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Brazas, Michael L. "Cognitive load theory and programmed instruction." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001011.
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Scherer, Stephen C. "Reinforcement and punishment during programmed instruction." Morgantown, W. Va. : [West Virginia University Libraries], 2003. http://etd.wvu.edu/templates/showETD.cfm?recnum=2798.
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Thesis (Ed. D.)--West Virginia University, 2003.Title from document title page. Document formatted into pages; contains viii, 114 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 98-103).
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Drown, Michael R. "Transforming from instructor led to self paced training delivery a case study in learning /." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998drownm.pdf.
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McDonald, Jason K. "The Rise and Fall of Programmed Instruction: Informing Instructional Technologists Through a Study of the Past." BYU ScholarsArchive, 2003. https://scholarsarchive.byu.edu/etd/6104.
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Instructional technologists have recently been called upon to examine the assumptions they hold about teaching and learning, and to consider how those assumptions can affect their practice of the discipline. This thesis is an examination of how the assumptions instructional technologists hold can result in instructional materials that do not accomplish the original goals the developers set out to achieve. I explored this issue by examining the case study of programmed instruction, an educational movement from the mid-20th century that promised to revolutionize education but never lived up to its potential. Programmed instruction was heavily influenced by the assumptions of behavioral psychology, such as determinism (human behavior is controlled by scientific law), materialism (the only real world is the physical world), and empiricism (individuals can know the world around them only through the natural senses). It was also influenced by the assumptions of social efficiency (society must actively find the most efficient solutions to social problems) and technological determinism (technology is the most important force in causing social change). These assumptions manifested themselves in a variety of ways in the programmed instruction movement, including a redefinition of all learning problems into the terms of behavioral psychology, an over-reliance on standardized processes of instruction, and a belief that technology alone could solve educational problems. The ways in which programmed instruction manifested itself resulted in the movement prescribing a very rigid and inflexible method of instruction. Because of its inflexibility, programmed instruction quickly fell out of favor with educators and the public.
Some modern applications of instructional technology, such as online learning, seem to rely on the same assumptions as programmed instruction did. I conclude this thesis with a discussion of how understanding the assumptions of programmed instruction, and how they led to the movement’s rigidity, can help modern instructional technologists develop online learning materials that are more flexible and able to meet the needs of the students for which they are intended.
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Yellen, Richard Emerson. "Increasing the propensity to use computer application software." Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184286.
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The use of computer application software could be increased. The goal of this research was to uncover a design for a module which instructs the potential user how to use software. This type of module, called an instructional module, would, when incorporated on software such as decision support tools, increase the willingness of novices to use the software more frequently. Four instructional modules designs, which were the result of combining two states of two variables of instructional module design, were examined. The four designs are (1) an automated programmed learning module; (2) an automated help facility; (3) a manual programmed learning module and; (4) a manual help facility. A financial decision support tool was developed, and each of the four instructional modules designs was placed separately on the decision support tool. This created, in effect, four different tools. Subjects in the experiment were business school students with no formal experience using a decision support tool. Each subject was exposed to two of the four instructional module designs during a training session which lasted one hour. One month after the training session, the subjects were reassembled for a second session. During this session, the subjects selected one of the two tools, with its instructional module, which they had been exposed to previously. The subjects were to use the selected tool to solve problems which would likely require them to access the instructional module. In addition to these behavioral selection data, attitudinal data concerning the instructional module designs were also collected throughout both sessions of the experiment. Based on their selection and their attitudinal responses, the subjects indicated that the tool with the automated programmed learning module was the module of choice. The research methodology successfully provided input for instructional module design for computer application software such as decision support tools.
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Kelly, Glenn, and mikewood@deakin edu au. "A behavioural analysis of enforced delays in computerised programmed instruction." Deakin University, 1995. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051125.090627.
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A cornerstone of much educational research in individualised and automated instruction (e.g., computer-based learning) is the assumption that learners be permitted to set the rate at which they work through the material to be learned. Experiments that have compared learning under conditions of self pacing (determined by the learner) and external pacing (determined by the experimenter), using a variety of tasks and populations, often have not supported this assumption. To evaluate the putative advantages of student self pacing in automated instruction, the studies in this thesis compared the effects of self-paced, and externally-paced, programmed instruction on student accuracy, retention efficiency, and satisfaction.
