Relevant bibliographies by topics / Military aspects of Computer-assisted instruction

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

Academic literature on the topic 'Military aspects of Computer-assisted instruction'

Author: Grafiati
Published: 4 June 2021
Last updated: 6 February 2022

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Journal articles on the topic "Military aspects of Computer-assisted instruction"

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Noveriyanto, Taufik Shigit, Nurmida Catherine Sitompul, and Yoso Wiyarno. "THE DEVELOPMENT OF FIN SWIMMING INSTRUCTION PACKAGE FOR NAVAL CADETS ACADEMY." JOURNAL ASRO 11, no. 2 (April 21, 2020): 208. http://dx.doi.org/10.37875/asro.v11i2.284.

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Instruction package is a learning instruction containing teaching material directed at the achievement of instructional objectives to be given to educators and students, which includes lesson plans, lesson programs, educational and training books, student exercise books, testing tools and a list of instructional tools. In military education lecturers or educators must be able to provide and present material well and it is hoped that cadets can apply it when practical training is carried out. Therefore PI is very necessary for the success of a practice exercise. Cadets is a soldier of the Naval Academy students as individuals who are guided, cared for, assisted and trained until they become officers. Fin swimming is a water sport activity that is carried out by a swimmer by using a mask, snorkel and fins equipment, to be able to dive, move faster in water and last longer on the surface of the water. In this research, the formulation of the problem examined is what factors need to be developed to improve the quality of PI Fin Swimming in order to help facilitate the understanding of Naval Cadets Academy with sub-problems are the feasibility of the content, linguistic aspects, presentation aspects and graphic aspects. The research instrument used in the questionnaire was closed and open questions. Data analysis is carried out through the process of triangulating data and information obtained when conducting research or direct observation. The respondents were cadets of Level IV Naval Academy, Teaching Materials Expert, Head of the Physical Department. The selection of respondents is done by purposive random sampling technique. The factors that must be corrected from each item aspects are as follows: aspects of the appropriateness of contents or material that are generally included in the good category, sub-aspects that get enough votes from respondents are conformity with the development of science and technology and examples are quite varied and applicable but not yet can motivate more cadets to find more appropriate movement techniques during learning, linguistic aspects are generally included in the good category, sub-aspects that get sufficient assessment from respondents are the clarity of information conveyed and are quite interactive so that cadets still have difficulty understanding even more so when studied by themselves, aspects of the presentation in general are included in either category, sub-aspects that get less assessment from the respondent is the column of learning material summary, aspects of graphics in general. The results of the evaluation were followed up by developing a PI and respondents were asked to provide a response. The responses of each respondent can be concluded in general that the PI Fin Swimming results of the development were good and fulfilled every aspect of the PI as a teachingmaterial for Cadets.Keywords: Instruction Package, Cadets, Development, Fin Swimming
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Halushka, A. M., S. V. Khalik, O. V. Rychka, and Ye B. Lopin. "Actual aspects of traumatic pathology among servicemen of Ukrainіan Armed Forces in Joint Forces Operation." Biomedical and Biosocial Anthropology, no. 41 (December 28, 2020): 30–35. http://dx.doi.org/10.31393/bba41-2020-05.

