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Hwang, Yan Ling, Pei Wen Huang, and Li Ping Hsu. "Impacts of Langauge Learning Based on Computer-Assisted Language Learning Instruction." Applied Mechanics and Materials 479-480 (December 2013): 928–33. http://dx.doi.org/10.4028/www.scientific.net/amm.479-480.928.
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In order to enhance students' learning motivation, scholars have been investigating the best teaching instruction methods for learning English. The efficacy of multimedia has drawn great attention to this issue and is presumed, under the assumption of adding an additional channel of media to transmit a message, to dramatically enhance communication and comprehension.1Multimedia technology (such as TV, computers, networks, Youtube, E-mail, and interactive multimedia) aids the teaching technique of integrating real-life target language situations into the language classroom. In this particular setting, learners gradually develop their language skills by being exposed to genuine target language environments. Hartman indicated that the multiple-channel theory, involving at least two of the channels under consideration here, increases learners' language comprehension.2
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Onan, Arif, Sevgi Turan, Melih Elcin, Bulent Erbil, and Şule Çınar Bulut. "The effectiveness of traditional Basic Life Support training and alternative technology-enhanced methods in high schools." Hong Kong Journal of Emergency Medicine 26, no. 1 (2018): 44–52. http://dx.doi.org/10.1177/1024907918782239.
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Background: Implementation of resuscitation training in school programs is a promising approach to improve rates of cardiopulmonary resuscitation use by trained bystanders. Unfortunately, theoretical cardiopulmonary resuscitation instruction alone is not sufficiently effective in developing practical skills. Objectives: This study aimed to investigate the effectiveness of traditional Basic Life Support training and alternative instructional methods to achieve learning objectives of Basic Life Support education. Methods: This quasi-experimental study was conducted in a secondary school in Ankara, Turkey. Eighty-three voluntary students were randomly allocated to theoretical (Group A), video-based (Group B), and mobile-assisted video-based instructions (Group C). All groups were led by the course teacher. Assessments were conducted in training and again 1 week later. Assessments were based on Basic Life Support knowledge and confidence performance scores. Results: Statistically significant difference was found for the groups’ Confidence Scale scores (F(2, 73) = 3.513, p = 0.035, ηp2 = 0.088); Group C (6.76 ± 1.70) scored higher than Group A. The groups’ Basic Life Support checklist scores were statistically significant (F(2, 73) = 28.050, p = 0.000, ηp2 = 0.435); Group C (32.32 ± 3.84) scored higher than the other groups. Statistically significant difference was found for the groups’ measurable Basic Life Support scores (F(2, 73) = 13.527, p = 0.000, ηp2 = 0.270); and Group C (23.76 ± 3.98) scored higher than the other groups. Conclusion: Our findings showed that all instruction methods led to increased Basic Life Support knowledge scores. The mobile-assisted program significantly increased knowledge scores. Same-group high-quality cardiopulmonary resuscitation parameters were more positive than the other instruction groups except for hand position. Group C students expressed higher confidence in their ability to act in an emergency when witnessing a victim collapse.
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Neranon, Wanida, and Ladaporn Thongsong. "Development of a computer-assisted instructional package for life skills to prevent risky sexual behaviors in early adolescents, Bangkok, Thailand." F1000Research 10 (May 13, 2021): 385. http://dx.doi.org/10.12688/f1000research.27773.1.
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Background: The purpose of the present study was to examine the effects of a newly developed computer-assisted instructional package for life skills (CAIFLS) specifically designed to raise awareness of risky sexual behaviors among Thai early adolescents in Bangkok. Methods: The research process included two phases: (1) the development and (2) the use and evaluation of the newly developed CAIFLS package. First, 5 teachers and 5 Grade 7 students of a Bangkok school were interviewed to collect information needed for the development of CAIFLS. The second phase was to implement learning activities through CAIFLS with a total of 87 Bangkok school students, consisting of 44 students for the experimental group who received CAIFLS for 4 sessions, and 43 students for the control group who received routine class lecture. CAIFLS instructions, lesson plans and worksheets were designed as the experiment methods. Then questionnaires of life skills assessments and student satisfaction were used to investigate the effects and the student satisfaction of CAIFLS. Results: The findings revealed that the efficiency values of the CAIFLS package were 80.2/82.5, higher than the set criteria of 80/80. Mean scores on life skills for the experimental group significant increased (p < .05), which was higher than the control group. The students also showed their satisfaction of CAIFLS at a high level (M = 4.20, S.D. = 0.29) Conclusions: CAIFLS can be used as an effective learning tool to enhance life skills to prevent risky sexual behaviors among Thai early adolescents.
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Ayres, Kevin, and David Cihak. "Computer- and Video-Based Instruction of Food-Preparation Skills: Acquisition, Generalization, and Maintenance." Intellectual and Developmental Disabilities 48, no. 3 (2010): 195–208. http://dx.doi.org/10.1352/1944-7558-48.3.195.
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Abstract The purpose of this study was to evaluate the effects of a computer-based video instruction (CBVI) program to teach life skills. Three middle school–aged students with intellectual disabilities were taught how to make a sandwich, use a microwave, and set the table with a CBVI software package. A multiple probe across behaviors design was used to evaluate for a functional relation between the software and skill acquisition. All students increased the percentage of steps completed in the correct order after receiving CBVI. During maintenance probes, the performance of all students deteriorated; after a single review session with CBVI, all students regained previous levels of performance, tentatively indicating a role of CBVI as a tool for reviewing previously mastered material. Results are discussed in terms of the use of CBVI for providing students sufficient learning trials on tasks that require the use of consumable products (e.g., food).
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Almazova, Nadezhda, Anna Rubtsova, Nora Kats, Yuri Eremin, and Natalia Smolskaia. "Scenario-Based Instruction: The Case of Foreign Language Training at Multidisciplinary University." Education Sciences 11, no. 5 (2021): 227. http://dx.doi.org/10.3390/educsci11050227.
