Relevant bibliographies by topics / Educational planning – Computer-assisted instruction

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

Academic literature on the topic 'Educational planning – Computer-assisted instruction'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 February 2022

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Journal articles on the topic "Educational planning – Computer-assisted instruction"

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Rushinek, Avi, Sara F. Rushinek, and Joel Stutz. "The Learning Curve: Computer Assisted Instruction and Programming." Journal of Educational Computing Research 1, no. 2 (May 1985): 149–55. http://dx.doi.org/10.2190/l0a7-cxr5-bg3w-mg6c.

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The present study evaluates the learning curve of students who are learning to program in BASIC via classroom instruction supplemented by the use of Computer Assisted Instruction (CAI) software tutorials. This study identifies the “difficult to understand” areas. It concludes that some topics are significantly more difficult to understand as compared to other topics. It further appears that as the level of topic difficulty increases, the additional complexity offsets the effects of the learning phenomena, leading to a slower pace of learning more advanced topics. The understanding of such problems may be helpful for system resources planning and control.
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Kelley, Kelly R., Audrey Bartholomew, and David W. Test. "Effects of theSelf-Directed IEPDelivered Using Computer-Assisted Instruction on Student Participation in Educational Planning Meetings." Remedial and Special Education 34, no. 2 (August 8, 2011): 67–77. http://dx.doi.org/10.1177/0741932511415864.

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Mandinach, Ellen B. "Clarifying the “A” in CAI for Learners of Different Abilities." Journal of Educational Computing Research 3, no. 1 (February 1987): 113–28. http://dx.doi.org/10.2190/2v9m-x43n-wj2c-dg9n.

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The study investigated the degree to which students of different abilities acquired strategic planning knowledge from an intellectual computer game. The relationships among ability and student performance in instruction were examined. Students learned a computer problem solving game under two forms of instruction. Performance was monitored interactively. Results showed more successful students 1) acquired strategic planning knowledge by induction from examples and 2) also performed better on the transfer tasks. Ability differences were found. Considerations for further investigation of the relationships among learner characteristics and instructional variations in computer learning are discussed. Implications for the use of cognitively engaging software in educational settings also are addressed.
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van der Geest, Th. "Effecten Van Computerondersteund Proces-Gericht Schrijfonderwijs." Schrijven in moedertaal en vreemde taal 40 (January 1, 1991): 157–68. http://dx.doi.org/10.1075/ttwia.40.15gee.

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In the period 1985-1990, software and written learning materials have been developed in the project Computer-assisted Writing Instruction, a research-and-development project of the University of Twente. The courseware was intended to serve as a prototype for writing instruction in which much attention is to be paid to text planning, before and during writing. In the experimental lessons students used a word processor and a planning support program as an aid for composing their texts. An educational innovation, such as the use of the computer as a tool or approaching writing instruction in a process-oriented way, displays its effects on all levels in the instructional situation. One intends to influence the writing achievements of students positively, but at the same time the daily routine in classes changes, both for teacher and for students. Various effects of the experimental materials and the lessons realized with it, were studied in nine third grade classes of MAVO and HAVO (lower and higher general secondary education) and VWO (pre-university secondary education). A selection of results with regard to the effects on the writing achievements of students and with regard to changes in their writing processes are being presented. From the study it appeared that students improved their writing achievements during the experimental course: they wrote better letters after the course than they did before. The writing processes of students who wrote a letter (supported by the computer program) also appeared to be changed. The required letter was planned at a higher text level after the course. However, for some of the participating students this change appeared to be immature.
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Yuldasheva, Dilnoza. "The Intensification Of Learning Uzbek Language Using Moodle Technology." Psychology and Education Journal 58, no. 1 (January 1, 2021): 2804–8. http://dx.doi.org/10.17762/pae.v58i1.1164.

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The theme of the article is «The intensification of teaching Uzbek language using Moodle technology». Be that as it may, indeed these days the impact of computerization influences by implication points and substance of tall instruction committed to Uzbek language. Educator of unused era ought to be able to select and utilize computer innovations which suit substance and purposes of instructing and which is able to offer assistance understudies to succeed in agreeable way taking into thought their identities. So, investigation of inquire about considers appears us, that in show disdain toward of significant progression in realization of diverse computer advances, their potential is utilized inadequately since of need of data around mixed media fabric, calculation of its planning and methodological suggestions how to utilize it. Subsequently, inadequately availability of strategy in educating Uzbek with the assistance of computer advances is the most reason of choice this issue for our inquire about. It comprises in look and realization of diverse sorts of computer advances which is able be able to make strides level of students' information on Uzbek. Moodle framework have started to play a progressively critical part within the educating of Uzbek language. Its utilize in this setting is bolstered by a developing body of inquire about that highlights the significance of the transaction of meaning and computer-based interaction within the prepare of educating language. Some methodologists point out the significance of computer innovation amid the method of cognition. It permits understudies to secure language in significant settings for particular purposes. The purpose of this work is hypothetical and viable examination of major strategies of utilizing computer innovations and recommendation Moodle framework within the prepare of instructing Uzbek.
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Lauret, Dirk, and Durdane Bayram-Jacobs. "COVID-19 Lockdown Education: The Importance of Structure in a Suddenly Changed Learning Environment." Education Sciences 11, no. 5 (May 6, 2021): 221. http://dx.doi.org/10.3390/educsci11050221.