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The use of these traditional peacetime methodological approaches to accounting and analysis of non-combat injuries has led to an underestimation of its high level in the planning of inpatient care for servicemen of the Armed Forces of Ukraine in the area of the Joint Forces operation (anti-terrorist operation). The purpose of the study is a general assessment of the place of combat and non-combat injuries (including poisoning) in the structure of cases of hospitalization of servicemen of the Armed Forces of Ukraine in the area of the Joint Forces operation and anti-terrorist operation. Statistical mathematical processing was performed using computer programs Microsoft Excel and STATISTICA (version 6, StatSoft, Inc.). Based on annual medical reports on 3/med form, the ICD-10 structure of Ukrainian Armed Forces servicemen treated in MTF located in area of Joint Forces Operation for 2015-2020 has been presented. Ranks of disease classes have been calculated. Based on medical reports according Temporary instruction on codification of battle injures, non-battle trauma and diseases in Ukrainian Armed Forces, the structure of casualties admissions to MTF have been pointed out. The leading places in structure of treated servicemen belongs to patients with diagnoses on XIX class of ICD-10 (1st place for 2015-2019, 2nd place in 2020) that was stipulated by relative high levels of non-battle trauma in troops on the East of Ukraine. The comparison of structure of servicemen treated in MTF located in and out area of Joint Forces Operation as well as with structure of adult population (over 18 years old) treated in civil hospitals has been conducted. Prevalence of traumatic pathology levels among patients treated in MTF located in area of Joint Forces Operation in comparison with others treatment facilities data has been revealed. For 2015-2020 the shares of trauma and poison cases in structure of treated servicemen in MTF located in area of Joint Forces Operation significantly decreased that was connected with gradual lowing of battle actions intensity and non-battle trauma level. Based on result of research the necessity to improve curative and diagnostic base of military treatment facilities in area of Joint task operation as well as medical report and non-battle trauma prevention systems has been concluded.
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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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Song, Sang H., and John M. Keller. "Effectiveness of motivationally adaptive computer-assisted instruction on the dynamic aspects of motivation." Educational Technology Research and Development 49, no. 2 (June 2001): 5–22. http://dx.doi.org/10.1007/bf02504925.

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Kiraly, Zsuzsanna. "Solfeggio 1: A Vertical Ear Training Instruction Assisted by the Computer." International Journal of Music Education os-40, no. 1 (May 2003): 41–58. http://dx.doi.org/10.1177/025576140304000105.

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The aim of this paper is to describe the process of solfège learning when assisted by computers. The research was conducted in the Länsi-Uusimaa Music Institute in Finland. The study focused on pupils’ attitudes, opinions, motivation, and learning-outcomes using computer-based music learning. We also examined how Solfeggio 1, the new electronic ear-training material, works. Jukka Louhivuori (1990) has examined the didactical questions of computer-assisted music education. He emphasized that learning music with a computer does not mean the replacement of “real” music. The notions of learning and teaching can change in quality, mainly in the area of “learning-by-doing” and “discovery learning” in the computer-assisted music classroom. It was found that computer-assisted music learning is more agreeable and effective than traditional music learning. Although results showed that we need a well-functioning, modern environment and a well-educated “researcher-teacher,” well-motivated pupils are the most important aspects.
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de Koning, Baukje, Marieke Timmerman, Paul van Geert, and Bieuwe van der Meulen. "Identifying Learning Trajectories While Playing a Learning-to-Learn Computer Game in Different Children and Instruction Types." Journal of Cognitive Education and Psychology 13, no. 1 (2014): 53–75. http://dx.doi.org/10.1891/1945-8959.13.1.53.

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This research focuses on identifying learning trajectories expressed among children playing a learning-to-learn computer game and examining the relationships between the learning trajectories and individual characteristics such as developmental age, prior knowledge, and instruction type (adult- and/or computer-assisted, or no instruction). Each child in the sample (N = 184; ages 2.6–4.2 years) repeatedly played the game, resulting in 13 measurements. At each measurement, we registered 7 aspects of mouse behavior such as error frequency, mouse click frequency, and reaction times. Based on those data, we identified 6 types of learning trajectories with multilevel latent class growth analysis. The types appeared significantly related to developmental age, prior knowledge, and type of instruction. Furthermore, prior knowledge appeared the best predictor; specifically among children with moderate prior knowledge having received instruction was associated with better performances than no instruction. The results support the conclusion that children at risk have a high probability of showing benefits in their learning-to-learn skills while playing this educational computer game. However, more adapted games, with more variation and adult-assisted instruction, would also benefit children with uninhibited behavior.
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Teyler, T. J., and T. J. Voneida. "Use of computer-assisted courseware in teaching neuroscience: the Graphic Brain." Advances in Physiology Education 263, no. 6 (December 1992): S37. http://dx.doi.org/10.1152/advances.1992.263.6.s37.

