Journal articles: '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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Spitz, Rejane, Jose Rafael González Díaz, Sebero Ugarte Calleja, Amparo Álvarez Meythaler, Xavier Barriga Abril, and Julio Membreño Idiáquez. "Towards a "better normal": educational experiences in Design in Latin America during the COVID-19 pandemic." Strategic Design Research Journal 13, no. 3 (December 23, 2020): 564–76. http://dx.doi.org/10.4013/sdrj.2020.133.21.

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The emergence of the COVID-19 pandemic has demanded the adoption of extraordinary measures of quarantine and social distancing, impacting educational institutions worldwide. Schools and campuses – which used to be spaces for social exchange – had to cease face-to-face instruction and shift to remote learning with no prior planning or training, which posed several challenges to education systems around the globe. In Latin America – responsible, today, for over half of the planet’s daily COVID-19-related deaths - this scenario is even more dramatic. The diverse socioeconomic levels of the student population is a major challenge for online teaching, as institutions cannot provide computer training, equipment and connectivity to all those in need. In spite of all challenges, universities which are part of AUSJAL (Association of Universities Entrusted to the Society of Jesus in Latin America) are making every effort to offer online classes during this pandemic, since education plays a pivotal role in these countries. This paper presents a selection of Design educational experiences conducted in AUSJAL universities during this pandemic. Design educators from Brazil, Colombia, Ecuador and Nicaragua present educational methods and strategies for dealing with this critical situation. In conclusion, we discuss how their innovative and engaging teaching ideas are paving the way towards not simply a new, but a “better normal” in Latin America.

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Keengwe, Jared, and Farhan Hussein. "Computer-Assisted Instruction." International Journal of Information and Communication Technology Education 9, no. 1 (January 2013): 70–79. http://dx.doi.org/10.4018/jicte.2013010107.

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The purpose of this study was to examine the relationship in achievement gap between English language learners (ELLs) utilizing computer-assisted instruction (CAI) in the classroom, and ELLs relying solely on traditional classroom instruction. The study findings showed that students using CAI to supplement traditional lectures performed better than the students relying solely on traditional classroom instruction. In addition, using CAI to supplement traditional lectures helped the charter schools to close the educational achievement gap of their students. Based on the findings, there is need for teachers to move past traditional learning, and learn new technology skills in order to incorporate sound technology-enhanced instructional strategies to support student learning.

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Vojteková, Jana, Anna Tirpáková, Dalibor Gonda, Michaela Žoncová, and Matej Vojtek. "GIS Distance Learning during the COVID-19 Pandemic (Students’ Perception)." Sustainability 13, no. 8 (April 16, 2021): 4484. http://dx.doi.org/10.3390/su13084484.

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The paper deals with distance learning of geographic information systems (GIS) at the Department of Geography and Regional Development FNS CPU in Nitra using various educational materials and the JitsiMeet application during the COVID-19 pandemic. Students of bachelor study had GIS lessons in face-to-face instruction in a computer room for half of a semester. In the middle of the semester, the COVID-19 pandemic broke out in Slovakia and the face-to-face instruction had to be reoriented to the distance form of learning. The first month of distance learning took place with the help of textbooks and video tutorials, which were sent to students. The task of the students that month was to study a new subject, then students were sent a questionnaire where they had to express their opinion on learning GIS using video tutorials and textbooks, but also indicate whether they had facilities for online learning (PC, audio and video outputs, Internet) as well as to express their views and experiences with online learning as such. Although after evaluating the questionnaire, up to 71% of students answered that they had learned a new subject from the video tutorials and 57% also from GIS textbooks, several percent of students were still unfit for this form of learning. That is why we went to lessons with the free JitsyMeet app, which allows for video conferencing, screen sharing, chat, and more. The aim of the paper is to point out the perception of distance GIS learning by university students during the COVID-19 pandemic.

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Jääskä, Elina, Kirsi Aaltonen, and Jaakko Kujala. "Game-Based Learning in Project Sustainability Management Education." Sustainability 13, no. 15 (July 22, 2021): 8204. http://dx.doi.org/10.3390/su13158204.