Under self-pacing conditions, learners completely controlled the rate of progress through learning materials; that is, although the program paused when learners were required to provide answers, score answers, and proceed to the next item, it continued as soon as the learner pressed any key. External pacing was operationalised by programming a noncontingent 10-s postfeedback delay after every item; that is, learners could not progress to a subsequent item until the delay period was over. All relevant learning material for the current item was present during the delay. In a series of experiments using an alternating conditions design, learners completed approximately 40 sets of a programmed course in behaviour analysis (Holland & Skinner, 1961). A baseline of self-pacing conditions was followed by an experimental phase in which baseline conditions were randomly alternated with one or more experimental conditions. Later experiments also included a return to baseline conditions.
In Experiments 1 and 2 externally-imposed delays resulted in greater accuracy than self pacing. This advantage occurred when the delays were accompanied by the study materials, but did not occur for a condition in which delays were presented without the learning material being visible. Hence, it was proposed that noncontingent postfeedback delays are effective because they provide a study opportunity which is otherwise not taken. In addition, imposing delays only slightly increased overall time to completion, and learners rated their satisfaction with external and self pacing similarly.
Experiments 3 and 4 replicated the accuracy advantage found for external pacing, and showed also that material learned under these conditions was recalled better in both immediate and 1-month delayed posttests. These experiments also provided information about factors that influence efficiency during completion of materials. One of these factors was a requirement that, at the end of an instructional
set, each question answered incorrectly be repeated until it was answered correctly (i.e., review feature). This is part of the standard implementation of programmed materials and had been employed in all conditions. In the earlier studies, externally-paced and self-paced conditions showed little difference in overall time to completion. It was apparent that although the externally-paced condition had an increased task time due to enforced delays, this condition did not take longer overall because more errors were made in self pacing, so more items were reviewed, and the overall time of a session was increased. Therefore, although imposing delays entailed a time cost, this was offset because it reduced the number of errors and time-consuming repeats. Experiment 4 demonstrated that when the review requirement was removed, noncontingent delays caused an increase in overall time to completion. Another factor determining efficiency was workrate during nondelay components of the task. Measures of the time learners spent responding, correcting responses, and continuing to subsequent frames, indicated that delays promoted faster workrates at each of these points. This was interpreted as evidence of a generalised escape motivation that is increased by being delayed and which offsets some of the time lost due to delays.
The final two experiments investigated the effects of reviewing incorrect items on student performance because it had been a potential confound in previous experiments. Previously, both self-pacing and external-pacing conditions required subjects to repeat incorrect items until answered correctly. It is possible that because reviewing items increased time on task (like imposed delays), they also led to compensatory changes in workrate, and influenced timing and efficiency measures. Any such influence was not controlled across experimental conditions, however, because self pacing typically resulted in more errors and larger reviews, and any influence of review size on timing measures could not be separated from the effect of delays. It was found that, compared to a no-review condition, reviews reduced efficiency and had little influence on accuracy and retention. Hence, this feature was unlikely to have interacted with the delay variable in previous experiments.
In conclusion, the results of the experiments show that self pacing reduced accuracy, retention, and workrates compared to external pacing. These studies indicate that learners often make poor choices about optimum learning conditions. They also show that small changes in the learning environment can result in consistent and substantial changes in learner performance, and that behaviour analysts have an important role to play in the design and implementation of instructional materials.
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Oberem, Graham Edmund. "An intelligent computer-based tutor for elementary mechanics problems." Thesis, Rhodes University, 1987. http://hdl.handle.net/10962/d1001997.
