Relevant bibliographies by topics / Educational CD-ROM

Contents

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

Academic literature on the topic 'Educational CD-ROM'

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

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Journal articles on the topic "Educational CD-ROM"

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Knudsen, Rebecca. "Educational Science CD-ROM Utilization." Astronomy Education Review 1, no. 2 (July 2002): 53–66. http://dx.doi.org/10.3847/aer2002006.

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Hill, B. "Transfusion Science Educational CD-ROM." British Journal of Biomedical Science 61, no. 2 (January 2004): 112–13. http://dx.doi.org/10.1080/09674845.2004.11978055.

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Power, Kerith. "CD ROM Review." Australasian Journal of Early Childhood 24, no. 1 (March 1999): 25. http://dx.doi.org/10.1177/183693919902400106.

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Valley, Verena T., Evelyn Cardenas, Harold M. Spangler, and Steve Folstad. "Review of Ultrasound Educational CD-ROM Software." Annals of Emergency Medicine 29, no. 3 (March 1997): 375–79. http://dx.doi.org/10.1016/s0196-0644(97)70350-0.

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Miller, L. Stephen. "A Psychopharmacology Tutor on CD-ROM." Journal of the International Neuropsychological Society 7, no. 1 (January 2001): 116–17. http://dx.doi.org/10.1017/s1355617701221122.

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The relatively recent advent of computer-based technologies such as information on the web and CD-ROM storage mediums have opened up a new arena for the presentation of educational materials in the sciences. While the possibilities for what can be presented are almost endless, the reality generally has been less successful. In Essential Psychopharmacology, the author has made a commendable effort at presenting materials from his fine textbook of the same name in a stimulating, graphic-intensive fashion.
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McLaughlin, Vallerie V. "PHA Achieves Educational Breakthrough With New Interactive CD-ROM." Advances in Pulmonary Hypertension 4, no. 3 (August 1, 2005): 2. http://dx.doi.org/10.21693/1933-088x-4.3.2.

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Komatsu, Shigeru, Tohru Sampei, Toyotaroo Nishihara, Tetsuo Furuya, and Yoshihiro Yamada. "The Multi-Media CD-Rom System for Educational Use." IEEE Transactions on Consumer Electronics CE-33, no. 4 (November 1987): 531–39. http://dx.doi.org/10.1109/tce.1987.290200.

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Macdonald-Smith, F. "The World Guide 2001/2002 CD-ROM." ELT Journal 56, no. 4 (October 1, 2002): 416–19. http://dx.doi.org/10.1093/elt/56.4.416.

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Gordon, Deb. "Breaking Barriers: Management of Cancer-related Pain (Educational CD ROM)." Clinical Journal of Pain 25, no. 4 (May 2009): 351. http://dx.doi.org/10.1097/ajp.0b013e3181862396.

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Desrosiers, Martin, and Philip Craig. "Improved Video Documentation of Endoscopic Sinus Surgery Made Possible with Desktop Digital Video." American Journal of Rhinology 11, no. 3 (May 1997): 197–202. http://dx.doi.org/10.2500/105065897781751938.

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Endoscopic cameras in endoscopic sinus surgery (ESS) allow for easy video documentation of surgery. This often leads to the build-up of extensive videocassette libraries where the prospective viewer is subjected to a lengthy and cumbersome videotape search before accessing a sequence of interest. Footage is difficult to use for educational purposes. New techniques for storing, retrieving, and presenting ESS video footage were developed. Desktop computer systems were used to digitize video footage. Short video sequences containing highlights of interesting ESS cases were prepared using video-editing programs. The resulting images were stored in individual segments on recordable CD-ROM disks. This technique was used to archive all video footage from our ESS procedures for a 6-month period. Archiving footage on CD-ROM rather than videotape has made the storage of large quantities of information possible while now allowing for the random access of segment(s) of interest. It has simplified preparation of video projects, reduced production time 10-fold and has eliminated the need for professional video-editing services. These techniques have also been adapted for the development of an educational CD-ROM demonstrating the component steps of ESS, which can be played back on any CD-ROM-equipped computer.
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Dissertations / Theses on the topic "Educational CD-ROM"

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Fende, Jennifer Michele. "The effects of an educational CD-ROM on expectations and fears about therapy." Ohio : Ohio University, 2003. http://www.ohiolink.edu/etd/view.cgi?ohiou1080588930.