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Projects and project-based activities account for over 30% of the global GPD and act as significant vehicles in the transition towards a more sustainable future. Sustainability strategies are typically enacted and implemented through projects in project-based organisations and firms. Incorporating sustainability principles into the project, product, and service management processes with successful project decision making is a challenging task and requires new personnel competencies and skills. Project sustainability management education requires the embedding of sustainability principles into project management education in a purposeful, integrative, innovative, and seamless manner. One way to facilitate this process is educational games. Active and experiential teaching methods will enable learning and practising complex project management activities in a simulative environment and are challenging at the same time. To extend knowledge of designing and using educational games for project sustainability management education, we explore the development and use of a novel educational game solution called the Project Business Game. It provides students and teachers with a computer game environment and game-based learning solution in which project planning, stakeholder management, cost management, decision making, and risk management skills can be enhanced by means of experiential, situational, and problem-based learning. The use of the game was explored in the context of educating European students of ‘Junior Expert in Circular Economy’ on a blended learning course in spring 2021. Action design research was applied as a research method. The results describe the requirements and goals for the instruction and the game design process based on these needs and experiences of the implementation. The findings indicate the strong suitability of using game-based learning methods to teach project sustainability management and create positive student experiences of achieving learning goals and improving engagement.

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Minicozzi, Lisa L. "iPads and pre-service teaching: exploring the use of iPads in k-2 classrooms." International Journal of Information and Learning Technology 35, no. 3 (June 4, 2018): 160–80. http://dx.doi.org/10.1108/ijilt-05-2017-0032.

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PurposeThe purpose of this paper is to empower teacher candidates to integrate technology into classroom learning. The participating teacher candidates were provided with tools – iPads and software applications to enhance their ability to better meet the needs of all K-2 students. Teacher candidates had the opportunity to explore the range of pedagogical strategies the iPad facilitated through lesson planning and instructional practice. In addition, this research study found that when teacher candidates are given individualized training on the iPad, they have greater comfort with integrating it into their daily practice.Design/methodology/approachThis study employed a case study approach, using both quantitative and qualitative measures. Quantitative methods included the use of two surveys to better understand how teachers have been trained on educational technology. The qualitative analysis explored how teacher candidates utilized the iPad to better meet K-2 student learning outcomes through focus group interviews.FindingsFindings from this study suggest the need for embedded technology integration – through current graduate pedagogical coursework to better prepare K-2 teachers. Teacher candidates require time and regular practice to develop skills and understanding of how best to integrate iPad technology into their teaching. Redesigning a methodology course whereby candidates are developing a deeper understanding of pedagogy, while embedding technology into practice offers students this much needed opportunity. The findings from this study also indicate that, with appropriate training, teacher candidates have the ability to effectively integrate iPad technology into lessons which benefit student learning.Research limitations/implicationsResearchers should be asking whether teacher preparation programs are effectively training teachers for the twenty-first century classroom. This research explores this question and suggests ways to improve current programs to better prepare candidates to meet the variety of learning needs in today’s classrooms. Although the study was small in scale it has broader implications for teacher education programs.Practical implicationsAddressing the diversity of students’ learning needs present in today’s classrooms is a common goal for all teachers. As evidenced through the findings, having the ability to access a variety of learning resources, in particular, iPads, will help teacher candidates better achieve this goal. This research demonstrated how teacher candidates used the iPad to support differentiated instruction in K-2 classrooms.Social implicationsA one size fits all approach to learning does not work and teachers need to have access to every available resource, including iPad technology, to individualize learning. Findings from this study recommend providing teacher candidates with multiple opportunities to practice utilizing the iPad as a means to adapt, modify, and differentiate instruction to meet the variety of learning needs in K-2 classrooms.Originality/valueIt is important to note that while iPad integration throughout K-2 classrooms is on the rise, there is still limited research in how this technology is actually being used by teachers. This study explored how eight teacher candidates implemented the iPad as a technology tool within K-2 inclusive classrooms.