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In early 2020, the COVID-19 pandemic emerged, which resulted in global lockdowns. As a result, education could no longer be provided in its current form and was therefore provided online. This study discusses the consequences of online instruction in secondary education and how students perceived this new way of learning. Specifically, this research focuses on how online education was facilitated, how this differs from regular education and how students and teachers experienced these practices. In this study, qualitative and quantitative data were collected from teachers and students. Our findings revealed that the students were missing a proper structure in the lessons. There was a decline in the understanding and enjoyment by students in all courses. This study also shows that the variety of instructional strategies that the teachers used increased during the lockdown period. However, teachers were lacking in other aspects that define good instruction. Moreover, teacher data demonstrate that the teachers needed guidance from the schoolboard. It is remarkable that the schoolboard plays a key role in improving this situation. This research suggests that if the schoolboard provides guidelines on planning education, teachers could focus more on other aspects of a good instruction.
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Chen, Julian ChengChiang. "The effects of pre-task planning on EFL learners’ oral performance in a 3D multi-user virtual environment." ReCALL 32, no. 3 (February 18, 2020): 232–49. http://dx.doi.org/10.1017/s0958344020000026.

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AbstractPrior research on pre-task planning examines its effects on the quality of second language (L2) learners’ planned output. Planning mitigates the cognitive overload placed upon L2 learners’ oral performance, thus improving language production. Despite the pedagogical benefits, studies on pre-task planning on L2 learners’ oral output are conducted mostly in a lab or class setting. Whether or not similar effects of pre-task planning can be evidenced in three-dimensional (3D) multi-user virtual environments (MUVEs), such as Second Life (SL), is still less explored. Hence, this study investigates whether pre-task planning could enhance the quality and quantity of English as a foreign language (EFL) learners’ task-oriented, voice-based outcomes in SL. Nine EFL learners worldwide participated in this 10-session virtual class. Data were collected through students’ oral presentations in performing real-life simulated tasks related to their home cultures and interests. Yuan and Ellis’s (2003) framework of T-units measures was adopted to analyze their linguistic performance measured by complexity and accuracy. Results indicated that EFL learners showed statistically significant improvement on grammatical complexity on the levels of syntactic complexity and variety (but not on lexical variety) and on linguistic accuracy across all measured levels (error-free clauses/T-units/verb forms). It is suggested that pre-task planning can be seeded in task-based instruction either in a classroom-based or 3D MUVE setting to optimize the quality of learners’ linguistic performance. Tasks that are real-world oriented and targeting learners’ cultural repertoires and world knowledge also positively impact their virtual learning experiences. These significant implications add new research and pedagogical dimensions to the field of computer-assisted language learning.
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Juang, Yih-Ruey, Tzu-Chien Liu, and Tak-Wai Chan. "Web-based performance support system for school-based curriculum development: SBCDSS." Computer Science and Information Systems 2, no. 2 (2005): 37–64. http://dx.doi.org/10.2298/csis0502037j.

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School-based curricula are seen as the important strategy to facilitate educational reforms and are spread in many countries, especially in Asia. However, the efficiency of developing and implementing school-based curricula in most schools are very low because the tasks those need to be dealt with are very complex and difficult. How to develop and apply the electronic performance support system (EPSS) to simplify the complexity and to improve the efficiency of school" based curriculum development and implementation becomes the important research and practical issue. In our prior work, a web-based computer-assisted instructional planning system IPASS, was designed to provide a set of tools for individual teachers efficiently designing instructional plans. However, the system was dedicated for the design phase of curriculum development and did not support for all participants in different levels of school-based curriculum development working on curriculum analysis, design, implementation and evaluation. This study designs and develops a novel web-based performance support system SBCDSS, to assist the whole process of school-based curriculum development and implementation. The proposed system has been adopted in an elementary school in Taiwan and has received useful feedback regarding the usability and performance support for SBCD. Evaluation results and possible future work are discussed herein.
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Shore, Bruce M. "Context Matters in Gifted Education." Education Sciences 11, no. 8 (August 11, 2021): 424. http://dx.doi.org/10.3390/educsci11080424.