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We describe the development of a computer-assisted instructional tool for the neurosciences. Designed to run on readily available MS-DOS computers, the Graphic Brain utilizes computer-generated static and animated images and accompanying text to assist in instruction of neuroanatomy and neurophysiology. We have used the Graphic Brain in our medical neuroscience course and report that, as measured anecdotally and by test scores, it facilitates student comprehension of the space- and time-varying aspects of anatomy and physiology. When the Graphic Brain is used as an adjunct to lecture, we find that we can cover the same material in 75% of the time required using traditional methods.
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Sagarra, Nuria, and Gabriela C. Zapata. "Blending classroom instruction with online homework: A study of student perceptions of computer-assisted L2 learning." ReCALL 20, no. 2 (March 28, 2008): 208–24. http://dx.doi.org/10.1017/s0958344008000621.

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AbstractThis study investigates the impact of an online workbook on the attitudes of 245 second language (L2) Spanish learners toward this pedagogical tool over two consecutive semesters. The treatment consisted of four hours of classroom instruction and one set of online homework per week, during two consecutive semesters. Students' attitudes toward the electronic workbook were measured by means of a survey administered after eight months of exposure to the workbook. The qualitative data of the survey was compared to quantitative data from two different language assessment tests. The results of these tests indicated a significant increase in grammar scores. These results are consonant with the positive findings of student perceptions about the online workbook obtained in this and previous studies, emphasizing its benefits in terms of accessibility to the material, user-friendliness, and instant error feedback. More importantly, most students praised the usefulness of the online workbook for language learning, particularly in the areas of grammar and vocabulary acquisition. Despite participants' mostly positive attitudes, the survey also revealed some negative aspects of the use of the online workbook, such as the amount of time needed to complete the online exercises. This paper addresses these issues, and provides suggestions to overcome this type of problem.
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Setiyadi, Didik, and Syahbaniar Rofiah. "Media Pembelajaran Anak TK Dengan Metode CBI (Computer Based Instruction)." PIKSEL : Penelitian Ilmu Komputer Sistem Embedded and Logic 6, no. 2 (September 18, 2018): 115–24. http://dx.doi.org/10.33558/piksel.v6i2.1503.

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Abstract Current information technology can make many aspects of life, one of which is the aspect of education. The educational aspect requires an efficient learning media and interesting to attract interest from the students learning. Learning media applications for kindergarten can assist students in understanding the material taught in kindergarten, which typically use long sentences and illustrations that are difficult to understand. Learning for KINDERGARTEN children who do currently still using media learning accounting, so as to make students less interested to follow the learning. The learning model as it is expected to be replaced by a more active learning model, creative, effective and fun, in order to increase interest in learning students and improve learning results students. Research conducted is with the method of utilization of computer in education, known as computer-assisted learning, or better known as CBI (Computer Based Instruction) that are expected to change into the atmosphere a more active learning, creative, effective and fun. Keywords: Black Box testing, CBI, Kindergarten, Media learning, Waterfall Method, Abstrak Teknologi informasi saat ini dapat mempermudah banyak aspek kehidupan, salah satunya adalah aspek pendidikan. Aspek pendidikan memerlukan media pembelajaran yang efisien dan menarik untuk menarik minat belajar siswa-siswi. Aplikasi media pembelajaran untuk anak TK ini dapat membantu siswa-siswi dalam memahami materi yang diajarkan pada anak TK, yang biasanya menggunakan kalimat-kalimat yang panjang dan ilustrasi yang sulit dimengerti. Pembelajaran untuk anak TK yang dilakukan saat ini masih banyak yang menggunakan media belajar konvesional, sehingga membuat para siswa kurang berminat untuk mengikuti pembelajaran tersebut. Model pembelajaran seperti ini diharapkan dapat diganti dengan model pembelajaran yang lebih aktif, kreatif, efektif dan menyenangkan, agar dapat meningkatkan minat belajar siswa-siswi dan meningkatkan hasil belajar siswa-siswi. Penelitian yang dilakukan adalah dengan metode pemanfaatan komputer dalam pendidikan yang dikenal dengan pembelajaran dengan bantuan komputer atau lebih dikenal dengan sebutan CBI (Computer Based Instruction) yang diharapkan dapat merubah menjadi suasana pembelajaran yang lebih aktif, kreatif, efektif dan menyenangkan. Kata Kunci: Anak TK, Black Box testing, Media pembelajaran, Metode CBI, Waterfall.
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Khezrlou, Sima. "Form-focussed Instruction in CALL: What Do Learners Think?" RELC Journal 50, no. 2 (February 19, 2018): 235–51. http://dx.doi.org/10.1177/0033688217738820.