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Fende, Jennifer. "The Effects of an Educational CD-ROM on Expectations and Fears about Therapy." Ohio University / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1080588930.

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Thompson, Jo. "Pueblo Home: An interactive multimedia CD-ROM on Pueblo architecture." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/988.

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Huffman, Celia A. "Student Interactions With CD-ROM Storybooks: A Look At Potential Relationships Between Multiple Intelligence Strengths And Levels Of Interaction." Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1332695988.

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Ng, Lee-Luan. "The influence of cognitive styles on the interaction with a language instruction CD-ROM a case study of Malaysian ESL learners /." Online version, 2005. http://bibpurl.oclc.org/web/30836.

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Ng, Lee-Luan, and n/a. "The influence of cognitive styles on the interaction with a language instruction CD-ROM : a case study of Malaysian ESL learners." University of Otago. Department of English, 2005. http://adt.otago.ac.nz./public/adt-NZDU20061025.115945.

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Computer technology has been introduced into the field of language education for more than three decades. However, how individual learners interact with language learning multimedia programmes in different ways is not yet understood. A possible explanation is related to the learners� variables. The purpose of this study is to investigate the impact of cognitive style, one of these variables, on the language learning process. The participants of this study were a group of ESL university students from Malaysia, who interacted with a language instruction CD-ROM. This study focuses on investigating the interaction process from the students� perspective. Riding�s Cognitive Style Analysis, a computer software that measures individual�s cognitive style, was used to assist in identifying and categorizing students� cognitive style. Thirty students� cognitive style was measured before each student spent an average of three hours interacting with a language instruction CD-ROM. This study adopts the case study approach. The primary method of collecting data involved semi-structured interviews with students that focused on their experiences and preferences while interacting with language instruction CD-ROM. Factors that affected the interaction process were then examined to detect whether they were linked to the differences of students� cognitive orientation. The findings of this study reflect the mixed results that previous researchers have found regarding the effect of cognitive style on students� language learning experiences. Although responses toward the content, graphics and vocabulary items did partially reflect their cognitive orientation, cognitive style was not the only factor that influenced these students� behaviours or preferences as they interacted with the language instruction CD-ROM. The study found factors that were not linked to the students� cognitive styles, yet these also influenced the interaction process. These non-cognitive-style factors consisted of students� language learning motivation, social presence, and their conception of language learning and cultural influence, which resulted in teacher-centeredness. As a result of these findings, theoretical, research and pedagogical implications are discussed. Recommendations and limitations of the study are also presented.
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Parrish, Mila. "Discover dance CD-ROM for dance education : digital improvisation and interactive multimedia /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488203857248275.

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Walters, David Clyde, and University of Lethbridge Faculty of Education. "Evaluation of a science laboratory safety CD-ROM [electronic resource]." Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1995, 1995. http://hdl.handle.net/10133/251.

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Educational compact discs or CD-ROM's are appearing more frequently in the classroom. An educational science laboratory safety CD was developed at the University of Lethbridge in 1994. This case study is an evaluation of the U. of L. safety CD to determine how well the disc facilitates independent, student directed learning. The study involved forty four High School students at Matthew Halton Community School in Pincher Creek, Alberta. The students used the CD in Biology and Chemistry classes. The survey included observations, questionnaire, and interviews to solicit student reaction to the disc. Students agreed that the CD was easy to use and that it was well suited for independent learning. They also made suggestions for further improvements.
1 compact disk ; 4 3/4 in.
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Davis, Dorothy F. (Dorothy Frances). "A Comparison of Bibliographic Instruction Methods on CD-ROM Databases." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc279300/.