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Strong communication skills, in varied professional settings, have become an absolute necessity for young professionals. Therefore, university educators are challenged to provide novice specialists with the effective foreign language training that could bring the real professional world into the classroom. This study suggests an innovative method for teaching communication skills to students, through the use of real-life scenarios, drawn from the professional context. The core objective of the research was to define whether the scenario-based instruction could effectively enhance the development of professional communication skills of students in the context of university foreign language training. The data were collected through active observation and critical incidents technique, analyzed and summarized by means of descriptive statistics. The results of the study indicate the efficacy of scenario-based communication training in higher education. However, scenario-based instruction requires careful assessment of learners’ needs and expectations, thoughtful selection and design of teaching materials, and the development of an active learning environment.
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Kapitan, Tetiana. "USE OF INNOVATIVE FORMS OF INSTRUCTION IN ENGLISH LESSONS." Academic Notes Series Pedagogical Science 1, no. 194 (2021): 126–29. http://dx.doi.org/10.36550/2415-7988-2021-1-194-126-129.
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Nowadays foreign language is not just a part of nation's culture, it is also the guarantee of student’s successful career in the future. The achievement of high level proficiency of foreign language is not possible without fundamental language training in higher education institution. Most of them in our country provide students with at least two or even three foreign languages. In the context of higher school reforming, important changes in the educational technologies of foreign language teaching are envisaged. Modern language education is also gradually being modernized, introducing a modular rating system for teaching foreign languages. Interdisciplinary integration, democratization and economization of education determine the manifestation of innovative components in the teaching of the foreign languages. All this requires the formulation of the new claims for teaching and a foreign language teacher in the Free Economic Zone. At the current stage of society development, the purpose of foreign language teaching in higher education institutions is students' mastering of communicative competencies that will allow them to implement their knowledge, skills and abilities to solve specific communicative tasks in real life situations. The introduction of the new effective methods of foreign language teaching in the process of preparing students of humanities and technical specialties has become not only desirable but also necessary. Innovative orientation requires teachers to master and apply the pedagogical innovations, as well as stimulate the search for new forms and methods of educational process organization. High-quality language training of students is impossible without the use of modern educational technologies. The most effective are the professionally-oriented foreign language learning, the project work in teaching, the application of information and telecommunication technologies, the work with educational computer programs in foreign languages (multimedia system), the distance technologies in foreign language learning, the use of Internet resources, the foreign language teaching in the computer environment (forums, blogs, e-mail, etc.). Nowadays, the methodology of the use of computer programs is being developed actively getting more used. Computer programs offer ample opportunities to improve the process of foreign language learning, increasing its efficiency. The computer program provides the perception of information through auditory and visual channels, so it also allows you to organize teaching and control the foreign language acquisition in different modes of independent search and at different levels of complexity. Foreign language teaching means are important to ensure the full and effective organization of students' learning in the classroom to master foreign language activities.
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Takahashi, Masakazu, Yunarso Anang, and Yoshimichi Watanabe. "A Proposal of Fault Tree Analysis for Embedded Control Software." Information 11, no. 9 (2020): 402. http://dx.doi.org/10.3390/info11090402.
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There are many industrial products in our life, and the actions of those products are controlled by embedded control software (ECSW). Recently, many troubles have been caused by ECSW. To avoid those troubles, it is necessary to clarify the causes of the troubles and take countermeasures. However, the results of those tasks depend on the skills of the analyst. This paper proposes an analytic method that clarifies the causes of troubles by applying fault tree analysis (FTA) to the ECSW. The characteristics of the proposed method are as follows: Preparation of fault tree templates (FTTs) corresponding to instructions of the ECSW, and definition of the FT development rules by combining FTTs according to the back-tracing of the instruction execution process. By complying with the proposed method strictly, when an analyst who has studied computer science and safety engineering for 2–3 years conducts FTA, the analyst can obtain an appropriate result of FTA. This indicates that the safety level of ECSW will improve. As a result of applying the proposed method to existing ECSWs, we find that we can obtain the result of FTA at the appropriate level.
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Grant, Terri. "Assessing and Teaching Competence." Business Communication Quarterly 67, no. 4 (2004): 412–29. http://dx.doi.org/10.1177/1080569904270990.
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The Professional Communication Unit (PCU) at the University of Cape Town (UCT) recently conducted a business communication needs analysis to determine student perceptions of their communicative competence and the teaching strategies being used to develop such competence. Students felt that the specialist, stand-alone communication program was more effective than their 3 to 4-year degree per se in delivering communication instruction, but certain business fields (e.g., actuarial science) felt this more strongly than others (e.g., information systems). The implications are that expert tuition is essential and that a customized, more nuanced approach will ensure greater job literacy. Experiential teaching strategies that encourage student voice; workshop diversity; real-life scenarios; and supportive, scaffolding marking interventions will further consolidate skills development. In particular, communication teachers need to work with students and other stakeholders to deepen understanding of computer-mediated communications (CMC) and the expanded needs of a multicultural global society.
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Arshad, Alia, and Kanwal Ameen. "Scholarly communication in the age of Google." Electronic Library 35, no. 1 (2017): 167–84. http://dx.doi.org/10.1108/el-09-2015-0171.
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Purpose The purpose of this study is to investigate the use patterns of scholarly e-journals by academics for teaching, research and keeping themselves up-to-date. The study also looks at differences in the use patterns across 12 disciplines. Design/methodology/approach A survey was conducted to explore academics’ use patterns of scholarly e-journals in 12 disciplines. The University of the Punjab was used for the sample population. Self-administered questionnaires were distributed to all regular and contractual academics of Lahore campuses of the University. After follow up, 457 questionnaires were received with a response rate of 54 per cent. Descriptive statistics and non-parametric statistics were used to analyse data. Findings The results showed that the academics made more frequent use of e-journals, online reference sources and discussion with colleagues for scholarly activities. E-journals were used predominantly for research-related activities rather than for teaching and instruction. Academics obtained e-journal articles primarily from open access sources, i.e. general search engines and Google Scholar as compared to subscribed and other sources of e-journal articles. Disciplinary differences were also found in academics’ use patterns of e-journals. However, academics showed just satisfactory skills regarding use of advanced searching techniques and evaluation of the quality of e-journals. Practical implications Findings will be helpful for information professionals to review their policies and practices in relation to e-journal services for academic community. The needs for e-literacy skills to use e-journals will also be identified and findings will be significant for information professionals in arranging information literacy instruction programmes for targeted disciplines. Originality/value Most of e-journals use studies focused on specific disciplines – Sciences, Life Sciences, Engineering and Technology and Social Sciences. This research study is valuable that investigated use patterns of e-journals across 12 different disciplines at the University of the Punjab.