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The ways that Iranian universities prepare their students for their future academic and professional lives are changing. Many universities have launched innovative practice in the use of technology in teaching and learning, aiming to present student learners with an engaging experience. The adoption of an innovation necessitates considering the beliefs about it as a substantial part of its integration. The purpose of this study was to explore Iranian university learners’ attitudes towards a computerized reading program in promoting vocabulary acquisition and reading comprehension. A total of 52 participants read multi-glossed computerized texts in FonF ( N = 27) and FonFs ( N = 25) conditions. In FonF condition, learners read the texts for comprehension and accessed the multimedia glosses, whereas in FonFs, participants were presented with a word list of the target lexical items prior to on-screen reading. Evidence from both quantitative and qualitative measures unravelled the overall success of the program in bringing about a gradual and consistent improvement in learners’ vocabulary learning and reading comprehension. Whereas vocabulary acquisition benefited equally from both FonF and FonFs practices, reading comprehension performance was greater under FonF condition. The effects that each instructional practice had on the different aspects of computer assisted language learning in vocabulary acquisition and reading comprehension are discussed in detail.
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Dissertations / Theses on the topic "Military aspects of Computer-assisted instruction"

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McVay, Richard B. "An examination of computer anxiety related to achievement on paper-and-pencil and computer-based aircraft maintenance knowledge testing of United States Air Force technical training students." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3082/.

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The purpose of this study was to determine whether varying levels of computer anxiety have an effect on computer-based testing of United States Air Force technical training students. The first chapter presents an overview of computer-based testing, defines key terms, and identifies questions addressed in the research. The rationale for conducting this study was that little research had been done in this area. The second chapter contains a review of the pertinent literature related to computer-based testing, computer anxiety, test reliability, validity, and gender differences in computer use. Due to the lack understanding concerning any effects of computer anxiety on computer-based testing, this has been a worthwhile topic to explore, and it makes a significant contribution to the training field. The third chapter describes the qualitative research methodology used to conduct the study. The primary methodology was an analysis of variance comparison for groups of individuals who displayed high or low computer anxiety to their respective mean computer-based or paper-based aircraft maintenance knowledge testing scores. The research population consisted of United States Air Force aircraft maintenance craftsmen students attending training at Sheppard Air Force Base, Texas. The fourth chapter details the findings of the study. The findings indicate that there was no significant difference between the groups of students rated with high computer anxiety and low computer anxiety while testing with computers. Additionally, no significant differences were detected while testing alternative hypotheses covering differences between groups of students rated with high computer anxiety and low computer anxiety testing by traditional paper-and pencil methods. Finally, a reference section identifying the literature used in the preparation of this dissertation is also included.
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Matthews, Stephen W. Miller Kenneth H. "An open architecture for defense virtual environment training systems /." Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2003. http://library.nps.navy.mil/uhtbin/hyperion-image/03sep%5FMatthews.pdf.

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Thesis (M.S. in Computer Science)--Naval Postgraduate School, September 2003.
Thesis advisor(s): Rudolph P. Darken, Joseph A. Sullivan. Includes bibliographical references (p. 131-134). Also available online.
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Latham, Charles V. (Charles Vernon). "The Effect of Color in Computer Assisted Instruction on Vocabulary Retention Rates and Computer Attitudes of Selected Upward Bound Students." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc331796/.