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Bruce M. Shore’s research contributions in gifted education have focused on three contexts that impact how giftedness is understood and the instructional environments that serve gifted learners’ educational needs. This article describes these contributions and provides selected examples plus a more complete Supplemental Online bibliography. First, giftedness benefits from being conceptualized in terms of theories that address the development of expertise. Featured expert–gifted parallels include interconnectedness of knowledge, metacognitive processes, perspective taking, active learner roles, affinity for novelty and complexity, and task representation and planning. Illustrative research is described from preschool age through higher education, including connections to creativity research. Second, gifted education benefits when guided by social-constructivist theory of education and its expression in inquiry-based instruction. Examples include building upon learner interests, question asking, collaborative inquiry, and active learner roles. Desirable specific instructional practices are framed by the above theories and by being considered in the contexts of widely recommended and best practices with their research support. Third, gifted education, at all levels including higher education and teacher education, needs to be an integral part of the context of general education. Most specific gifted education practices also work in general education, including learning high-level skills within subject matter. Nineteen examples are cited about how gifted education contributes to the quality of general education.
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Saadatdoost, Robab, Alex Tze Hiang Sim, Hosein Jafarkarimi, Jee Mei Hee, and Leila Saadatdoost. "Cloud Computing for Teaching Practice." International Journal of Web-Based Learning and Teaching Technologies 9, no. 4 (October 2014): 50–68. http://dx.doi.org/10.4018/ijwltt.2014100104.

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Recently researchers have shown an increased interest in cloud computing technology. It is becoming increasingly difficult to ignore cloud computing technology in education context. However rapid changes in information technology are having a serious effect on teaching framework designs. So far, however, there has been little discussion about cloud computing benefits in domains of teaching frameworks which propels us to study and redesign teaching frameworks considering cloud computing. The purpose of this paper is to review recent research into cloud computing and features which can be improved with this new technology. This paper studied several researches through literature to determine the main impact of cloud computing on “planning and preparation” and “instruction” domains as two main domains of teaching framework. Light will be then shed on the impact and potential benefits of cloud computing on teaching framework. The paper closes by proposing to design an evaluation table based on cloud computing artifacts to enhance teaching practice and highlights its offerings for educational institutions.
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Dissertations / Theses on the topic "Educational planning – Computer-assisted instruction"

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Lucbert, Maryse. "Planning skills of students of varying ability : using computer-assisted instruction." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=118291.

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p. 87 missing from manuscript.
This study investigated the strategie or task-specific planning skills of students of varying abilities using intelligent eomputer-assisted instruction (ICAI). The sample eonsisted of 39 boys and girls in grades four to six attending summer programs for the gifted and non-gifted in the Greater Montreal area. They were divided into three eomparison groups: a high-ability-gifted HG) group (n=13), a high-ability-not-identified-as-gifted (HNG) group .(n=11), and an average-ability (A) group (n=15). Each student created three adventure plans with an ICAI called SCARABEE (Système de Conception Assistée de Récits d'Aventure dans le But d'Enseigner l'Écriture) for three, thirty-minute sessions over an observation period of two weeks. Results of this research demonstrate no statistically significant differences among ability groups HG, and on the two levels of strategic planning skills. The good problem solving since higher levels of strategic planning could also involve other variables which remain to be investigated.
Cette recherche étudie les techniques de planification stratégique chez des enfants d'habilité moyenne ou supérieure utilisant un logiciel d'enseignement intelligent assisté par ordinateur (EIAO). Trente-neuf garçons et filles du deuxième cycle du primaire (4e à 6e année) inscrits dans des programmes d'été de la région du Grand Montréal, ont été choisis et répartis en trois groupes: le premier, d'habileté-supérieure-identifiés doués (n=13); le deuxième, d'habileté-supérieure-non-identifiés doués (n=11);et le troisième, d'habilité- moyenne (n=15). Chaque trois scénarios d'aventure à l'aide de SCARABEE (Système de Conception Assistée de Récits d'Aventure dans le But d'Enseigner l'Ecriture) pendant trois sessions de trente minutes pour une durée d'observation de deux semaines. Les résultats indiquent que les trois groupes de sujets ne diffèrent pas de façon significative sur les deux niveaux de techniques de planification stratégique. Ces données suggèrent que le niveau d'habileté ne serait pas une variable déterminante dans la résolution de problème avancé de techniques de planification stratégique impliquerait d'autres variables qu-il reste ci explorer.
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Lo, Tak-ming Dominic. "Strategic planning of IT use in teaching and learning in schools in Hong Kong /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19874145.

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鄭永昌 and Wing-cheung Cheng. "A further implementation plan for the provision of resource support ofthe five year strategy." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B3125617X.