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ALBERT, an intelligent problem-solving monitor and coach, has been developed to assist students solving problems in one-dimensional kinematics. Students may type in kinematics problems directly from their textbooks. ALBERT understands the problems, knows how to solve them, and can teach students how to solve them. The program is implemented in the TUTOR language and runs on the Control Data mainframe PLATO system. A natural language interface was designed to understand kinematics problems stated in textbook English. The interface is based on a pattern recognition system which is intended to parallel a cognitive model of language processing. The natural language system has understood over 60 problems taken directly from elementary Physics textbooks. Two problem-solving routines are included in ALBERT. One is goal-directed and solves the problems using the standard kinematic equations. The other uses the definition of acceleration and the relationship between displacement and average velocity to solve the problems. It employs a forward-directed problem-solving strategy. The natural language interface and both the problem-solvers are fast and completely adequate for the task. The tutorial dialogue system uses a modified version of the natural language interface which operates in a two-tier fashion. First an attempt is made to understand the input with the pattern recognition system, and if that fails, a keyword matching system is invoked. The result has been a fairly robust language interface. The tutorial is driven by a tutorial management system (embodying a tutorial model) and a context model. The context model consists of a student model, a tutorial status model and a dynamic dialogue model. ALBERT permits a mixed initiative dialogue in the discussion of a problem. The system has been tested by Physics students in more than 80 problemsolving sessions and the results have been good. The response of the students has been very favourable
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Forsbom, Joel, and Johan Bergman. "Tillämpad beteendeanalys och Programmerad inlärning i en metod för för interaktionsdesign : en byggstensstudie." Thesis, Stockholm University, Department of Psychology, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-29575.
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Föreliggande studies syfte är att vara en första byggsten i skapandet av ett praktiskt användbart tillvägagångssätt för interaktionsdesign som bygger på programmerad inlärning och tillämpad beteendeanalys. Litteraturstudier och logiska resonemang resulterade i en iterativ metod. Denna tillämpades sedan på fallet Dice Arena för att generera kunskap inför framtida utveckling av denna eller liknande metoder. Slutsatsen var att designmetoden är ofullständig men till viss del användbar. Designmetodens huvudsakliga bidrag var en sekvensdesign, en delmetod som strukturerade och tydliggjorde designuppgiften.
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Root, William. "THE SYNTHESIS OF PROGRAMMED INSTRUCTION AND ONLINE EDUCATION: TOWARDS A MODERN-DAY TEACHING MACHINE." OpenSIUC, 2019. https://opensiuc.lib.siu.edu/dissertations/1735.
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The last fifty years have seen rapid growth in student enrollment in online courses. However, few systematic investigations have been utilized to identify best practices in online education experimentally. Skinner (1958) laid out a science of teaching derived from the principles of operant conditioning, and methods for adopting programmed instruction into the evolving technology of his time. In what he termed a "Teaching Machine," automated instruction programmed contingencies for the student with self-paced, carefully designed sequences towards mastery of the material. This series of investigations evaluated the efficacy of programmed instruction in online courses, as measured by quiz performance, the frequency of discussion posts, instructor time commitment, generalization, maintenance, and student perceptions of the online modalities used. The online classrooms were all conducted through Adobe Connect Meeting Software (2017) to include both asynchronous and synchronous online arrangements. Experiment 1 compared the effects of on-campus delivered lectures and online delivered lectures on weekly quiz performance, percentage correct on within assessments forms, the frequency of questions asked, participant preference, and generalization measures. Experiment 2 compared the effects of lectures delivered exclusively online and module packets, designed with components of Skinnerian programmed instruction, on weekly quiz performance, instructor time commitment, participant preference of both experimental conditions, and generalization measures. Experiment 3 compared the effects of online lectures + discussion and module packets + chat on weekly quiz performance, participant preference, and generalization measures. With the increasing demand for university courses delivered exclusively online, results are discussed on the viability of automated, programmed instruction to teach course material exclusively online.
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Canton, Reinaldo L. "Effects of constructed response contingencies in web-based programmed instruction on graphing compared to cued-text presentation of the same information." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001259.
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McDonald, Jason K. "Technology I, II, and III : criteria for understanding and improving the practice of instructional technology /." Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1610.pdf.
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Willmann, Chantel Shroyer. "Comparison of the effects of programmed instruction versus lecture on knowledge acquisition among post myocardial infarction patients." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/834614.