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The purpose of this study was to determine the effect on selected Upward Bound students' vocabulary retention rate and attitude toward computers when using color in a computer assisted instructional (CAI) program. Past research on the use of color in the educational process does not answer questions about possible effects it may have when used in CAI programs. Specific areas addressed by this study include: (1) differences in color computer assisted instructional software and achromatic versions of the lesson, (2) differences in the short-term vocabulary retention rate for color versus achromatic versions, (3) differences in the long-term vocabulary retention rate for color versus achromatic versions, (4) differences on the affective attitude scale for color versus achromatic versions, (5) differences in short-term memory based on gender and computer experience, (6) differences in long-term memory based on gender and computer experience and (7) differences on the affective attitude scale based on gender and computer experience. Subjects in the experiment were high school students participating in Upward Bound programs at Texas Christian University and the University of North Texas. A pretestposttest design was used and data were obtained from seventy-one students. A CAI program presented students with twenty words and definitions via a drill and practice mode. The words came from Schuster's list of rare and seldom used words considered easy to learn. Two computer systems were used in this study, achromatic and color. Students completed the Computer Attitude Scale at the beginning and end of the CAI lesson. A pretest, immediate posttest and two week delayed posttest were administered to both experimental groups. Analysis of the data revealed a significant difference in long-term memory based on gender and computer experience. Girls using the color version of the lesson scored significantly higher on the delayed posttest than girls using the achromatic version.
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Ström, Pär. "Human factors in image guided surgical simulator training : components, visual-spatial and haptic aspects /." Stockholm, 2005. http://diss.kib.ki.se/2005/91-7140-520-8/.

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Collins-Brown, Elaine Toledo Cheri. "Aspects of online courses that are more effective and successful than traditional, face-to-face courses." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1225152501&SrchMode=1&sid=5&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1177271488&clientId=43838.

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Thesis (Ed. D.)--Illinois State University, 2006.
Title from title page screen, viewed on April 22, 2007. Dissertation Committee: Cheri A. Toledo (chair), Adel T. Al-Bataineh, Charles D. Dziuban, Vicky L. Morgan, Wendy G. Troxel. Includes bibliographical references (leaves 233-244) and abstract. Also available in print.
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Campbell, Penny Renae. "Effects of Time Spent on Computer-Assisted Instruction on Attitudes of Sixth Grade Students Toward Computers." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc332374/.

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The purposes of this study were threefold: (1) to examine the effects of time spent on CAI on student attitudes, (2) to examine the effects of time spent on CAI among ability groups, and (3) to determine whether initial attitudes would be maintained throughout a school year, and if not, determine variables associated with an attitude shift.
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Cartagena, Pedro A. "Retention of mathematics and reading comprehension skills among Navy Functional Skills Program graduates." Diss., Virginia Tech, 1990. http://hdl.handle.net/10919/39918.

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Stander, Adrie. "Computer user interfaces in a multicultural society." Thesis, Cape Technikon, 1997. http://hdl.handle.net/20.500.11838/1369.

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Thesis (MTech(Information Technology))--Cape Technikon, Cape Town, 1997
This research discusses some of the cultural issues that could influence the human computer encounter in a multicultural community. The results of research to determine differences in computer usage caused by cultural differences when using computer user interfaces in simulated and real-world environments are also discussed. Various cultural aspects could possibly influence the effectiveness of the user interface in a multicultural society. Language is an important factor and studies have shown that simple translation will increase productivity (Bodley, 1993:23). However all languages do not contain the necessary technical vocabulary. Mothers from a lower social class typically use a limited language code when communicating with their children (Mussen et aI.,1984:206). As this causes the children to think in more concrete and less conceptual terms, it may influence the human computer interaction, particularly where a high degree of abstraction, such as in graphical interfaces, is used. Symbolism is problematic as symbols like light bulbs, recycle bins and VCR controls do not feature in the life of users living in slum and backward rural conditions. Lack of exposure to technology might negatively influence user attitude (Downton, 1991:25) with a corresponding inhibition of learning and performance. All external locus of control is common among disadvantaged groups due to the high degree of rejection, hostile control and criticism they experience. As the sense of being out of control is largely associated with the indication to avoid stressful situations, users from these groups might prefer to avoid situations where they do not feel in control. The strong differentiation between the roles of the sexes in certain cultures can also influence the encounter with the computer (Downton, 1991:10) It has been shown that the different gender orientations towards problem solving in these cultures can have an important influence on computer usage. The intracultural factors of social class play a significant role in determining how a person acts and thinks (Baruth & Manning, 1991 :9-1 0). Such differences may sometimes be more pronounced than those resulting from cultural diversity and may influence the orientation of the user towards abstraction and generalization.
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Tupchiy, Anna. "Toward an Explanation of the Effect of an Individuals’ Culture on Learning Outcomes in a Distance Education Environment." Honors in the Major Thesis, University of Central Florida, 2004. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/428.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf
Bachelors
Business Administration
Management Information Systems
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Fogg, Richard John. "The effects of feedback and strategy on self-efficacy and computer task performance." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1023.