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Winkler, Birgit. "The use of English learners' dictionaries in book form and on CD-ROM." Thesis, Open University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288569.

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Books on the topic "Educational CD-ROM"

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SIGCAT, '92 National Conference &. Educational Symposium (1992 Gaithersburg Md ). Preliminary program, SIGCAT '92 National Conference and Educational Symposium on CD-ROM, April 27-29, 1992. Gaithersburg, Md: U.S. Dept. of Commerce, National Institute of Standards and Technology, 1992.

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Martz, Geoff. Cracking the ACT: With sample tests on cd-rom. 2nd ed. New York: Random House, 2002.

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Welsh, Marilyn. Orchestrating multimedia: An introduction to planning and storyboarding educational multimedia, an integrated interactive CD-ROM/book package. Toronto, Ont: Seneca College of Applied Arts & Technology, 1998.

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Welsh, Marilyn. Orchestrating multimedia: An introduction to planning and storyboarding educational multimedia : an integrated interactive CD-ROM/Book package. Concord, Ont: Irwin, 1998.

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The best test preparation for the Sat subject test Latin: With REA'S TESTware on CD-ROM. Piscataway, N.J: Research & Education Association, 2007.

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The education of a CD-ROM publisher: A behind-the-scenes tale of multimedia intrigue. Wilton, CT: Eight Bit Books, 1993.

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Bauer, Anne M. Inclusive classrooms: Video cases on CD-ROM : activity and learning guide to accompany Exceptional lives : special education in today's schools, fourth edition. Upper Saddle River, N.J: Pearson/Merrill Prentice Hall, 2004.

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Walker, Sue. Interactive multimedia in primary schools: Children's use and understanding of information texts on CD-ROM, and implications for teachers and designers. [London]: British Library Research and Innovation Centre, 1999.

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Bonfadini, John. Educational Research CD-ROM Tutorial. Prentice Hall, 1998.

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Benson, Peggy V., Jane B. Seaton, and Cheryl D. Johnson. Educational Audiology Handbook + CD-ROM. Singular Publishing Group Inc, 2000.

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Book chapters on the topic "Educational CD-ROM"

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Fischer, Philippe, Michel Berger, and Marcel Ecabert. "Multimedia CD-ROM: “An Introduction to the World of Microsystems”." In Microelectronics Education, 99–102. Dordrecht: Springer Netherlands, 2000. http://dx.doi.org/10.1007/978-94-015-9506-3_22.

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Hammond, Michael. "Learning from experience: approaching the research of CD-ROM in schools." In World Conference on Computers in Education VI, 283–91. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-0-387-34844-5_29.

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Chen, Daohe, Xiaohong Wang, and Wenze Li. "A CD-ROM Management Device with Free Storage, Automatic Disk Check Functions." In Advances in Computer Science, Environment, Ecoinformatics, and Education, 482–88. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-23321-0_75.

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"The Josef underground educational facility project." In Underground Space - The 4th Dimension of Metropolises, Three Volume Set +CD-ROM, 659–62. CRC Press, 2007. http://dx.doi.org/10.1201/noe0415408073-83.

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Rahman, Hakikur. "Interactive Multimedia Technologies for Distance Education Systems." In Encyclopedia of Multimedia Technology and Networking, Second Edition, 742–48. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-014-1.ch100.