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Barnes, Kristen Marie. "A guide of predesigned lesson plans to help teachers integrate technology into their curriculum." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1731.

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Succesful computer technology use can be achieved through teachers, students, and support from staff members, administrators, and even parents. Technology needs to continue to be a standard that all teachers and students strive to meet as they do all other standards in school. Innovative and sucessful teachers use technology in their daily lesson plans, lesson implementation, and use it as motivation for their students.
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Masiewicz, Andrew Casimer. "Instructional designer's toolkit: A practical approach to the effective design of instruction." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2345.

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The purpose of the project was to develop a web-based instructional design tool. The tool provides guidelines, templates, and checklists to simplify the overall process, and give the designer a path to follow to help manage the instructional design project. It is based on the generalized model of Instructional Systems Design (ISD), but is applicable to the design of instructional materials for delivery by an instructor, by Computer-based Training (CBT), or a combination of instructor-led and technology-based delivery.
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Purcell, Steven L. "Integrating digital images into computer-based instruction : adapting an instructional design model to reflect new media development guidelines and strategies /." Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-06062008-165453/.

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Ouren, Leslie Serine. "Integrating computer software within the Houghton Mifflin Language Arts program." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2918.

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This project was created for third grade teachers who use the Houghton Mifflin Language Arts series and want to integrate computer software into their writing curriculum. The website created includes all the writing assignments that the students are to complete and the required software used to complete the assignment.
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Keeler, Christy Geldbach. "Developing and using an instrument to describe instructional design elements of high school online courses /." view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3113010.

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Thesis (Ph. D.)--University of Oregon, 2003.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 425-442). Also available for download via the World Wide Web; free to University of Oregon users.
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Murguia, Joshua Miguel Alejandro. "Creating an online English course for Redlands High School." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2339.

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The purpose of the project was to develop an online course in the hopes of cutting some of the costs of the typical "brick and mortar" class while at the same time offering senior students the opportunity to take a class outside of the physical campus.
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Helsel, Sandra Kay. "A set of criteria derived from curriculum theory to assist in the planning, use and evaluation of educational interactive videodisc." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184372.

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It was the purpose of this study to develop a set of criteria derived from curriculum theory to assist in the planning, use and evaluation of educational interactive videodisc. That set of criteria, referred to herein as the EIVD Curricular Base, consists of six sets of guidelines corresponding to Eisner's (1985) curriculum typologies: Development of Cognitive Processes, Curriculum as Technology, Curriculum for Personal Relevance, Curriculum for Social Adaptation, Curriculum for Social Reconstruction, and Academic Rationalism. The set of criteria was developed through the examination of three primary research questions: (1) What ways have those elements Beauchamp (1981) deemed necessary for any curriculum theory (definitions, values, design, engineering, and regeneration) been operationalized in Eisner's six curriculum typologies; (2) To what extent do interactive design characteristics identified by DeBloois (1979) apply to curriculum theory; (3) How can the ability of videodisc to simulate reality be integrated into the set of criteria? Further, the proposed set of criteria was critiqued against sample educational videodiscs to establish its veracity. The results of this study indicate that the Cognitive Processes curricular typology utilizes the potential of educational interactive videodisc to a greater extent than any other curricular typology in the EIVD Curricular Base. Therefore, it is recommended that an in-depth exploration of the Cognitive Process set of criteria be initiated. Ideally, the exploration would result in the research, design, production, use and evaluation of an actual videodisc program. Several, more general, recommendations regarding education's use of videodisc technology and courseware complete this study.
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Books on the topic "Educational planning – Computer-assisted instruction"

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Committee, Virginia Educational Technology Advisory. Six-year educational technology plan for Virginia. [Richmond]: Virginia Dept. of Education, 1996.

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Picciano, Anthony G. Educational leadership and planning for technology. 3rd ed. Upper Saddle River, N.J: Merrill, 2002.

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G, Picciano Anthony, ed. Educational leadership and planning for technology. 2nd ed. Upper Saddle River, N.J: Merrill, 1998.

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Educational leadership and planning for technology. 5th ed. Boston: Pearson, 2011.

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Educational leadership and planning for technology. 4th ed. Upper Saddle River, N.J: Pearson/Merrill Prentice Hall, 2006.

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Newby, Timothy J. Educational technology for teaching and learning. Upper Saddle River, N.J: Pearson, 2011.

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Nevada. Legislature. Legislative Commission. Subcommittee to Study the Feasibility of Developing a Program of Computer-Assisted Instruction for Pupils in Kindergarten and Grades 1 Through 12, Inclusive. The feasibility of developing a program of computer-assisted instruction in Nevada's public schools. [Carson City, Nev.]: Legislative Counsel Bureau, 1992.