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Books on the topic "Military aspects of Computer-assisted instruction"

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Wampler, Richard L. Battle Staff Training System II: Computer-based instruction supporting the Force XXI training program. Alexandria, Va: U.S. Army Research Institute for the Behavioral and Social Sciences, 1998.

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Centric, James H. The division level military decision-making process (MDMP): Design and development of a prototype computer-based training product. Alexandria, Va: U.S. Army Research Institute for the Behavioral and Social Sciences, 1999.

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Sterling, Bruce S. Review of battle staff training research at brigade and battalion levels. Alexandria, Va: U.S. Army Research Institute for the Behavioral and Social Sciences, 1998.

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Witmer, Bob G. Training dismounted soldier in virtual environments: Enhancing configuration learning. Alexandria, Va: U.S. Army Research Institute for the Behavioral and Social Sciences, 2000.

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The classroom arsenal: Military research, information technology, and public education. London: Falmer, 1991.

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Çayirci, E. Computer assisted exercises & training: A reference guide. Hoboken, N.J: John Wiley & Sons, 2009.

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Forgette-Giroux, Renée. L'ordinateur à l'école: Attitudes des élèves, des enseignantes et des enseignants. [Ontario: s.n., 1990.

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Dufoyer, Jean-Pierre. Informatique, éducation et psychologie de l'enfant: Jean-Pierre Dufoyer. Paris: Presses universitaires de France, 1988.

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Gallardo, Sara Catalina Hernández. Prácticas culturales en ambientes de aprendizaje en línea: Con etnografía virtual multisituada. Zapopan, Jalisco, México: Universidad de Guadalajara, Centro Universitario de Ciencias Económico Administrativas, 2009.

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Joseph, Ghartey-Ampiah, Aidoo Frank, and Great Britain. Department for International Development., eds. Understandings of education in an African village: The impact of information and communication technologies : report on DFID research project Ed2000-88. London: DFID, 2003.

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Book chapters on the topic "Military aspects of Computer-assisted instruction"

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Nawrocki, L. H. "An Intelligent Computer Assisted Instruction System for Maintenance Training." In Computer-Based Instruction in Military Environments, 11–20. Boston, MA: Springer US, 1987. http://dx.doi.org/10.1007/978-1-4613-0915-4_2.

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Baker, E. L. "Evaluating New Technology: Formative Evaluation of Intelligent Computer Assisted Instruction." In Computer-Based Instruction in Military Environments, 155–62. Boston, MA: Springer US, 1987. http://dx.doi.org/10.1007/978-1-4613-0915-4_12.

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Van den Brande, L. "Computer-Assisted Programmed Cases: A Learning Method for Improving the Understanding of Persons." In Computer-Based Instruction in Military Environments, 249–59. Boston, MA: Springer US, 1987. http://dx.doi.org/10.1007/978-1-4613-0915-4_20.

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Surry, Daniel W., and David C. Ensminger. "Supporting the Implementation of Online Learning." In Web-Based Education, 215–21. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-963-7.ch015.

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Technology plays an important role in modern society. It is hard to imagine living in a world without such essential technologies as wireless communication, the Internet, laser surgery, polymers, and jet aircrafts, among countless other examples. Technology has had a profound effect on almost all aspects of our lives including banking, communications, medicine, transportation, energy, and the military. As inthese other areas, technology is now playing an increasingly important role in education. A variety of technologies have been introduced into the schools overthe last few decades. Among the most common of these are computer assisted instruction, multimedia presentations, classroom management software, and various assistive and adaptive technologies. In more recent years, distance and online learning technologies have advanced to the point where online learning is now a viable option for the delivery of high quality educational and training programs. The potential for technology, especially distance and online learning, to revolutionize education and training is beyond question.
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Fuchs, Carolin. "The Structural and Dialogic Aspects of Language Massive Open Online Courses (LMOOCs)." In Computer-Assisted Language Learning, 1540–62. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7663-1.ch073.