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Levin, Henry M. "The economics of computer‐assisted instruction." Peabody Journal of Education 64, no. 1 (September 1986): 52–66. http://dx.doi.org/10.1080/01619568609538538.

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Kerle, Donald F. "Murphy's Law Applied to Computer Assisted Instruction." News for Teachers of Political Science 45 (1985): 1–4. http://dx.doi.org/10.1017/s0197901900004001.

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In political science as well as other areas of the academic world, computer- assisted instruction is being proclaimed as an innovative teaching tool which teachers should be bringing into the classroom. Workshops on the subject are offered and short courses taught to those unfortunate enough to have missed the computer revolution in their own educational process. The proponents of C.A.I, (for some reason the computer field is devoted to acronyms) or Computer Assisted Instruction are like snake oil salesmen. They always dwell on the positive aspects but fail to warn the consumer of the negative ones.Many of the great truths of the world have found applicability in more than one area. An illustration of this is a series of statements given the world by Murphy.

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Kinzie, Mable B., Howard J. Sullivan, and Richard L. Berdel. "Learner control and achievement in science computer-assisted instruction." Journal of Educational Psychology 80, no. 3 (September 1988): 299–303. http://dx.doi.org/10.1037/0022-0663.80.3.299.

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CHEW, FELIX S., and JAMES G. SMIRNIOTOPOULOS. "Educational Efficacy of Computer-Assisted Instruction with Interactive Videodisc in Radiology." Investigative Radiology 28, no. 11 (November 1993): 1052–58. http://dx.doi.org/10.1097/00004424-199311000-00018.

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Volet, S. E., and C. P. Lund. "Metacognitive Instruction in Introductory Computer Programming: A Better Explanatory Construct for Performance than Traditional Factors." Journal of Educational Computing Research 10, no. 4 (June 1994): 297–328. http://dx.doi.org/10.2190/9a08-y2q0-6aer-6klq.

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This article examines the effect of metacognitive instruction on students' achievement in introductory programming courses over traditional predictors of performance. Metacognitive instruction was conceptualized as a package, aimed at inducing students to develop a metacognitive strategy relevant for computer programming via interactive teaching. The metacognitive strategy consisted of a five-step planning strategy to guide students' program planning process. The interactive teaching approach involved explicit modeling, coaching and collaborative learning. An experimental field study conducted with twenty-eight experimental and twenty-eight matched control students revealed that metacognitive instruction is a better explanatory construct for students' computing performance than traditional person variables such as background knowledge, program major, gender or age. The impact of metacognitive instruction on the learning processes and outcomes of students with different personal characteristics was systematically examined.

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Guo, Hua. "Application of a Computer-Assisted Instruction System Based on Constructivism." International Journal of Emerging Technologies in Learning (iJET) 13, no. 04 (March 30, 2018): 33. http://dx.doi.org/10.3991/ijet.v13i04.8468.

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Computer-assisted instruction is a new type of educational model that integrates with modern technology and pedagogy. This paper, aiming at application of this model, devises a constructivism-based platform on the premise of investigations on the constructivism theory and the integrableware idea, using comparative analysis, case analysis, for example, the Computer Graphics, and literature investigation, etc. It is proved after each module is designed and implemented on the platform that this instruction platform is more effective in the application. It has filled in the gap of current computer-assisted instruction system in poor universality, etc., better serves the computer-assisted instruction, thus greatly propell the development of current education causes.

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Mioduser, David, and Malka Margalit. "TTIPSS—A Computer-Based System for Training Problem Solving and Educational Planning." Journal of Special Education Technology 13, no. 3 (June 1997): 1–13. http://dx.doi.org/10.1177/016264349701300301.

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Children with special educational needs are at risk for developing maladjustment behaviors, and special education teachers need specific training for meeting children's challenging behaviors with effective strategies. In line with Shulman's paradigm of instructional knowledge, TTIPSS as an interactive technology-based system was designed to support teachers' problem solving training for promoting interventional planning. Utilizing the advantages of the expert-system technology in teacher training, the five training stages of TTIPSS were presented: (a) case description, (b) formulating the preliminary hypothesis, (c) collecting additional information through questions from four different sources: observations, the psychologist's report, parents' inter-view and the child's view, (d) intervention planning and (e) evaluation. Preliminary pilot reflected teachers' satisfaction and focused attention at needed changes. A sample session illustrates the teachers' patterns of interactions with the system.