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Information is typically stored, manipulated, delivered, and retrieved using a plethora of existing and emerging technologies. Businesses and organizations must adopt these emerging technologies to remain competitive. However, the evolution and progress of the technology (object orientation, high-speed networking, Internet, and so on) has been so rapid, that organizations are constantly facing new challenges in end-user training programs. These new technologies are impacting the whole organization, creating a paradigm shift which, in turn, enables them to do business in ways never possible before (Chatterjee & Jin, 1997). Information systems based on hypertext can be extended to include a wide range of data types, resulting in hypermedia, providing a new approach to information access with data storage devices, such as magnetic media, video disk, and compact disk. Along with alphanumeric data, today’s computer systems can handle text, graphics, and images, thus bringing audio and video into everyday use. DETF Report (2000) refers that technology can be classified into noninteractive and time-delayed interactive systems, and interactive distance learning systems. Noninteractive and time-delayed interactive systems include printed materials, correspondence, one-way radio, and television broadcasting. Interactive distance learning systems can be termed as “live interactive” or “stored interactive,” and range from satellite and compressed videoconferencing, to standalone computer-assisted instruction with two or more participants linked together, but situated in locations that are separated by time and/or place. Different types of telecommunications technology are available for the delivery of educational programs to single and multiple sites throughout disunited areas and locations. Diaz (1999) indicated that there are numerous multimedia technologies that can facilitate self-directed, practice-centered learning and meet the challenges of educational delivery to the adult learner. Though, delivering content via the WWW has been tormented by unreliability and inconsistency of information transfer, resulting in unacceptable delays and the inability to effectively deliver complex multimedia elements, including audio, video, and graphics. A CD/Web hybrid, a Web site on a compact disc (CD), combining the strengths of the CD-ROM and the WWW, can facilitate the delivery of multimedia elements by preserving connectivity, even at constricted bandwidth. Compressing a Web site onto a CD-ROM can reduce the amount of time that students spend interacting with a given technology, and can increase the amount of time they spend learning. University teaching and learning experiences are being replicated independently of time and place via appropriate technology-mediated learning processes, like the Internet, the Web, CD-ROM, and so on. However, it is possible to increase the educational gains possible by using the Internet while continuing to optimize the integration of other learning media and resources through interactive multimedia communications. Among other conventional interactive teaching methods, Interactive Multimedia Methods (IMMs) seems to be adopted as another mainstream in the path of distance learning system.
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Torrisi-Steele, Geraldine. "Theoretical Foundations for Educational Multimedia." In Encyclopedia of Multimedia Technology and Networking, Second Edition, 1391–98. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-014-1.ch188.

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The notion of using technology for educational purposes is not new. In fact, it can be traced back to the early 1900s during which time school museums were used to distribute portable exhibits. This was the beginning of the visual education movement that persisted through the 1930s as advances in technology such as radio and sound motion pictures continued. The training needs of World War II stimulated serious growth in the audiovisual instruction movement. Instructional television arrived in the 1950s, but had little impact, mainly due to the expense of installing and maintaining systems. The advent of computers in the 1950s laid the foundation for CAI (computer assisted instruction) through the 1960s and 1970s. However, it was not until the 1980s that computers began to make a major impact in education (Reiser, 2001). Early applications of computer resources included the use of primitive simulation. These early simulations had little graphic capabilities and did little to enhance the learning experience (Munro, 2000). Since the 1990s, there have been rapid advances in computer technologies in the area of multimedia production tools, delivery, and storage devices. Throughout the 1990s, numerous CD-ROM educational multimedia software was produced and was used in educational settings. More recently, the advent of the World Wide Web (WWW), together with the emergence of mobile devices and wireless networking, has opened a vast array of possibilities for the use of multimedia technologies and associated information and communications technologies (ICT) to enrich the learning environment. Today, educational institutions are investing considerable effort and money into the use of multimedia. The use of multimedia technologies in educational institutions is seen as necessary for keeping education relevant to the twenty-first century (Selwyn & Gordard, 2003). The term “multimedia” as used in this article refers any technologies which make possible “the entirely digital delivery of content presented by using an integrated combination of audio, video, images (twodimensional, three-dimensional) and text” along with the capacity to support user interaction (Torrisi-Steele, 2004, p. 24). Multimedia may be delivered on computer via CD-ROM, DVD, the Internet, or on other devices such as mobile phones and personal digital assistants, or any digital device capable of supporting interactive and integrated delivery of digital audio, video, image, and text data. The notion of interaction in educational multimedia may be viewed from two perspectives. First, interaction may be conceptualised in terms of “the capacity of the system to allow individual to control the pace of presentation and to make choices about which pathways are followed to move through the content; and the ability of the system to accept input from the user and provide appropriate feedback to that input” (Torrisi- Steele, 2004, p. 24). Second, given the integration of multimedia with communication technologies, interaction may be conceptualized as communication among individuals (teacher-learner and learner(s)-learner(s)) in the learning space that is made possible by technology (e-mail, chat, video-conferencing, threaded discussion groups, and so on).
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"ISIS Canada educational modules on fibre reinforced polymers and structural health monitoring." In Advances in Bridge Maintenance, Safety Management, and Life-Cycle Performance, Set of Book & CD-ROM, 1025–26. CRC Press, 2015. http://dx.doi.org/10.1201/b18175-424.