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This case study contributes to the growing body of research on Language Massive Open Online Courses (LMOOCs) by examining their structural aspects (i.e., layout and format) and dialogic nature (i.e., interaction and negotiation) from the language learner's perspective. This exploratory study draws on data from 15 student teachers of English as a Second/Foreign Language at a private graduate institution on the East Coast of the U.S. As required by their technology elective, participants who were enrolled in a beginner-level LMOOC of their choice kept a log of their learning process/progress over a period of eight weeks. At the end of the course, they were invited to fill out a post-project questionnaire to reflect on their overall experience. The goal of the project was to educate student teachers on the pedagogical underpinnings of LMOOCs while exposing them to online language learning. In this study, the focus was primarily on self-reported system interaction and profile data since the Author was not involved in the design of any of the LMOOCs. Data collection instruments included a needs analysis, weekly LMOOC logs, and a post-LMOOC questionnaire. According to the questionnaire results, student-teachers' motivation was “satisfactory,” and only four out of 15 student teachers completed their LMOOCs. Results further showed that structural aspects (i.e., content, materials, and procedures) rank higher than dialogic aspects (i.e., scaffolding and feedback). This questions the over-reliance on content transmission and instructivist (or teacher-instruction) approaches in LMOOCs, especially since MOOCs enrolment numbers rely heavily on learner's self-motivation to sign up and complete a course.
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Ding, Yan. "What Constitutes an Effective Instructional Video?" In Recent Developments in Technology-Enhanced and Computer-Assisted Language Learning, 236–56. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1282-1.ch011.

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Online English courses have been developing rapidly in the past few years. As instructional videos play a central role in such courses, what constitutes an effective instruction video becomes a critical question for online English course developers. This chapter offers perspectives of EFL learners on this issue via content analysis of their feedback on existing instructional videos used in online English courses. The data consisted of 51 learners' comments on three micro-courses and 3,510 learner reviews on 41 English MOOCs. Analysis of the data revealed the most favorable features of an instructional video, the means to actualize these features, and learners' perceptions of different aspects of the physical design of an instructional video. The findings provided video producers with suggestions on the design and production of instructional videos used in online English courses.
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Coşkun, Abdullah, and Zoe Marlowe. "The Place of Technology-Assisted Language Learning in EFL Listening." In Enriching Teaching and Learning Environments With Contemporary Technologies, 102–16. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3383-3.ch006.

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As technology improves, such trends as technology-assisted language learning (TALL) have dominated the field of foreign language teaching in the new millennium. This chapter aims to review research studies incorporating different aspects of computer and mobile-assisted foreign language learning to enable English as a foreign language (EFL) learners to improve their listening skills. The literature review is based on studies of experimental research design in which the experimental group was exposed to computers or mobile devices to increase EFL learners' listening skills. Additionally, attitudinal studies dealing with EFL learners' perceptions about the integration of technology into EFL listening instruction were reviewed. From the literature review, it was realized that TALL helps EFL learners to improve their listening performance, and students hold favorable attitudes towards its use. At the end of the chapter, two useful mobile applications with the potential to enhance EFL learners' listening skills are introduced, and some recommendations are made.
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Halvorsen, Andy D. "Divergent Teacher Viewpoints of Technology Integration in the Language Classroom." In Language Learning and Literacy, 716–37. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9618-9.ch037.

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This chapter presents a qualitative analysis of the beliefs and practices of three language teachers in Thailand vis-à-vis their integration of technology in the classroom as well as their views regarding social networking site participation as a facilitative tool for instruction. The study brings together research on the identity development work of teachers and Computer Assisted Language Learning (CALL). Through the analysis of extensive teacher interview data and classroom observations, the study demonstrates how these teachers self-identify as users of technology, and how this sense of self interacts with and shapes various aspects of their teaching practice. The three teachers in this study represent a range of divergent viewpoints related to technology use and integration in the classroom, and the analysis of these viewpoints helps to illustrate the specific factors underlying how and why they choose to make pedagogic use of technology.
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Halvorsen, Andy D. "Divergent Teacher Viewpoints of Technology Integration in the Language Classroom." In Preparing Foreign Language Teachers for Next-Generation Education, 130–51. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0483-2.ch008.