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Shenouda, Wagih, and Vicki Wolfe. "Integrating Computer Assisted Instruction with the Teaching of Language." Journal of Educational Technology Systems 24, no. 2 (December 1995): 189–94. http://dx.doi.org/10.2190/l3y5-vhqh-1m38-bq5h.

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Faculty and Educational Technology Center staff at the College at Old Westbury have created an electronic language laboratory and integrated it into a variety of language courses, including English as a Second Language (ESL), Spanish, and French. This presentation describes the selection of the lab's software and hardware, a description of two ESL programs, and a discussion of the integration of these programs into the classroom curriculum. Using pre- and post-tests, we have measured students' progress in acquiring college-level English language skills by supplementing in-class instruction with independent work in the language lab.

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Hawkins, Renee O., Tai Collins, Colleen Hernan, and Emily Flowers. "Using Computer-Assisted Instruction to Build Math Fact Fluency." Intervention in School and Clinic 52, no. 3 (July 28, 2016): 141–47. http://dx.doi.org/10.1177/1053451216644827.

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Research findings support the use of computer-assisted instruction (CAI) as a curriculum supplement for improving math skills, including math fact fluency. There are a number of websites and mobile applications (i.e., apps) designed to build students’ math fact fluency, but the options can become overwhelming. This article provides implementation guidelines to help teachers plan for CAI, including criteria for selecting a program and recommendations for monitoring student progress. In addition, free resources for CAI are discussed.

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Fletcher-Flinn, Claire M., and Breon Gravatt. "The Efficacy of Computer Assisted Instruction (CAI): A Meta-Analysis." Journal of Educational Computing Research 12, no. 3 (April 1995): 219–41. http://dx.doi.org/10.2190/51d4-f6l3-jqhu-9m31.

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There has been a long-standing dispute about the efficacy of computer assisted instruction (CAI) with regard to the interpretation of effect size estimates in reviews using techniques of meta-analysis. It has been claimed that the data used to calculate these estimates come from studies which are methodologically flawed. The aim of this study was to provide an updated meta-analysis on the learning effect of (CAI) over a broad range of study features with particular attention focused on the effectiveness debate. Using standard procedures, the results and estimates were similar to previous reviews and showed a learning benefit for CAI. The mean effect size for CAI was (.24) for the years 1987–1992, with more recent studies showing an average of (.33). Although moderate, these estimates tended to raise the average student from at least the 50th and 60th percentile. However, studies which controlled for teacher and materials, and were of longer duration, and studies using pencil and paper equivalents of CAI showed no learning advantage over traditional forms of instruction. It is suggested that what accounts for the typical learning advantage of CAI in this meta-analysis and others is the better quality instruction provided by CAI materials. These materials seem versatile enough to be used effectively over a broad range of subjects and educational settings. While the materials did not seem to improve substantially over the past two decades as reflected by effect sizes, these estimates did not include the newer multimedia technology. It is concluded that educational approaches should be judged by a number of criteria including achievement gains and when this is done CAI may far surpass other forms of instruction.

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Ozen, Arzu, Yasemin Ergenekon, and Burcu Ulke-Kurkcuoglu. "Effects of Using Simultaneous Prompting and Computer-Assisted Instruction During Small Group Instruction." Journal of Early Intervention 39, no. 3 (May 31, 2017): 236–52. http://dx.doi.org/10.1177/1053815117708998.

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The current study investigated the relation between simultaneous prompting (SP), computer-assisted instruction (CAI), and the receptive identification of target pictures (presented on laptop computer) for four preschool students with developmental disabilities. The students’ acquisition of nontarget information through observational learning also was examined. A multiple probe design across target skills was used to evaluate the intervention. The students learned to receptively identify pictures of household items when SP and CAI were used together in small group instructional sessions. In addition, students maintained and generalized behaviors across adult implementers. Furthermore, students learned nontarget information. Finally, the social validity of the intervention was assessed by graduate students and all viewed the procedures positively.