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Meltzer, Sarah T. Step-by-step professional development in technology. Larchmont, NY: Eye On Education, 2012.

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Breakthrough teaching and learning: How educational and assistive techologies are driving innovation. New York: Springer, 2011.

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Herbert, Doering Aaron, ed. Integrating educational technology into teaching. 6th ed. Boston: Pearson/Allyn and Bacon Publishers, 2013.

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Book chapters on the topic "Educational planning – Computer-assisted instruction"

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Perciful, Eileen Grow. "Curriculum Planning and Computer-Assisted Instruction (CAI) Within Clinical Nursing Education." In Nursing and Computers, 560–68. New York, NY: Springer New York, 1998. http://dx.doi.org/10.1007/978-1-4612-2182-1_75.

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Perea-Barberá, Mª Dolores, and Ana Bocanegra-Valle. "Promoting Specialised Vocabulary Learning Through Computer-Assisted Instruction." In Educational Linguistics, 129–54. Cham: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-02222-2_7.

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Cotos, Elena. "Computer-Assisted Research Writing in the Disciplines." In Adaptive Educational Technologies for Literacy Instruction, 225–42. New York, NY : Routledge, 2016.: Routledge, 2016. http://dx.doi.org/10.4324/9781315647500-15.

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Tam, Rebecca Lai-wah. "Computer-Assisted Instruction, Changes in Educational Practice as a Result of Adoption of ICT." In Encyclopedia of Education and Information Technologies, 1–7. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-60013-0_74-1.

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Tam, Rebecca Lai-wah. "Computer-Assisted Instruction, Changes in Educational Practice as a Result of Adoption of ICT." In Encyclopedia of Education and Information Technologies, 341–47. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-10576-1_74.

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Lang, Teresa, and Dianne Hall. "Cognition, Technology, and Performance." In Solutions and Innovations in Web-Based Technologies for Augmented Learning, 35–52. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-238-1.ch003.

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Development and sale of computer-assisted instructional supplements and course management system products are increasing. Textbook sales representatives use this technology to market textbooks, and many colleges and universities encourage the use of such technology. The use of course management systems in education has been equated to the use of enterprise resource planning software by large businesses. Research findings about the pedagogical benefits of computer-assisted instruction and computer management systems are inconclusive. This study describes an experiment conducted to determine the benefit to students of using course management systems. The effects of cognition, learning styles, and computer attitude were considered and eliminated to better isolate any differences in performance. Student performance did not improve with the use of the technology.
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Peixoto, Elisabete, Estela Martins, António Batel Anjo, and Alexandre Silva. "Geo@NET in the context of the Platform of Assisted Learning from Aveiro University, Portugal." In Handbook of Research on Serious Games as Educational, Business and Research Tools, 648–67. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-0149-9.ch033.

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Geo@NET is a computer game, played online, whose main purpose is to motivate students to the study of Geosciences. This is the most recent game included in the Platform of Assisted Learning of “Projecto Matemática Ensino” (PmatE), and the first geosciences online game that was developed in Portugal. Geo@NET project involves the conception, planning, and development of several Question Generator Models, for online games and competitions between students of the 3rd cycle of Portuguese Basic Instruction. The main challenge of the game is to find the correct answers (true/false) in a set of affirmations. Only solving the questions of each level of the game allows the player to go to the next level. Since 2009, the number of games played in geo@NET has increased, which encourages for further developments of this project. Thus, this chapter aims to describe QGMs, the development of the game, and the results obtained so far.
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Feenstra, H. "Computer-assisted Instruction of Component Reading Skills." In Eurit 86: Developments in Educational Software and Courseware, 101–7. Elsevier, 1987. http://dx.doi.org/10.1016/b978-0-08-032693-1.50026-5.

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Jia, Jiyou. "The Web-Based Intelligent English Instruction System CSIEC." In Computer-Assisted Language Learning, 1428–72. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7663-1.ch068.

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This chapter presents the architecture of Web-based intelligent English instruction system CSIEC (Computer Simulation in Educational Communication) and illustrates its important components with examples: dialogue simulation functions including multiple roles talk show and user participating roles play, vocabulary exercises including crossword, single choice questions and cloze questions, listening, reading comprehension, grammar exercises, reading aloud, individual learner portfolios, collaborative learning, the teacher's management function, feedback, and so on. The system's function of instant feedback to every student and statistical analysis upon all students' responses to question answers characterizes this system as a learner response system. The Web-based system can be browsed not only by the user through traditional personal computers but also through fashionable tablet computers. Besides the Web-based system, a standalone vocabulary learning and assessment system for Windows OS is developed. Its functions are also introduced.
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"The Effects of Computer-Assisted Instruction on First-Grade Students' Vocabulary Development." In A Cross Section of Educational Research, 63–68. Routledge, 2016. http://dx.doi.org/10.4324/9781315267036-14.

