. An increasing trend from the best to the worst quality classes was found for features related to area of pores (i.e. maximum length and width or pore maximum area) and concentration variables (i.e. porosity coefficient or number of pores per 100 cm2). Shape variables were rather constant and mean values showed no differences between quality classes. Variation of the pores char

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50

Jacobs, Bart, Joachim van den Berg, Marieke Huisman, Martijn van Berkum, U. Hensel, and H. Tews. "Reasoning about Java classes." ACM SIGPLAN Notices 33, no. 10 (1998): 329–40. http://dx.doi.org/10.1145/286942.286973.

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