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Bayhan, Pinar, Pinar Olgun, and Nicola J. Yelland. "A Study of Pre-School Teachers' Thoughts about Computer-Assisted Instruction." Contemporary Issues in Early Childhood 3, no. 2 (June 2002): 298–303. http://dx.doi.org/10.2304/ciec.2002.3.2.11.

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In this research, pre-school teachers' thoughts about computer-assisted instruction, and the positions of pre-schools regarding the use of computers are studied. The sample of the study consisted of 22 managers and 111 pre-school teachers in 22 schools in Ankara, Turkey. A questionnaire was given to the teachers. A ‘General Information Form’ was also given to managers in order to determine the extent of the use of computers in pre-schools. Fisher chi-square and chi-square statistical techniques were used to analyse the data. A significant difference between the teachers' education levels and the use of computers in pre-school was found. The view that there are negative effects of computers on children's social development was found. The perception that computer-assisted instruction is a luxury in pre-schools in Turkey was also found.

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Braden, Jeffery P., and Steven R. Shaw. "Computer Assisted Instruction with Deaf Children: Panacea, Placebo or Poison?" American Annals of the Deaf 132, no. 3 (1987): 189–93. http://dx.doi.org/10.1353/aad.2012.0736.

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Stapleton, Marles Long. "Computer-Assisted Video Instruction at Moore-Norman Vocational Technical School." American Annals of the Deaf 130, no. 5 (1985): 371–73. http://dx.doi.org/10.1353/aad.2012.0903.

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Skudrna, Vincent J. "Role of Computer Assisted Instruction (CAI) in an Introductory Computer Concepts Course." Journal of Educational Technology Systems 25, no. 4 (June 1997): 327–45. http://dx.doi.org/10.2190/8362-cgbb-3d5r-j0uc.

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The primary objective of this article is to discuss the role of Computer Assisted Instruction (CAI) at the undergraduate level via a survey of related literature and specific applications. CAI shares many features with other instructional modes, such as traditional classrooms and programmed instruction (PI). Many characteristics of learners affect their ability to learn and acquire new knowledge. An individual's subject-specific knowledge and general knowledge both affect comprehension. With regard to instructional design, system approaches are sometimes referred to as instructional development systems (IDS). An IDS embraces several major categories. These include a statement of goals, analysis, development of instruction, and evaluation and revision. General statements on CAI can be divided into the following areas: requirements, potential benefits, state of the art, problems, CAI as a factor in society, the roles of industry, education, and government, including the role of teacher. At least two educational requirements make CAI inevitable, i.e., the trend to individualized instruction and the growth in information to be acquired. Data processing and computer science involve the teaching of computer skills in relative isolation from other disciplines. Hence, the computer is the principal subject. Student problem solving and research is where the computer is used as a tool in some field outside computer science. A specific sphere of application is the subject. This article will relate these categories as they apply to an introductory computer concepts course taught at the undergraduate level. Another phase of this course is that it is accounting-oriented.

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Idris, Husni, Nurhayati Nurhayati, and Satriani Satriani. "Developing Computer-Assisted Instruction Multimedia For Educational Technology Course of Coastal Area Students." IOP Conference Series: Earth and Environmental Science 156 (May 2018): 012049. http://dx.doi.org/10.1088/1755-1315/156/1/012049.

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SENGOKU, Yasuo, Hirofumi SHIMOJO, and Takeo NOMURA. "Effective utilization method of computer assisted swimming instruction web site in educational setting." Japanese Journal of Sport Education Studies 28, no. 2 (2009): 1–10. http://dx.doi.org/10.7219/jjses.28.2_1.

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Stultz, Sherry L. "Computer-Assisted Mathematics Instruction for Students With Specific Learning Disability." Journal of Special Education Technology 32, no. 4 (August 29, 2017): 210–19. http://dx.doi.org/10.1177/0162643417725881.