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This chapter presents a qualitative analysis of the beliefs and practices of three language teachers in Thailand vis-à-vis their integration of technology in the classroom as well as their views regarding social networking site participation as a facilitative tool for instruction. The study brings together research on the identity development work of teachers and Computer Assisted Language Learning (CALL). Through the analysis of extensive teacher interview data and classroom observations, the study demonstrates how these teachers self-identify as users of technology, and how this sense of self interacts with and shapes various aspects of their teaching practice. The three teachers in this study represent a range of divergent viewpoints related to technology use and integration in the classroom, and the analysis of these viewpoints helps to illustrate the specific factors underlying how and why they choose to make pedagogic use of technology.
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Rajasingham, Lalita. "The Application of Virtual Reality and HyperReality Technologies to Universities." In Encyclopedia of Multimedia Technology and Networking, Second Edition, 61–66. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-014-1.ch009.

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The term HyperReality (HR) was coined by Nobuyoshi Terashima to refer to “the technological capability to intermix virtual reality (VR) with physical reality (PR) and artificial intelligence (AI) with human intelligence (HI)” (Terashima, 2001, p. 4). HR is a technological capability like nanotechnology, human cloning and artificial intelligence. Like them it does not as yet exist in the sense of being clearly demonstrable and publicly available. Like them it is maturing in laboratories where the question “if?” has been replaced by the question “when?” And like them the implications of its appearance as a basic infrastructure technology are profound and merit careful consideration. (Tiffin &Rajasingham, 2001) Because of this, universities, if they are to be universities, will be involved with HR as a medium and subject of instruction and research, and for the storage and development of knowledge (Tiffin & Rajasingham, 2003). The concepts of HyperUniversities, HyperClasses, Hyperschools, and HyperLectures are at the same level of development as the concepts of virtual universities, virtual classes, virtual colleges, and virtual schools in the later part of the 1980s (Tiffin & Rajasingham, 1995). A project on emerging nanotechnology, Consumer Products Inventory contains over 380 products ranging from clothing, home furnishing, medical scanning and diagnostics tools, electronics, computer hardware, scanning microscopes, and so on (http://www.nanotechproject. org/index.php?id=44&action=view). This is the future environment for which universities will need to educate society. HyperReality subsumes virtual reality. HR is only possible because of the development of computer-generated virtual reality, in particular, the development of distributed virtual reality which makes it possible for different people in different places to interact together in the same virtual reality. It was the theoretical application of this capability to education, and especially to university education, that lead to the concept of virtual classes in virtual schools and universities (Tiffin & Rajasingham, 1995). Initial experiments simulated virtual classes by using videoconferencing, audio conferencing, and audiographic conferencing. The emergence of the Internet shifted these ideas from a laboratory stage to institutional development of institutions calling themselves virtual universities and virtual schools, by virtue of being able to bring teachers and students together in classes using telecommunications and computers, instead of public transport and buildings. Today, synchronous and asynchronous virtual classes are conducted using learning management systems (LMS) applications such as Blackboard, Chatterbox, Eluminate, and Lotus LearningSpace on the Internet. Furthermore, highly interactive, reusable learning objects (LOs) that are adaptable in all aspects, and interoperable with other learning objects, are rapidly coming online (Hanisch & Straber, 2003). HypreReality LOs, still in Beta, are being developed. HyperReality also subsumes artificial intelligence. Teaching machines and computers have been used for instruction since the early days of computer-assisted instruction (CAI) in the 1960s, albeit with little overall impact on education, especially at the university level. However, the growing capability and ubiquity of AI expert systems and agents, the vast amount of repetitive work involved in teaching, and the growing application of business criteria to the management of education suggest that AI agents, conceivably in avatar form, will be adopted in education, and the place where this will begin is likely to be in the universities.
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