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구민관. "The Effectiveness of Using Computer-Based Video Instruction (CBVI) in Teaching Life skills to Students with Intellectual Disabilities: A Literature Review: Based on the studies in the U.S." Journal of Special Children Education 14, no. 4 (2012): 229–51. http://dx.doi.org/10.21075/kacsn.2012.14.4.229.
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Keengwe, Jared, and Farhan Hussein. "Computer-Assisted Instruction." International Journal of Information and Communication Technology Education 9, no. 1 (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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Foulin, John E., and Carolyn Ambler Walter. "Interviewing Skills and Computer Assisted Instruction." Computers in Human Services 7, no. 3-4 (1990): 179–97. http://dx.doi.org/10.1300/j407v07n03_02.
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Vyas, Anjana, and Gerhard König. "E-LEARNING IN PHOTOGRAMMETRY, REMOTE SENSING AND SPATIAL INFORMATION SCIENCE." ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XLI-B6 (June 17, 2016): 45–52. http://dx.doi.org/10.5194/isprsarchives-xli-b6-45-2016.
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Science and technology are evolving leaps and bounds. The advancements in GI-Science for natural and built environment helps in improving the quality of life. Learning through education and training needs to be at par with those advancements, which plays a vital role in utilization of technology. New technologies that creates new opportunities have enabled Geomatics to broaden the horizon (skills and competencies). Government policies and decisions support the use of geospatial science in various sectors of governance. Mapping, Land management, Urban planning, Environmental planning, Industrialization are some of the areas where the geomatics has become a baseline for decision making at national level. There is a need to bridge the gap between developments in geospatial science and its utilization and implementation. To prepare a framework for standardisation it is important to understand the theories of education and prevailing practices, with articulate goals exploring variety of teaching techniques. &lt;br&gt;&lt;br&gt; E-Learning is an erudition practice shaped for facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources through digital and network-enabled technology. It is a shift from traditional education or training to ICT-based flexible and collaborative learning based on the community of learners, academia, professionals, experts and facilitators. Developments in e-learning is focussed on computer assisted learning which has become popular because of its potential for providing more flexible access to content and instruction at any time, from any place (Means et al, 2009). With the advent of the geo-spatial technology, fast development in the software and hardware, the demand for skilled manpower is increasing and the need is for training, education, research and dissemination. It suggests inter-organisational cooperation between academia, industry, government and international collaboration. There is a nascent need to adopt multi-specialisation approach to examine the issues and challenges of research in such a valued topic of education and training in multi-disciplinary areas. Learning involve a change in an individual's knowledge, ability to perform a skill, participate and communicate. There is considerable variation among the theories about the nature of this change. This paper derives from a scientific research grant received from ISPRS, reveals a summary result from assessing various theories and methods of evaluation of learning through education, system and structure of it for GeoInformatics.
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Vyas, Anjana, and Gerhard König. "E-LEARNING IN PHOTOGRAMMETRY, REMOTE SENSING AND SPATIAL INFORMATION SCIENCE." ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XLI-B6 (June 17, 2016): 45–52. http://dx.doi.org/10.5194/isprs-archives-xli-b6-45-2016.
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Science and technology are evolving leaps and bounds. The advancements in GI-Science for natural and built environment helps in improving the quality of life. Learning through education and training needs to be at par with those advancements, which plays a vital role in utilization of technology. New technologies that creates new opportunities have enabled Geomatics to broaden the horizon (skills and competencies). Government policies and decisions support the use of geospatial science in various sectors of governance. Mapping, Land management, Urban planning, Environmental planning, Industrialization are some of the areas where the geomatics has become a baseline for decision making at national level. There is a need to bridge the gap between developments in geospatial science and its utilization and implementation. To prepare a framework for standardisation it is important to understand the theories of education and prevailing practices, with articulate goals exploring variety of teaching techniques. <br><br> E-Learning is an erudition practice shaped for facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources through digital and network-enabled technology. It is a shift from traditional education or training to ICT-based flexible and collaborative learning based on the community of learners, academia, professionals, experts and facilitators. Developments in e-learning is focussed on computer assisted learning which has become popular because of its potential for providing more flexible access to content and instruction at any time, from any place (Means et al, 2009). With the advent of the geo-spatial technology, fast development in the software and hardware, the demand for skilled manpower is increasing and the need is for training, education, research and dissemination. It suggests inter-organisational cooperation between academia, industry, government and international collaboration. There is a nascent need to adopt multi-specialisation approach to examine the issues and challenges of research in such a valued topic of education and training in multi-disciplinary areas. Learning involve a change in an individual's knowledge, ability to perform a skill, participate and communicate. There is considerable variation among the theories about the nature of this change. This paper derives from a scientific research grant received from ISPRS, reveals a summary result from assessing various theories and methods of evaluation of learning through education, system and structure of it for GeoInformatics.
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Hitchcock, Caryl H., and Mary Jo Noonan. "Computer-Assisted Instruction of Early Academic Skills." Topics in Early Childhood Special Education 20, no. 3 (2000): 145–58. http://dx.doi.org/10.1177/027112140002000303.
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Arndt, Theresa S. "Collaborative Learning is an Effective Method for Improving the E-health Literacy of Older Adults in the Community." Evidence Based Library and Information Practice 6, no. 4 (2011): 137. http://dx.doi.org/10.18438/b8vc9q.