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Conference papers on the topic "Educational planning – Computer-assisted instruction"

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"Application of Computer Assisted Instruction in P.E.Teaching." In 2020 International Conference on Educational Science. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0000389.

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Iancu, Aurelia. "Integration of educational software in preschoolers' activity." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p210-217.

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In a world where the use of IT and communication technologies is a key feature, they represent the core element in education, involving changes in educational policies, both in setting goals and in developing strategies, providing resources and training specialists. One of the recommendations of the new education focuses on the organization of learning contents so they can use computer applications in learning, teaching and assessment processes. The present article "Integrating educational software in the activity of preschoolers" aims to demonstrate the need to use IT technologies by introducing educational software in the study process of children in kindergartens. The use of educational programs at kindergarten level proves to be an effective learning tool that causes significant changes in acquiring knowledge and changing attitude towards learning. Children prefer to gather knowledge through educational programs rather than through traditional methods and means, which contributes to creating a positive attitude towards learning and improving the quality of their results. At the same time, in order for new technologies to prove their effeciency, it is absolutely necessary for teachers to respect the instructional design of digital materials, the rules of didactic planning and the individual and age particularities of children.
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Zhang, Sumei. "The study of effectiveness of computer-assisted instruction versus traditional lecture in probability and statistics." In 2010 International Conference on Educational and Information Technology (ICEIT). IEEE, 2010. http://dx.doi.org/10.1109/iceit.2010.5607683.

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Li, Ting, and An Zhu. "How Online Classroom Interaction Tool Change the Teaching and Learning Mode under the Traditional Computer-assisted Instruction?" In 2019 IEEE International Conference on Computer Science and Educational Informatization (CSEI). IEEE, 2019. http://dx.doi.org/10.1109/csei47661.2019.8938901.

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

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This paper presents the results of an experimental study to investigate and evaluate the effectiveness of utilizing computer-assisted instruction (CAI) as a stand-alone educational tool to teach computer-aided drafting (CAD) in engineering and technology programs. While the literature is rich with research in the field of evaluating CAI as a supplementary educational tool [11], a very limited number of publications dealt with evaluating CAI as a stand-alone system [7, 16, 9]. Also, none of the published studies focused on engineering or engineering technology education utilizing CAD systems. In this way, the present study serves as benchmark in devising a system to evaluate the effectiveness of CAI modules as a stand-alone instructional tool in engineering and technology education. In the present study, the students’ cognitive performance was measured in an entry-level CAD course. The participating students were divided into two groups: 1) the Primary Experimental group, which received only the CAI module as their sole source of instruction. This group was strictly involved in self-learning, self-paced instruction with minimum interaction with the instructors or lab assistants during the length of the study. 2) The Control group, which received only conventional instruction (lectures, handouts, textbook, and lab workbook) with all the necessary support from the instructors and lab assistants. A pilot study was conducted to pre-test the measuring instrument and the grading procedures as well as the methodology of assigning the students into groups. It was concluded one semester prior to the start of the main experiment. The main study was conducted over a period of three regular semesters with a new set of two groups of students selected for each semester. At the end of each experiment, the students were given a test (the measuring instrument) that was identical for both groups. The test results were tabulated and analyzed statistically. Statistical analysis of the data collected indicated that the group of students who received conventional instruction performed better than those receiving only computer-assisted instruction (CAI). Since several factors could have contributed to these findings, a major significance of the current study is that it demonstrates the necessity to conduct similar studies at different institutions in order to evaluate the effectiveness of CAI technology as it becomes more prevalent in engineering education programs [13].
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Popescu, Gabriela Adriana. "Education triad in the context of the Covid-19 pandemic. Challenges and strategies." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p295-299.

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The school-family-community partnership (SFC) is given by the collaborative relationships between school staff and families, community members, organizations (companies, church, libraries, social services) to implement programs and activities to help students succeed in graduation. successful studies. The clearer operationalization of the concepts of parental involvement and participation allows the differentiation of the following aspects: - two types of parental involvement, namely spontaneous (starts from the bottom up) versus planned (from the top down); the latter refers to interventions or programs built in order to solve the problem of insufficient participation or absence of parents; - involvement at home - for example, a discussion at home about school activities and involvement in school - for example, parents' participation in school activities or aspects of organizing school activities: communication with the school, school-parent relationship. Trust is vital for collaboration and is a predictor of improving school results. In a world where the use of IT and communication technologies is a key feature, they represent the core element in education, involving changes in educational policies, both in setting goals and in developing strategies, providing resources and training specialists. One of the recommendations of the new education focuses on the organization of learning contents so they can use computer applications in learning, teaching and assessment processes. The present article "Integrating educational software in the activity of preschoolers" aims to demonstrate the need to use IT technologies by introducing educational software in the study process of children in kindergartens. The use of educational programs at kindergarten level proves to be an effective learning tool that causes significant changes in acquiring knowledge and changing attitude towards learning. Children prefer to gather knowledge through educational programs rather than through traditional methods and means, which contributes to creating a positive attitude towards learning and improving the quality of their results. At the same time, in order for new technologies to prove their effeciency, it is absolutely necessary for teachers to respect the instructional design of digital materials, the rules of didactic planning and the individual and age particularities of children.
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Hawking, Paul, and Brendan McCarthy. "Integrating E-Learning Content into Enterprise Resource Planning (ERP) Curriculum." In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2796.