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Rogers, Patricia L. "Layers of Navigation for Hypermedia Environments." In Instructional and Cognitive Impacts of Web-Based Education, 217–26. IGI Global, 2000. http://dx.doi.org/10.4018/978-1-878289-59-9.ch014.

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As an instructional medium, computer-based hypermedia environments (e.g., Web sites or CD-ROM materials) enable distinct and enriched activities that facilitate learning. With the pressure on educators to produce Web-based courseware and other distance educational materials, more and more instructional Web sites have been developed. However, simple access to the World Wide Web (WWW) in any course does not guarantee that learning takes place: “No computer technology in and of itself can be made to affect thinking” (Salomon, Perkins, & Globerson, 1991, p. 3). Too often, Web sites are developed for instructional uses without the aid of sound instructional design principles. Content is presented as static, verbal information pages linked to other information pages that may or may not include obvious or intuitive navigational cues for making the cognitive connections necessary for knowledge construction. That is, critical information is delivered in a potentially rich learning environment but the format of the presentation confuses or “loses” the novice learner. Such environments are most often the result of an educator’s first few attempts at Web site development. Even with the use of Web site builders and intranet templates, designing instruction for instructional hypermedia requires thoughtful attention to certain aspects of learning. Over-simplification of the complexities of an ill-structured or even a well-defined domain encourages novices to reduce the “solutions” of domain-specific problems to simplified or cookbook answers, which is known as reductive bias (Spiro, Feltovich, & Coulson, 1992). Thus what is learned from some Web sites is often not what the designer or educator intended. A deliberate instructional design strategy for educational hypermedia environments is needed.
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Kumi-Yeboah, Alex, and Patriann Smith. "Trends of Blended Learning in K-12 Schools." In Online Course Management, 43–61. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5472-1.ch004.

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Blended learning is a well-known and successful instructional model used in higher education and K-12 schools (International Association for K-12 Online Learning, 2012; Watson, 2012). It is estimated that about 37 percent of school districts in the United States had students enrolled in technology-supported distance education courses during the 2004/2005 school year (Zandberg & Lewis, 2008). An increased student population, coupled with the need to reduce educational costs, has led to a high demand for virtual instruction (Watson, 2010). Blended learning is a hybrid of traditional face-to-face and online learning in which instruction occurs through both classroom and online formats, with the online component being a natural extension of traditional classroom learning (Colis & Moonen, 2001). As such, the process may involve a combination of instructional technology formats (e.g., videotape, CD-ROM, Web-based training, film) and face-to-face instructor-led instruction (Driscoll, 2002). Despite its hybrid nature and the potential it holds for transforming classroom instruction, to date, little research exists that examines trends in blended learning and the challenges and possibilities of utilizing this method of instructional delivery at the K-12 level. Further, even less is known about best practices in K-12 blended learning and instruction (Ferdig et al., 2009). Given these considerations, in this chapter, the authors first explore trends in blended learning in K-12 schools. Subsequently, they examine the benefits and challenges of K-12 blended learning. In the final phases of the chapter, the authors highlight possible solutions to the challenges, discuss recommendation, and identify directions for future research.
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Kumi-Yeboah, Alex, and Patriann Smith. "Trends of Blended Learning in K-12 Schools." In Practical Applications and Experiences in K-20 Blended Learning Environments, 1–17. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4912-5.ch001.