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Objective – To determine whether collaborative learning strategies in an informal class setting can improve electronic health literacy skills of older adults.
 
 Design – Pre- and post-test instruments used to measure effects of an educational intervention.
 
 Setting – Small group classes offered at two branches of a large, publicly funded, urban public library in Maryland.
 
 Subjects – A total of 111 adults aged 52 to 91, mean age 70.4 (SD 8.0), completed the study. The majority of participants were from minority populations (66% African American, 3% Latino, 3% Asian). Thirty three percent of participants reported an annual household income below $20,000. Eight percent were non-native English speakers. The majority of participants had low-level or no computer/Internet experience prior to the study.
 
 Methods – Collaborative learning strategies were used in small group hands-on computer classes to deliver a standardized curriculum (Helping Older Adults Search for Health Information Online: A Toolkit for Trainers from the National Institute on Aging). Strategies employed were: explicit statement of group/participatory nature of class, periodic peer shared reflection times during class, active encouragement of discussion between peers, hands-on work with partners, group discussion of real-life questions from participants, and structured shared reflection time at the close of each session. Participants were recruited through local advertisements. No incentive other than the free classes was offered. Groups met for two hours, twice a week for four weeks. Assessment was via pre and post-tests. General computing knowledge/skills were measured using objective tests of abilities. Questions from several established scales were adapted for additional assessment. E-health literacy was measured using questions of perceived skill and comfort in finding health information online; perceived usefulness of the Internet for help making health decisions; and perceived importance of the Internet for obtaining health information. Subjects were also asked to report on changes to their health behaviour/decision- making post intervention, and learning effort expended during the study. Additional questions measured psychological adjustment to later life, attitudes toward computers, attitude toward the aging experience, and attitude toward the collaborative learning method and the class. 
 
 Main Results – A dependent t-test analysis indicated strong significant gains post-test in computing/Internet knowledge and skills, and in e-health literacy efficacy (perceived skills/comfort with using the Internet for health information and decision-making). Pre-test results showed participants to be low on these measures, leaving much room for improvement. Perception of the usefulness and importance of the Internet for health decision-making also showed strong gains.
 
 Significant positive changes were also found in these areas of attitude: reduction of computer anxiety, attitude toward physical changes associated with aging, and improvement in attitude toward the collaborative learning method. 
 
 A majority of participants indicated altering health-related behaviours as a result of the class, including changing the way they think about diet or exercise, changing the way they cope with a condition, and changing their approach to maintaining health. 
 
 The results showed no significant change in self-esteem, self-efficacy, and psychological attitudes toward aging. Computer interest and efficacy also showed no significant change, perhaps because participants already measured high in these prior to the intervention.
 
 The amount of time participants spent preparing for class correlated significantly to e-health literacy efficacy and perceived importance of Internet health information, but not to other outcome measures. 
 
 Group composition (gender, peer familiarity, prior computer experience) did not affect outcomes; however composition was uneven, as groups were small and variable in size, and 71% of participants were female.
 
 Conclusion – The study supports the use of a collaborative learning approach to effectively deliver e-health literacy instruction to older adults in a community setting.
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Bass, George, Roger Ries, and William Sharpe. "Teaching Basic Skills through Microcomputer Assisted Instruction." Journal of Educational Computing Research 2, no. 2 (1986): 207–19. http://dx.doi.org/10.2190/kean-rwux-7bl2-fp3v.
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Low achieving students in grades 4–6 were given supplementary microcomputer assisted instruction in reading and mathematics. Students' performance was assessed with a pretest/posttest nonequivalent control group design using standardized achievement and affective tests. Although all microcomputer experimental groups showed statistically significant pretest/posttest gains in reading and mathematics, the control groups using conventional instructional methods also showed similar gains. Analysis of covariance of achievement gains revealed only one experimental group, sixth grade reading, to be statistically superior to the control groups' performance. No significant changes in students' attitudes toward schooling or sense of control over their own performance were detected. Implications of this study's design and findings are discussed with respect to past CAI research and present CAI school practices.
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Plummer, Laura, Beliz Belgen Kaygısız, Cymara Pessoa Kuehner, et al. "Teaching Online during the COVID-19 Pandemic: A Phenomenological Study of Physical Therapist Faculty in Brazil, Cyprus, and The United States." Education Sciences 11, no. 3 (2021): 130. http://dx.doi.org/10.3390/educsci11030130.
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The COVID-19 pandemic led to a global transition from in-person to online instruction leaving many higher education faculty with little time or training for this responsibility. Physical therapist education programs were especially impacted since a large part of the development of skills rely on face-to-face onsite practice. This phenomenological study explored the perceptions of physical therapist educators in three countries—Brazil, Cyprus, and the United States, who transitioned to an entirely virtual medium of teaching during the pandemic. Sixteen faculty participated in 1:1 semi-structured interviews. Trustworthiness of qualitative inquiry was ascertained using triangulation, thick descriptions, and peer reviews. Four major themes emerged from analysis of participants’ interview data: adapting pedagogy in real-time, expected excellence, limitations of the medium, and informing future teaching practice. All participants described teaching during the pandemic as one of the most challenging experiences of their professional careers. Despite available resources, faculty noted challenges in making authentic connections with students, adapting to technological interruptions, assessment of student understanding of content, and managing work-life balance. Despite the challenges, faculty worked collaboratively with peers to innovate new approaches of creating social, cognitive, and teaching presence. Unique opportunities arose from the pandemic to enhance future teaching practice.
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Kannry, Joseph. "Computer-assisted instruction in cardiac life support." Lancet 349, no. 9045 (1997): 141. http://dx.doi.org/10.1016/s0140-6736(97)25002-6.
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Huilcapi-Collantes, Catalina, Azucena Hernández Martín, and Juan Pablo Hernández-Ramos. "The Effect of a Blended Learning Course of Visual Literacy for In-service Teachers." Journal of Information Technology Education: Research 19 (2020): 131–66. http://dx.doi.org/10.28945/4533.