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This review was conducted to evaluate the current body of scholarly research regarding the use of computer-assisted instruction (CAI) to teach mathematics to students with specific learning disability (SLD). For many years, computers are utilized for educational purposes. However, the effectiveness of CAI for teaching mathematics to this specific group of students is unclear. First, a brief review of the diagnosis of SLD, the importance of mathematics instruction for these students, and the use of computers in the classroom is provided. Next, a review of the current body of research is presented. Finally, suggestions for future research are discussed. Since 1981, a total of 25 research studies have been published, focusing exclusively on using CAI for teaching mathematics to students with SLD. This review examines the current body of research for this area. In addition, the author provides recommendations for future research on this important subject for this category of students.

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Farias, Cláudio, Peter Andrew Hastie, and Isabel Mesquita. "Scaffolding student–coaches’ instructional leadership toward student-centred peer interactions." European Physical Education Review 24, no. 3 (January 13, 2017): 269–91. http://dx.doi.org/10.1177/1356336x16687303.

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This study was the first in sport education to provide a yearlong, in-depth examination of the scaffolding processes used by a teacher during student participation in four consecutive seasons. Given the peer teaching format of the learning activities and curriculum ownership allocated to students, a focus was placed on the preparation of the students in the role of team coaches to conduct instruction in student-centred interactions (active engagement of teammates in problem-solving, discovery, and the construction of knowledge). Twenty-six seventh grade students participated in four consecutive seasons of sport education (basketball, handball, soccer, and volleyball). The research involved four action-research iterative cycles of planning, acting, monitoring, and reflecting. Data collection involved semi-structured interviews with teams and exclusively with the student–coaches, lesson observations, and a field diary kept by the first author, who assumed the role of practitioner–researcher. Findings showed the scaffolding of the student–coaches’ instructional leadership was a non-linear process contingently adjusted in reference to aspects such as student–coaches’ progress in the mastery of instructional processes, the complexity of the domain-specific content, and the nature of the sports. As the student–coaches developed knowledge of content and instruction, they became increasingly self-assisted in the conduct of the learning activities. The ability to use simplified questioning to scaffold teammates’ prior learning experiences, to prompt teammates’ analysis and active discovery of solutions to game problems, and independent adjustment of instruction to the particular context were the key achievements. Specific training is necessary if student–coaches are to engage teammates actively in learning interactions.

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Liu, Min, and W. Michael Reed. "The Effect of Hypermedia Assisted Instruction on Second Language Learning." Journal of Educational Computing Research 12, no. 2 (March 1995): 159–75. http://dx.doi.org/10.2190/3161-m47f-gvam-b38k.

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Literature on hypermedia has been growing. Although its potentials and educational implications are being explored, not much empirical research has been done to substantiate its rich theoretical assumptions and verify its promises. The purpose of this study was to provide some results on the practical application of the technology. It intended to investigate the effect of hypermedia technology on enhancing vocabulary learning among non-native English speakers.

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Cassady, Jerrell C., Lawrence L. Smith, and Christopher L. Thomas. "Supporting emergent literacy for English language learners with computer-assisted instruction." Journal of Research in Reading 41, no. 2 (March 20, 2017): 350–69. http://dx.doi.org/10.1111/1467-9817.12110.

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Fay, Anne Louise, and Richard E. Mayer. "Benefits of Teaching Design Skills before Teaching Logo Computer Programming: Evidence for Syntax-Independent Learning." Journal of Educational Computing Research 11, no. 3 (October 1994): 187–210. http://dx.doi.org/10.2190/5mn5-p7lw-jrb4-w9t5.

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We compared two groups of twenty computer-naive college students as they received instruction and practice in writing Logo programs. The design group received pretraining in general design principles such as modularity (breaking a procedure into parts) and reusability (using the same subprocedure more than once) presented in English whereas the no-design group did not. On programming assignments during Logo learning, the design group generated more revision cycles, more test runs, more syntax errors, and more input lines than the no-design group; and the design group wrote final programs that were shorter, more modular, more efficient, and more flexible than the no-design group. However, the groups generally did not differ on cognitive tests such spatial cognition, instruction comprehension, and planning. These results are consistent with Dyck and Mayer's syntax-independent access theory—planning skills for programming can be learned independently of the syntax of the programming language [1].