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Enterprise Resource Planning (ERP) systems offer a software-based system that handles an enterprise’s total information system needs in an integrated fashion. Such systems have seen a significant growth in the last decade in the US, Europe and Australian markets and, more recently, increasing growth in Asian countries. This increase in demand for ERP systems in Asia offers opportunities for the provision of high-quality ERP education programs in the region. This paper describes the issues and barriers associated with integrating ERP systems into university curricula. It outlines the experiences of Victoria University in offering ERP education through a strategic alliance with SAP. The University is extending its offshore programs by offering ERP education in the region to take advantage of the current increase in demand in ERP applications. To assist with the delivery of offshore ERP education an ERP e-Learning model has been developed that integrates synchronous and asynchronous content. Asynchronous e-learning does not involve the presence of a teacher. Typically the learning content is located on a web server that students can access using the Internet. Synchronous e-learning requires the learner and teacher to be present in the event at the same time. It is a real-time, instructor-led online learning event in which all participants are available at the same time and can communicate directly with each other. The model uses four technologies to facilitate teaching: application service provision (ASP), web-CT, computer-based training and virtual classroom technology. The ERP e-learning model provides an innovative and efficient means to deliver ERP curriculum. It is able to provide greater flexibility in offshore subject delivery and to maximise student learning outcomes. This is particularly relevant in light of recent international medical (SARS) and terrorists incidents.
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"SUPPORTING INSTRUCTIONAL DESIGN IN FORMAL LEARNING - A Knowledge Management System for Planning, Implementing and Evaluating Courses in Traditional Classrooms." In 4th International Conference on Computer Supported Education. SciTePress - Science and and Technology Publications, 2012. http://dx.doi.org/10.5220/0003956504320435.

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Symond, Denas, Nadya Chalida Nur, and Putri Aulia Arza. "Problem Based Learning Teaching Approached in Nutrition Counselling Topic of Nutrition Education Subject by e-learn Computer Assisted Instruction of Undergraduate Nutrition Students at Publich Health Faculty of Andalas University." In The 3rd International Conference on Educational Development and Quality Assurance (ICED-QA 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210202.107.

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Érsek, Attila. "Történelmi forrásokhoz kapcsolódó kritikai gondolkodásfejlesztés tapasztalatai." In Agria Média 2020 : „Az oktatás digitális átállása korunk pedagógiai forradalma”. Eszterházy Károly Egyetem Líceum Kiadó, 2021. http://dx.doi.org/10.17048/am.2020.179.