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Aim/Purpose: The purpose of this study was to examine the effects of a 20-hour blended learning visual literacy course applied to in-service teachers. For this purpose, we designed the course to train the educators and the instrument to measure the level of visual literacy of participants before and after the intervention. Then, we found the differences. Background: Visual literacy is essential for improving visual communication skills on in-service teachers because they use and construct visual material permanently. Hence, they need to be trained for developing visual literacy taking into account their pace of life and specific needs. Methodology: We employed a quasi-experimental one-group pretest-posttest design. The area of study is Social Science, specifically Education. The population was in-service teachers who work in private schools in the north zone of Quito, Ecuador. The convenience sampling method was used to conduct this pilot study of 51 teachers at one private school. The visual literacy course was designed based on the ACRL Visual Literacy Competency Standards. The differences in the level of visual literacy were measured through a visual literacy test of 45 items made for this specific purpose. Differences between pretest and posttest were found after performing paired samples t-test on collected data. Contribution: This research contributes to visual literacy research focused on in-service teacher’s instruction. This practical study was based on a complete proposal for training and evaluated the visual literacy level of in-service teachers. Findings: Findings show that there are statistically significant differences in pretest and posttest scores, so teachers improved their level of visual literacy after the 20-hour blended learning visual literacy course. Recommendations for Practitioners: Practitioners should adapt the length of the training course to the teachers’ schedules. They should review the course themes and the items in the visual literacy test to know about the specific content to be taught along the course. Recommendation for Researchers: Researchers who want to replicate a similar study should have a bigger group of participants and, if possible, they should have a control group. Impact on Society: This study indicates that teachers could improve their level of visual literacy after attending a well-structured training course. Thus, it is crucial to offer in-service teachers the opportunity to improve their visual communication skills through a concrete learning process adapted to their schedules and life. Future Research: Future research should focus on evaluating before and after the treatment, through practical projects, the previous and acquired knowledge of in-service teachers.
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Sinclair, Kelsey J., Carl E. Renshaw, and Holly A. Taylor. "Improving computer-assisted instruction in teaching higher-order skills." Computers & Education 42, no. 2 (2004): 169–80. http://dx.doi.org/10.1016/s0360-1315(03)00070-8.
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VAN DONGEN, CAROL J. "CREATING RELEVANT COMPUTER-ASSISTED INSTRUCTION." Nurse Educator 10, no. 1 (1985): 21–25. http://dx.doi.org/10.1097/00006223-198501000-00013.
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RAIDL, MARTHA A., OLIVIA BENNETT WOOD, JAMES D. LEHMAN, and WILLIAM D. EVERS. "Computer-Assisted Instruction Improves Clinical Reasoning Skills of Dietetics Students." Journal of the American Dietetic Association 95, no. 8 (1995): 868–73. http://dx.doi.org/10.1016/s0002-8223(95)00241-3.
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Blue, Carolyn L., and Karen Sanders Olson. "Critical Thinking and Computer- Assisted Instruction." Nurse Educator 15, no. 6 (1990): 28,32. http://dx.doi.org/10.1097/00006223-199011000-00006.
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Rouse, Deborah P. "Computer-assisted instruction: An effective instructional method." Teaching and Learning in Nursing 2, no. 4 (2007): 138–43. http://dx.doi.org/10.1016/j.teln.2007.07.007.
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Kara, Sema. "Prospective Visual Arts Teachers’ Innovation Skills and Attitudes towards Computer Assisted Instruction." International Journal of Technology in Education and Science 4, no. 2 (2020): 98–107. http://dx.doi.org/10.46328/ijtes.v4i2.60.
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The aim of this study is to examine the prospective visual arts teachers' innovation skills and their attitudes towards computer-assisted teaching in terms of demographic and school factors. In this context, using comparative relational research model; the students' attitudes towards innovation skills and computer assisted teaching were examined with a comparative approach. The study group of this research consists of 305 visual arts teacher candidates studying at Dicle University, Anadolu University, Mersin University, Necmettin Erbakan University and Marmara University. Attitude scale and innovation skills scales were used to collect data. According to the analysis of the data, it was seen that visual arts teacher candidates' perceptions of innovation skills and their attitudes towards computer aided teaching are high. In addition, significant differences were found in computer aided teaching attitudes and innovation skills according to faculty type, grade level and gender. Finally, significant relationships were found between innovation skills and entrepreneurship perception.
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Renshaw, Carl Edward, Holly Ann Taylor, and Carl Howard Reynolds. "Impact of Computer-Assisted Instruction in Hydrogeology on Critical-Thinking Skills." Journal of Geoscience Education 46, no. 3 (1998): 274–79. http://dx.doi.org/10.5408/1089-9995-46.3.274.
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Raidl, M. A., W. D. Evers, and O. Wood. "Computer-assisted-instruction (CAI) improves clinical reasoning skills of dietetic students." Journal of the American Dietetic Association 94, no. 9 (1994): A71. http://dx.doi.org/10.1016/0002-8223(94)91827-9.
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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 (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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GREIPP, MARY ELIZABETH. "A PLAN FOR IMPLEMENTING COMPUTER ASSISTED INSTRUCTION." Nurse Educator 13, no. 2 (1988): 17–20. http://dx.doi.org/10.1097/00006223-198803000-00011.
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Ozen, Arzu, Yasemin Ergenekon, and Burcu Ulke-Kurkcuoglu. "Effects of Using Simultaneous Prompting and Computer-Assisted Instruction During Small Group Instruction." Journal of Early Intervention 39, no. 3 (2017): 236–52. http://dx.doi.org/10.1177/1053815117708998.