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Johnson, Roger T., David W. Johnson, and Mary B. Stanne. "Effects of cooperative, competitive, and individualistic goal structures on computer-assisted instruction." Journal of Educational Psychology 77, no. 6 (December 1985): 668–77. http://dx.doi.org/10.1037/0022-0663.77.6.668.

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Gay, Geraldine. "Interaction of learner control and prior understanding in computer-assisted video instruction." Journal of Educational Psychology 78, no. 3 (1986): 225–27. http://dx.doi.org/10.1037/0022-0663.78.3.225.

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Anand, Padma G., and Steven M. Ross. "Using computer-assisted instruction to personalize arithmetic materials for elementary school children." Journal of Educational Psychology 79, no. 1 (March 1987): 72–78. http://dx.doi.org/10.1037/0022-0663.79.1.72.

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Vernadakis, Nicholas, Andreas Avgerinos, Efi Tsitskari, and Evridiki Zachopoulou. "The Use of Computer Assisted Instruction in Preschool Education: Making Teaching Meaningful." Early Childhood Education Journal 33, no. 2 (January 4, 2006): 99–104. http://dx.doi.org/10.1007/s10643-005-0026-2.

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Mertens, Donna M., and Jubril Rabiu. "Combining Cognitive Learning Theory and Computer Assisted Instruction for Deaf Learners." American Annals of the Deaf 137, no. 5 (1992): 399–403. http://dx.doi.org/10.1353/aad.2012.0395.

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Cipani, Ennio, and Patricia J. Kearly. "Designing and Evaluating Computer Assisted Instructional Programs Using a Diagnostic-Prescriptive Model." Journal of Special Education Technology 8, no. 2 (September 1986): 31–43. http://dx.doi.org/10.1177/016264348600800204.

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The present paper presents a model for the design and evaluation of educational computer assisted instruction programs. Components of a diagnostic prescriptive instructional model are delineated, along with user considerations. A sample software program is evaluated according to the criteria in each of the three categories.

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Schling, Maja, and Paul Winters. "Computer-Assisted Instruction for Child Development: Evidence from an Educational Programme in Rural Zambia." Journal of Development Studies 54, no. 7 (September 19, 2017): 1121–36. http://dx.doi.org/10.1080/00220388.2017.1366454.

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Lo, Ya-yu, Adrienne L. Anderson, and Kimberly Bunch-Crump. "Building Vocabulary of English Learners With Reading Disabilities Through Computer-Assisted Morphology Instruction." Intervention in School and Clinic 52, no. 3 (July 28, 2016): 133–40. http://dx.doi.org/10.1177/1053451216644829.

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Many educators in public schools in the United States experience challenges in meeting the unique needs of the growing population of English learners who must simultaneously attain academic skills while acquiring English language proficiency. Such unique needs intensify for English learners with reading disabilities. Morphological awareness is key to vocabulary knowledge, which is an essential area of literacy instruction. This article provides justification for the use of explicit morphology instruction and offers a structure for developing a computer-assisted morphology instructional program to increase morphological awareness and vocabulary knowledge of English learners with reading disabilities.

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Amira, Teimzit, Mahnane Lamia, and Mohamed Hafidi. "Implementation and Evaluation of Flipped Algorithmic Class." International Journal of Information and Communication Technology Education 15, no. 1 (January 2019): 1–12. http://dx.doi.org/10.4018/ijicte.2019010101.

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Recent years have brought the need for new pedagogical approaches that appeal to the involvement and participation of learners in the learning process. One of these approaches is the flipped classroom, which gives to learners the possibility to prepare for the next class, through pre-recorded video lectures and close-ended problems. Many studies merely replace in-class instructions by videos and use class time for group discussions. Nevertheless, what instructional design framework should we use in planning the overall flipped classroom approach? This article answers this question through exploratory studies conducted at Algeria University. In this work, the authors have used a flipped classroom concept for an algorithmic course like java programming, based on learner's learning style and learner's skill level.