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Blended learning is a well-known and successful instructional model used in higher education and K-12 schools (International Association for K-12 Online Learning, 2012; Watson, 2012). It is estimated that about 37 percent of school districts in the United States had students enrolled in technology-supported distance education courses during the 2004/2005 school year (Zandberg & Lewis, 2008). An increased student population, coupled with the need to reduce educational costs, has led to a high demand for virtual instruction (Watson, 2010). One strongly supported method is blended learning (Watson, 2010). Blended learning is a hybrid of traditional face-to-face and online learning in which instruction occurs through both classroom and online formats, with the online component being a natural extension of traditional classroom learning (Colis & Moonen, 2001). As such, the process may involve a combination of instructional technology formats (e.g., videotape, CD-ROM, Web-based training, film) and face-to-face instructor-led instruction (Driscoll, 2002). Despite its hybrid nature and the potential it holds for transforming classroom instruction, to date, little research exists that examines trends in blended learning and the challenges and possibilities of utilizing this method of instructional delivery at the K-12 level. Further, even less is known about best practices in K-12 blended learning and instruction (Ferdig, et al., 2009). Given these considerations, in this chapter, the authors first explore trends in blended learning in K-12 schools. Subsequently, they examine the benefits and challenges of K-12 blended learning. In the final phases of the chapter, the authors highlight possible solutions to the challenges, discuss recommendation, and identify directions for future research.
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Conference papers on the topic "Educational CD-ROM"

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John, Pearl, Elaine Poché, and Paul Rowden. "Making holograms–an educational CD-ROM." In Education and Training in Optics and Photonics. Washington, D.C.: OSA, 2003. http://dx.doi.org/10.1364/etop.2003.ewe4.

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John, Pearl, and Elaine J. Poche. "Making holograms: an educational CD-ROM." In Electronic Imaging 2004, edited by Tung H. Jeong and Hans I. Bjelkhagen. SPIE, 2004. http://dx.doi.org/10.1117/12.549296.

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John, Pearl, Elaine Poché, and Paul Rowden. "Making holograms: an educational CD-ROM." In Eighth International Topical Meeting on Education and Training in Optics and Photonics, edited by Barry L. Shoop and Grover Swartzlander. SPIE, 2003. http://dx.doi.org/10.1117/12.2208486.

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Buchanan, R. "A virtual laboratory CD-ROM for distance students." In 2001 Informing Science Conference. Informing Science Institute, 2001. http://dx.doi.org/10.28945/2430.

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The main objective of the CD-ROM project is to provide all students, especially distance learners, with a virtual laboratory environment where they can be exposed to the physical and technical aspects of electronic communication equipment. We believe this CD-ROM resource will contribute towards the enhancement of the distance education experience and go some way to providing educational equity.
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Teghe, Daniel, Bruce A. Knight, and Cecily Knight. "The SWIMS CD-ROM Pilot: Using Community Development Principles and Technologies of the Information Society to Address Identified." In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2770.

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In this paper we describe a pilot project to develop and assess the potential of CD-ROM based resources to address the identified informational needs of a community of education professionals. We focus on the development process, although we also briefly describe the project evaluation and its results. The context in which the pilot was developed and implemented was the Social Well-being in Mackay Schools Program, in which a model was being developed to address issues of young people presenting ‘at risk’ within educational settings. The development and distribution of the CD-ROM was not an easy or straightforward task, requiring extensive research and community consultation. It also required drawing on theoretical and methodological insights from across disciplines (especially from Community Development and Education) to develop a contextually relevant understanding of the factors affecting the informational needs of the community, and of the ways in which the process of addressing these needs might lead to the empowerment of its members. The ease with which the relevant technologies were accessed and used by researchers and community workers who possessed no formal or advanced training in the use of ICTs indicated that the ‘new’ technologies can readily complement and assist in community development, thus giving impetus to the thesis that new forms of empowerment are possible because of the advent of the Information Society.
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Léotard, Philippe, Samuel Roy, Frédéric Gaulard, and Torsten H. Fransson. "Computerized Educational Program in Turbomachinery." In ASME 1998 International Gas Turbine and Aeroengine Congress and Exhibition. American Society of Mechanical Engineers, 1998. http://dx.doi.org/10.1115/98-gt-415.