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The current study investigated the relation between simultaneous prompting (SP), computer-assisted instruction (CAI), and the receptive identification of target pictures (presented on laptop computer) for four preschool students with developmental disabilities. The students’ acquisition of nontarget information through observational learning also was examined. A multiple probe design across target skills was used to evaluate the intervention. The students learned to receptively identify pictures of household items when SP and CAI were used together in small group instructional sessions. In 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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Shenouda, Wagih, and Vicki Wolfe. "Integrating Computer Assisted Instruction with the Teaching of Language." Journal of Educational Technology Systems 24, no. 2 (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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Kaleli, Yavuz Selim. "The Effect of Computer-Assisted Instruction on Piano Education: An Experimental Study with Pre-service Music Teachers." International Journal of Technology in Education and Science 4, no. 3 (2020): 235–46. http://dx.doi.org/10.46328/ijtes.v4i3.115.
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This study investigated the effect of computer assisted teaching practices in piano courses in Department of Music Education of Faculty of Education on students’ success, piano playing skills and to what extent they provided permanent learning. The research was carried out with the pre-test/post-test research design with a control group, one of quasi experimental designs. In the study, the experimental group was provided computer-assisted piano instruction, while the control group received the regular curriculum instruction. There were 7 female and 6 male students in the control group and 6 male and 7 female students in the experimental group. A computer-assisted piano instruction program was developed for the experimental group. Instruction in the experimental and control groups lasted for 10 lessons. Piano Achievement Test and Piano Observation Form were used as data collection tools. Mann Whitney U test was used to test permanent learning and the success and piano skills of the groups. The results of the research show that computer assisted piano instruction applied in the experimental group is more effective than the regular curriculum instruction in increasing students’ course success and permanent learning. However, no significant difference was found between the post-test levels of the experimental and control groups in terms of piano skills.
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Forsyth, Donelson R., and C. Ray Archer. "Technologically Assisted Instruction and Student Mastery, Motivation, and Matriculation." Teaching of Psychology 24, no. 3 (1997): 207–12. http://dx.doi.org/10.1207/s15328023top2403_17.
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Computer-based teaching methods can improve the transfer of information, increase instructional focus on conceptual and methodological skills, enhance motivation, and stimulate the development of expressive skills. After reviewing a number of studies of computer-based applications, we report a correlational study of psychology students' attitudes and achievement in a technologically enhanced classroom. The results indicated that (a) students rated the computer-based instructional components positively, (b) those with weak academic backgrounds who consistently used the technology achieved higher test scores than weak students who did not use the technology, and (c) students who dropped out of college the following semester tended to be low users of technology. We also discuss the implications of computer technology for teaching.
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Torgesen, Joseph K., and Theodore A. Barker. "Computers as Aids in the Prevention and Remediation of Reading Disabilities." Learning Disability Quarterly 18, no. 2 (1995): 76–87. http://dx.doi.org/10.2307/1511196.
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This article provides examples of ways that computer-assisted instruction can help children with learning disabilities (LD) learn to read more effectively. Computer-assisted instruction and practice in reading is fit within an instructional model for LD children that recognizes their special needs for assistance in acquiring accurate and fluent word identification skills. The theory that reading disabilities are phonologically based is discussed as a context for focusing instruction on alphabetic reading skills. Computer programs that provide training in phonological awareness, specific context-free word identification skills, and reading of connected text are described, and preliminary evidence about their instructional effectiveness is presented.
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Shulman, Joan. "Computer-Assisted Instruction in Reading: Using Microcomputers to Augment Specific Reading Skills." Journal of College Reading and Learning 20, no. 1 (1987): 124–30. http://dx.doi.org/10.1080/10790195.1987.10849908.
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Weng, Pei-Lin, Yukiko Maeda, and Emily C. Bouck. "Effectiveness of Cognitive Skills-Based Computer-Assisted Instruction for Students With Disabilities." Remedial and Special Education 35, no. 3 (2014): 167–80. http://dx.doi.org/10.1177/0741932513514858.
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Reglin, Gary L. "Effects of Computer-Assisted Instruction on Mathematics and Locus of Control." Journal of Educational Technology Systems 18, no. 2 (1989): 143–49. http://dx.doi.org/10.2190/tn7k-4g5n-rx5g-7rgq.
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This study investigated the effects of computer assisted instruction on basic skills mathematics achievement, and locus of control of minority students seeking admission to teacher education programs. A pretest/posttest experimental group design was used. CAI increased the mathematics scores and resulted in a more internal orientation.
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Singer, George, Jo-Ann Sowers, and Larry K. Irvin. "Computer-Assisted Video Instruction for Training Paraprofessionals in Rural Special Education." Journal of Special Education Technology 8, no. 1 (1986): 27–34. http://dx.doi.org/10.1177/016264348600800104.
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Computer assisted video instruction (CAVI) was tested as a way to improve the teaching skills of a paraprofessional who was responsible for the instruction of a deaf-blind student in a rural school. A multiple baseline design was used to examine the impact of CAVI on four teaching behaviors. Direct observation revealed that CAVI was effective in modifying three of the four target behaviors. The potential of CAVI in staff improvement efforts is discussed.
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Barker, Theodore Allen, and Joseph K. Torgesen. "An Evaluation of Computer-Assisted Instruction in Phonological Awareness with below Average Readers." Journal of Educational Computing Research 13, no. 1 (1995): 89–103. http://dx.doi.org/10.2190/th3m-btp7-jej5-jfnj.
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The use of computer-assisted instruction (CAI) to train phonological awareness skills in at-risk first graders was evaluated. Fifty-four children ranging in age from six years two months to seven years eight months participated in an eight-week training study. There were three experimental conditions. The first group received approximately twenty-five minutes a day, four days a week with two phonological awareness training programs. The second group received the same amount of training with a program designed to train alphabetic decoding skills. The third group served as an attentional control group and spent equal time on the computer with several programs designed to provide practice on basic math skills. The children exposed to the phonological awareness training programs made significantly greater improvements on several measures of phonological awareness and on a measure of word recognition, when compared to children in the other two groups. Tentative conclusions were drawn about the use of CAI as means of training phonological awareness skills with at-risk students.
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Gore, Dolores A., Gary N. Morrison, Martha L. Maas, and Elizabeth A. Anderson. "A Study of Teaching Reading Skills to the Young Child Using Microcomputer Assisted Instruction." Journal of Educational Computing Research 5, no. 2 (1989): 179–85. http://dx.doi.org/10.2190/p3td-ha2m-1m5n-gecr.