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Pearson, Thomas E., and Sandra K. Strick. "The Physical Design of Computer Assisted Classroom/Laboratories." Hospitality Education and Research Journal 9, no. 2 (May 1985): 46–52. http://dx.doi.org/10.1177/109634808500900205.

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Interest in the topic of computer assisted instruction (CAI) led the authors to study desirable features for a computer assisted classroom/laboratory. An informal survey was designed using instructors and computer experts as sources of information. Areas of concern included general educational concerns, the layout for student terminals, furniture features, and room layout. It was found that no two facilities were alike. CAI labs were commonly restructed by financial and physical limitations. However, the survey results showed considerable agreement as to desired features in a classroom/laboratory. The primary feature commonly valued was a design under which teacher and student terminals could be interactive. The other desirable features supported this philosophical objective.

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

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Traditional method of teaching, wherever it is practiced, has become non professional in the field of Educational Technology. It is a universal problem but its incidence is more in underdeveloped countries like India .That's why , NPE 1986 and Revised Educational policies emphasized on the application of technology in the field of Education. Therefore ,the State government came forward to create an awareness of C.A.I. & C.A.L. among class room teachers through software companies like INTEL WIPRO etc., by organizing training program viz., 'Teach To The Future'. However, the present study deals with the influence of ComputerAssisted Instruction in Learning Biological science concepts like Bacteria , Fungi , Algae, Virus , Protozoans (Micro organism) on eighth standard students. The present study resulted in the highest performance by the Experimental group in their post test compared to Controlled group. The Experimental group showed remarkable improvement in the number of first classes. The slow learners proved their success by achieving 100% result. These students remained active through out the sessions in the Experimental group as compared with controlled group. The 't' test was found to be significant. Performance of boys and girls in the post test showed negative correlation,which was perfect.

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Hughes, Melissa D., Kelley S. Regan, and Anya Evmenova. "A Computer-Based Graphic Organizer With Embedded Self-Regulated Learning Strategies to Support Student Writing." Intervention in School and Clinic 55, no. 1 (March 22, 2019): 13–22. http://dx.doi.org/10.1177/1053451219833026.

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Written expression is often difficult for students with and without learning disabilities. Research-based strategies to support this essential skill include self-regulated learning strategies, technology, and tools for planning and writing. This article describes a multifaceted technology-based writing intervention with embedded self-regulated learning strategies known as a computer-based graphic organizer or CBGO. The CBGO is described to assist teachers in their efforts to support upper elementary and middle school students to plan and write a high-quality persuasive paragraph. Recommendations for instructional use are discussed.

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Chou, Pao-Nan, and Shu-Tzu Feng. "Using a Tablet Computer Application to Advance High School Students’ Laboratory Learning Experiences: A Focus on Electrical Engineering Education." Sustainability 11, no. 2 (January 13, 2019): 381. http://dx.doi.org/10.3390/su11020381.

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This study proposed an innovative instructional strategy for pre-college engineering education. Learning topics on electrical engineering education in a laboratory setting were selected for further exploration. Specifically, the study investigated how tablet computers with one adopted application influenced student engineering learning. The study adopted a quasi-experimental pretest and posttest research design. The educational experiment lasted for 6 weeks. The research participants comprised 57 ninth-grade students from a public high school in Taiwan. The students employed either a tablet computer or laptop computer to engage in weekly 3-h laboratory studies. A criterion test was developed to measure student knowledge of electrical engineering. The results revealed that the instructional effectiveness was identical for all the students, regardless of whether they used a tablet or laptop computer. However, those using the tablet computers achieved greater learning improvement. In addition, the qualitative data indicated that the tablet computers facilitated student learning in various engineering learning activities. The results of the study suggested that engineering educators in different educational levels might consider similar instructional methods to inspire students’ engineering learning.

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

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