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Az előadás egy átfogó kutatási téma eredményeinek megosztására irányul (Érsek, 2019). Olyan neveléstudományi témában kerestem módszertani megoldást, amely szorosan kapcsolódik a kritikai gondolkodás fejlesztéséhez elektronikus tanulási környezetben. A történelmi tartalomba ágyazott kritikai gondolkodás kognitív elemeinek mérési, fejlesztési területeire koncentráltam. A történelemtanítás kutatásának nemzetközi dimenziójában az egyik megközelítés szerint a kritikai gondolkodás fejlesztésének és a forráselemzésnek kell a történelemtanítás középpontjában állnia (Jancsák, 2019). A feladat és a fogalmi keret összetettsége miatt kevés a sikeresnek tekinthető empirikus vizsgálat a kritikai gondolkodás terén. Magyarországon elindult a fogalom pedagógiai értelmezése (Molnár L., 2002.; Tóth, 2007.; Kovács, 2009.; Fábián, 2014.), az angolszász pedagógia fókuszában a fogalmi tisztázás és a kritikai gondolkodás szerkezeti elemeinek feltárása, összegzése áll (Elder – Paul, 2006.; Lai, 2011). Kutatásom során megalkottam a történelem témakörben alkalmazható kritikai gondolkodás taxonómiát, amelyet pontosítottam Anderson-Krathwohl (2001) tanulási célkitűzések modelljének segítségével. A történelemtanárok gondolkodását és nézeteit feltártam strukturálatlan kognitív térkép módszerével, támogatott felidézéssel. Szakértői mintavétel történt. Az oktatástervezési megközelítések közül (Ollé, 2015. p. 86.) a jelen kutatás fejlesztése oktatástanulás szempontjából építette fel a tanköri modulokat, azaz a kognitív folyamatok fejlesztésére koncentrált. A pedagógiai kísérlet terepe a Neo LMS alkalmazás lett, ami e-learning keretrendszer, tananyagtartalom szervező rendszer (LCMS). Általam fejlesztett 2 hetes tanórán kívüli anyagot osztottam meg, tutorként támogattam a diákok tanulási folyamatait. A kutatás eljárásrendjét (eszközök, módszerek), megbízhatósági mutatóit ismertetem az előadás során. A 11-12. évfolyamos gimnazistáknál csoportos valószínűségi mintavételt alkalmaztam, kiegészítettem a hólabda mintavételi eljárással (összesen 330 fő). Kutatási kérdés volt: Milyen módon mérhető a történelmi tartalomba ágyazott kritikai gondolkodás kognitív elemeinek tanulói teljesítménye elektronikus tanulási környezetben? A kutatás hipotézisei közül egyet emelek ki (egymintás t-próbát alkalmaztam ennél): A történelmi tartalomba ágyazott kritikai gondolkodás kognitív elemeinek tanulói teljesítményét lényegesen befolyásolja a Neo LMS fejlesztő anyagainak megismerése. Az önkontrollos csoport esetében ez bizonyítást nyert. Bízom benne, hogy a tanulók kritikai gondolkodásának kognitív elemeit és a digitális kompetenciát fejlesztő módszertani megoldásom hozzájárul a pedagógiai kultúraváltáshoz. A bemutatásra kerülő pedagógiai kísérlet a tanulók egyéni fejlesztésérére koncentrál, egy jó példája a SAMR modell (Puentedura, 2006) felső szintjének, alkalmazásával hatékonnyá tehető a különböző történelmi források feldolgozása, miközben az IKT által nyújtott lehetőségek is megvalósulnak. ----- A report on developing critical thinking connected to historical sources ----- The goal of the presentation is to share the results of a comprehensive research topic (Érsek, 2019). I attempted to find a skill developing methodological solution in the field of pedagogy that is closely connected to the development of critical thinking in an e-learning environment. The focus is on assessing and developing the cognitive elements of critical thinking embedded in historical teaching materials. One approach to the research on History teaching at an international level states that developing critical thinking and source analysis are the main tasks of History instruction (Jancsák, 2019). Owing to the complexity of the task and the complex conceptual framework, there has been only a few empirical studies in the field of critical thinking that can be regarded as successful. The pedagogical interpretation of the concept has begun in Hungary (Molnár L., 2002.; Tóth, 2007.; Kovács, 2009.; Fábián, 2014.), and the Anglo-Saxon pedagogy focuses on conceptual clarification and on the exploration and summarization of the structural elements of critical thinking (Elder – Paul, 2006.; Lai, 2011). Based on my research, I created a critical thinking taxonomy which can be applied within the context of History, and I further refined it by using Anderson-Krathwohl’s (2001) model of learning objectives. I explored the beliefs and attitudes of History teachers by using a non-structured cognitive map and stimulated recall with questions. The sample procedure was expert sampling. From the educational planning approaches (Ollé, 2015. p. 86.), the development of the present research created the modules of the course from the education-learning perspective, which means that it focused on the development of cognitive processes. The present pedagogical experiment was executed within the Neo LMS application, which is an e-learning platform and a learning content management system (LCMS). I created and shared a two-week skill developing material, which was not part of class activities, with the students, and I assisted their learning processes as a tutor. In this presentation, I outline the research protocol (tools, methods) and reliability indices of the research. I applied probability cluster sampling in the case of eleventh- and twelfth-graders, and additionally used snowball sampling (altogether 330 participants). The research questions were the following: How can the students’ performance be assessed related to the cognitive elements of critical thinking embedded in historical teaching materials in an elearning environment? I highlight one of the research hypotheses (one-sample t-test was used in this case): Students’ performance related to the cognitive aspects of critical thinking embedded in historical teaching materials is significantly influenced by becoming familiar with the Neo LMS skill developing materials. In the case of the single-case experiment group, this hypothesis was confirmed. I hope that my methodological solution that develops the cognitive elements of students’ thinking and their digital competence will contribute to the transition in pedagogical approach. The presented research in the field of pedagogy focuses on the individual development of students, which is a good example of the highest level of the SAMR model (Puentedura, 2006), and by applying this, the interpretation of different historical sources can be more effective and the opportunities offered by the ICT environment are also incorporated.
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