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The major purpose of this study was to determine if the five-year-old child could be taught reading skills through the computer. Fourteen children attending a preschool for low income families received specific reading skills instruction exclusively on the microcomputer. The curriculum used at the preschool was designed to eliminate any drill and practice on isolated reading skills. The study was a pretest/posttest single group design. All subjects were administered the Metropolitan Readiness Test and the results were analyzed using the one-way analysis of variance ( p < .01). A secondary purpose was to determine if the children could learn basic computer literacy skills without direct instruction and drill. Through an analysis of the observation notes it was determined that the computer literacy skills were learned by the children while involved in the academic skills instructional program.
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Moehead, Anne, Kathryn DeSouza, Karen Walsh, and Sabrina W. Pit. "A Web-Based Dementia Education Program and its Application to an Australian Web-Based Dementia Care Competency and Training Network: Integrative Systematic Review." Journal of Medical Internet Research 22, no. 1 (2020): e16808. http://dx.doi.org/10.2196/16808.
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Background Dementia education that meets quality and safety standards is paramount to ensure a highly skilled dementia care workforce. Web-based education provides a flexible and cost-effective medium. To be successful, Web-based education must contain features that promote learning and support knowledge translation into practice. The Dementia Care Competency and Training Network (DCC&TN) has developed an innovative Web-based program that promotes improvement of the attitudes, knowledge, skills, behavior, and practice of clinicians, regardless of their work setting, in order to improve the quality of life for people living with dementia. Objective This review aims to (1) determine the key features that are associated with an effective and functional Web-based education program—an effective and functional Web-based program is defined as one that measures results, is accessible, is user friendly, and translates into clinical practice—and (2) determine how these features correlate with the DCC&TN. Methods Six electronic databases—Medline, Embase, Cumulative Index to Nursing and Allied Health Literature (CINAHL), AusHealth, Nursing@Ovid, and Google Scholar—were searched for articles published between 2009 and 2018 using the following keywords: Education, Distance, Continuing, Learning, Online, Web-Based, Internet, Dementia, Program Evaluation, Validation Studies, Outcome and Process Assessment Healthcare, Nursing, Assisted Instruction, and Facilitated. The Critical Appraisal Skills Programme (CASP) and Kirkpatrick’s model for the evaluation of training were used to ensure quality and rigor of the analysis. Results A total of 46 studies met the inclusion criteria. In total, 14 key features were associated with an effective Web-based learning environment, which enabled the environment to be as follows: self-directed, individualized, interactive, multimodal, flexible, accessible, consistent, cost-effective, measurable with respect to participant satisfaction, equitable, facilitated, nurturing of critical thinking and reflection, supportive of creating a learning community, and translated into practice. These features were further categorized into five subgroups: applicability, attractiveness, functionality, learner interaction, and implementation into practice. Literature frequently cites Kirkpatrick’s four-level model of evaluation and application in the review of education and training; however, few studies appeared to integrate all four levels of Kirkpatrick’s model. Features were then correlated against the DCC&TN, with an encouraging connection found between these features and their inclusion within the content and structure of the DCC&TN. Conclusions A total of 14 key features were identified that support an effective and functional Web-based learning environment. Few studies incorporated Kirkpatrick’s salient elements of the model—reaction, learning, behavior, and results—in their evaluation and clinical application. It could, therefore, be considered prudent to include Kirkpatrick’s levels of training evaluation within studies of dementia training. There were few studies that evaluated Web-based dementia education programs, with even fewer reporting evidence that Web-based training could increase staff confidence, knowledge, skills, and attitudes toward people with dementia and be sustainable over time. The DCC&TN appeared to contain the majority of key features and is one of the few programs inclusive of hospital, community, and residential care settings. The 14 key features can potentially enhance and complement future development of online training programs for health sciences education and beyond. The DCC&TN model could potentially be used as a template for future developers and evaluators of Web-based dementia training.
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Chiang, Berttram. "Initial Learning and Transfer Effects of Microcomputer Drills on LD Students' Multiplication Skills." Learning Disability Quarterly 9, no. 2 (1986): 118–23. http://dx.doi.org/10.2307/1510360.
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Although application of microcomputer-assisted instruction with learning disabled students is rapidly expanding, only limited research is available on the efficacy of such instruction. The primary purpose of this single-subject design study was to investigate whether learning of multiplication tables via computer programs transfers to paper-and-pencil tasks. Three male and three female fourth-grade LD students participated in the three phases of the study: baseline, microcomputer-assisted instruction, and transfer. Results of the daily 4-minute timings of each subject's multiplication facts indicated that about 12 days' drill and practice on a computer yielded an average gain of 4.7 and 6.1 facts per minute for the girls and boys, respectively, as evidenced by their worksheet performance. Implications for using microcomputer-assisted instruction with LD students are discussed.
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Macaruso, Paul, and Adelaide Walker. "The Efficacy of Computer-Assisted Instruction for Advancing Literacy Skills in Kindergarten Children." Reading Psychology 29, no. 3 (2008): 266–87. http://dx.doi.org/10.1080/02702710801982019.
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Kann, Laura K. "Effects of Computer-assisted Instruction on Selected Interaction Skills Related to Responsible Sexuality." Journal of School Health 57, no. 7 (1987): 282–87. http://dx.doi.org/10.1111/j.1746-1561.1987.tb03203.x.
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Howerton, W. Bruce, Enrique Platin, John Ludlow, and Donald A. Tyndall. "The Influence of Computer-Assisted Instruction on Acquiring Early Skills in Intraoral Radiography." Journal of Dental Education 66, no. 10 (2002): 1154–58. http://dx.doi.org/10.1002/j.0022-0337.2002.66.10.tb03587.x.
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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 (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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Houston, Marie S. "The Process of Developing a Computer-assisted Instruction Program." Nurse Educator 18, no. 3 (1993): 14–17. http://dx.doi.org/10.1097/00006223-199305000-00009.