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The recent astonishing progress in computerized sciences have given birth to multimedia, an electronic revolution sometimes compared to the Industrial Revolution of the 19th century. The application of multimedia to education is one of the pre-eminent challenges of the future for academic and industrial institutions. It will certainly dramatically increase both teaching and learning capabilities. Turbomachines traditionally belong to a scientific field of high technology. Education in the field of turbomachinery is however today principally performed in a traditional way, via lectures, calculation exercises and laboratory experiments. The use of multimedia technology opens up possibilities, which did not previously exist, to perform systematic parameter studies and calculations in undergraduate education, so that the students are able to get a taste of the physical variables that govern the phenomena lectured. A “Multimedia Educational Package” within the sector Turbomachinery has been developed. This tool, available on CD-ROM and partially on Internet, mainly focuses at present on Thermodynamic Cycles, Turbomachines and Measuring Techniques in Thermal Engineering. Interactivity is the key concept of the program. The knowledge assimilated by the user is assessed via multiple choice questions with guided answers. Various aspects of the developed model are also integrated in a Turbomachinery Graduate Curriculum. Numerous tests have already been carried out during lectures, with a positive response from the students. Both students and teachers profoundly believe that, if combined with traditional education, this multimedia tool will enhance not only the knowledge of students, but also their interest in this field. As far as the authors are aware this is the most comprehensive multimedia educational package for turbomachines which presently exists. Figure 1 shows the introductory interface of this package and Fig. 2 an example of a simulation of velocity triangles in the “Turbomachines City”.
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7

Tezak, Durdica. "Digital Textbooks with Workbooks for Elementary and Secondary Education." In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2727.

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Abstract:
An interactive model of a digital textbook supplemented with a workbook has been designed. It represents the basis for the textbook on the CD-ROM related to the printed one. The digital textbook contains inner links, as well as outer links - access to the Internet resources. It is comes with worksheets for teaching, learning, self-learning and the knowledge testing. The contents of the worksheets includes at least with two main parts: (i) an education quiz which is intended for learning and self-learning, (ii) a knowledge quiz that verifies the acquired knowledge. The model can be filled in with teaching contents in all areas of science, humanities as well as in arts. In addition, each lecture in the textbook is provided with a comprehensive glossary and the literature references.
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8

Nicklow, John W., Lizette R. Chevalier, Bill T. Ray, and Lilly A. Boruszkowski. "Development of a Digital Image CD-ROM and Website: A New Resource for Water Resources Engineering Education." In World Water and Environmental Resources Congress 2003. Reston, VA: American Society of Civil Engineers, 2003. http://dx.doi.org/10.1061/40685(2003)7.

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9

Fenrich, Peter. "An Instructional Model for Teaching Troubleshooting Skills." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2478.

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Abstract:
It is typically difficult or impractical to teach troubleshooting skills in a classroom or lab setting. A computer-based training software package was designed and developed to teach students the problematic skill of how to troubleshoot malfunctions in hydronic heating systems. A summative evaluation was needed to ascertain whether the skills learned on the computer would transfer to the real world. The results of this study show that the instructional model used in teaching learners how to troubleshoot hydronic heating systems was effective (p < 0.001). Learners were able to transfer what they learned on the computer to real systems. Students can effectively learn these troubleshooting skills through CD-ROM delivery without instructor intervention. It is hypothesized that this unique instructional model can be used to teach other troubleshooting skills. This paper describes the initial project and discusses the summative evaluation results.
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10

Nicklow, J. W., L. R. Chevalier, B. T. Ray, and L. A. Boruszkowski. "A Digital Image CD-ROM and Website for Environmental and Water Resources Engineering Curricula and K-12 Education." In World Water and Environmental Resources Congress 2004. Reston, VA: American Society of Civil Engineers, 2004. http://dx.doi.org/10.1061/40737(2004)290.

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