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Mims-Word, Marsha. "The Importance Of Technology Usage In The Classroom, Does Gender Gaps Exist." Contemporary Issues in Education Research (CIER) 5, no. 4 (2012): 271. http://dx.doi.org/10.19030/cier.v5i4.7271.
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A decade ago, access to technology was limited and wiring schools was one of the nation's highest education priorities (NCREL, 2005). Ten years of substantial investments have vastly improved this picture. According to the Secretary's Fourth Annual Report on Teacher Quality, virtually every school with access to computers has Internet access (99%), compared to only 35 percent of schools in 1994, according to the National Center for Education Statistics (NCES) (Parsad & Jones, 2005). The Office of Technology Assessment report to Congress in 1995 stated that "Technology is not central to the teacher preparation experience in most colleges of education. most new teachers graduate from teacher preparation institutions with limited knowledge of the ways technology can be used in their professional practice" (Office of Technology Assessment, 1995). The report, in which this statement appeared, titled Teachers and Technology: Making the Connection, was a wake-up call, and over the past years, much remunerative progress has been made. Many states are attempting to address educators technology skills through the creation of teacher or administrator standards that include technology; as of 2003, 40 states and the District of Columbia have such standards (Ansell & Park, 2003). A number of states have adopted technology requirements for initial licensure. For example, 13 states require teachers and/or administrators to complete technology-related coursework, and nine require them to pass technology-related assessments. In addition, a number of states have implemented policies to improve veteran teachers technological skills (Ansell &Park, 2003). Addressing the issues of technology integration into the curriculum, the Maryland State Department of Educations (MSDE) PT3 consortium infused technology into the state's teacher education programs in three ways. First, the consortium used the Maryland Teacher Technology Standards to redesign both arts and sciences and education courses so they incorporate technology-related knowledge and skills. The Maryland Teacher Technology Standards included learning outcomes and, core learning goals and skills for success; it also specifies what students in pre-kindergarten through 12th grade need to know and be able to do in English/Language Arts, mathematics, science, and social studies. The Maryland State Department of Education (1999) provided expectations for how technology can and should be used to support student learning and instruction. Second, the group developed performance assessments in order to measure the technological competence of teacher candidates. Third, the consortium developed a system for electronic portfolios that incorporates a student teacher's technology performance assessment. These portfolios can be made available to future employers to demonstrate technology-related proficiency. The consortium is statewide and diverse, including several public universities and two communities. According to a report titled, Tech-Savvy: Educating Girls in the New Computer Age (AAUW, 2000), Washington, DC; as violent electronic games and dull programming classes turn off increasing numbers of adolescent girls, the way information technology is used, applied, and taught in the nations classrooms must change. Furthermore, commensurate with rapid changes in technology, a remarkably consistent picture emerges: more boys than girls experience an early, passionate attachment to computers, whereas for most girls attachment is subdued. Margolis and Fisher (2002) reported that computing is claimed as male territory very early in life: from early childhood through college, computing is both actively claimed as guy stuff by boys and men and passively ceded by girls and women. Society and culture have linked interest and success with computers to boys and men. In the words of Margolis and Fisher (2002), curriculum, teachers expectations, and culture reflect boys pathways into computing, accepting both assumptions of male excellence and womens deficiencies in the field (p. 4). Social expectations towards educational leadership in academic and economics terms depend on the integration of technology in every facet of society. The American family survival depends on the abilities and incomes of all adults. The type of technical skills needed to be creative and to survive in the job market escalates daily. Educational leaders must be aware that gender equity among middle school students with respect to the use of computer technology should be grounded in the development of programs that not only address the educational aspect of schools, but also allow students to develop their appreciation for, and understanding of the interrelationship among computer usage, careers, and values. With the implementation of such programs, schools could operate as equalizers for the sexes regarding computer competency and attitudes. Educational leaders have the ability to direct resources to show how computer technology may release the creative impulse in children and allow them to think and learn. Educators need to link the curriculum and technology with student interests. Both male and female students use computer applications that can be linked to the educational setting, such as word processing, Internet, completing homework, reports, and projects, as well as communication through email, self-expression, and personal interest. Educators who are developing these programs must understand how girls lose interest in technology and recognize the different learning styles of each gender. The role of training district school teachers to effectively utilize computer technology within the classroom is important if strides are to be made in supporting girls and women in choosing computer-related careers and using computers as a medium of expression. Institutions of higher education would provide opportunities and hold the responsibility of reviewing the technical construction of each teachers plan. Educational leaders will meet frequently with university representatives to review, discuss, record experiences, develop, modify, and evaluate plans and performances to ensure that teachers receive the training necessary to instruct all students utilizing appropriate computer technology. Degree attainment, certification, and re-certification should be linked to the variation of experiences, the structure, depth, detail, and impact of the program developed by the practitioner in consultation with representatives from higher education and the school district. Partnerships with local school districts and institutions of higher learner should be established to develop programs, which incorporate many of the tenets discussed above.
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Lancaster, D. J., D. K. McClish, and W. R. Smith. "Computer-Assisted Instruction in Probabilistic Reasoning During the Inpatient Medicine Clerkship." Methods of Information in Medicine 32, no. 04 (1993): 309–13. http://dx.doi.org/10.1055/s-0038-1634935.
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AbstractThe acceptability and utility of computer-assisted instruction in probabilistic reasoning was assessed for medicine clerkship students. After a pretest, the experimental (n = 40), but not the control students (n = 39), completed a program that we designed. The program contained the test and its answers. After program exposure, experimental students rated their knowledge of the program’s content significantly higher (p = 10−4) than control students. On the identical posttest, experimental students also scored significantly higher than control students (p = 10−4) and improved their scores significantly more (p = 10−3). They rated ease-of-use items significantly higher than content-relevance items (p = 1CT−4). We conclude that computer-assisted instruction in probabilistic reasoning is acceptable to clerkship students, and that it may improve their knowledge and skills in this area. However, students may rate the vehicle of this instruction more highly than its content.