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The purpose of the study was to determine the effects of either a programmed instruction booklet or group lecture on knowledge of post myocardial infarction patients. A convenience sample of 30 post myocardial infarction patients enrolled in Cardiac Rehabilitation at a midwestern hospital were asked to participate.Subjects were assigned either to the experimental group or the lecture group. The pretest was administered to both groups. The experimental group received the self instruction booklet and the lecture group received a posttest was immediately completed by the participants. A nonequivalent pretest-posttest repeated measure design was utilized in the study.The results of the study showed a mean improvement in knowledge scores for both the booklet group and lecture group, with the booklet group having the larger gain in knowledge scores. The knowledge gain however, was not significant at the 0.05 level.School of Nursing
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Lacerda, Daniela Ferreira de. "Caracterização do ensino programado no Brasil: um estudo com base na análise de periódicos científicos." Pontifícia Universidade Católica de São Paulo, 2008. https://tede2.pucsp.br/handle/handle/16827.
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Previous issue date: 2008-05-30In his work Technology of teaching, Skinner displays the characteristics that a teaching program should have, so that the students would reach the given objectives with the least number of mistakes possible. In this book the author proposes a model for displaying the teaching contingencies that became known as programmed instruction. The present work analyzes national articles of scientific publications about the application of such principles of Behavior Analysis to Brazilian Education, in the period between 1961 and 2007, that derived from Skinner s original propositions concerning programmed instruction, aiming at identifying the characteristics that such application gained here. For the analysis, 93 articles were selected based on a list of keywords, applied to a set of articles withdrawn from previous studies (especially Freitas, 1987 and César, 2002) as well as articles available on the internet, from online journals databases. The article selection was based on the presence in the title, in the keywords of the article or in the abstract ― of words such as: programmed instruction, personalized system of instruction, teaching programming, teaching contingencies, among others. Articles that contained words referring to other theoretical approaches and/or that didn t mention Behavior Analysis, nor referred to publications from that approach, were excluded. The results show that research on programmed instruction had a peak in the 1970 s and has diminished ever since. In the past three decades, there was an average of less than one publication a year in the journals that have been studied. The results also show that characteristics of programmed instruction have been found in many teaching programs present in the articles, with special emphasis on: successive approach to final behavior through small steps; students progression based on high performance; and respect for students individual rhythm. The most frequently found teaching program formats were, in decreasing order: (1) ways of teaching programming that do not reproduce any standard model; (2) Personalized System of Instruction (PSI); and (3) programmed instruction, according to the model proposed by Skinner (1972/1968)
Em sua obra Tecnologia do ensino, Skinner explicita as características que um programa de ensino deveria ter, para levar os aprendizes a atingirem os objetivos propostos com um mínimo de erros. Nessa obra, o autor propõe um modelo de disposição de contingências de ensino que veio a ser conhecida como instrução programada. O presente trabalho teve como objetivo analisar artigos de periódicos científicos nacionais sobre a aplicação dos princípios da Análise do Comportamento à Educação no Brasil, no período de 1961 a 2007, decorrentes da proposta original de Skinner de instrução programada, a fim de identificar características que essa aplicação assumiu entre nós. Para essa análise, foram selecionados 93 artigos, com base em uma lista de palavras-chave, aplicadas a artigos de relações de periódicos utilizados em estudos anteriores (em especial Freitas, 1987 e César, 2002) e também a artigos de periódicos encontrados em algumas bases de dados disponíveis na internet. A seleção dos artigos baseou-se na presença no título, nas palavras-chave ou no resumo ― de termos como: instrução programada, sistema personalizado de ensino, programação de ensino, contingências de ensino, entre outros. Artigos foram excluídos quando estavam presentes termos que remetiam a outras abordagens teóricas e/ou quando não faziam menção a análise do comportamento nem continham citação bibliográfica desta abordagem. Os resultados mostram que os estudos em ensino programado tiveram seu auge na década de 1970 e vêm diminuindo desde então, sendo que nas décadas de 1980, 1990 e 2000 foi publicado, em média, menos de um desses artigos por ano nas revistas pesquisadas. Mostram também que características da instrução programada estão presentes em muitos dos programas de ensino tratados nesses artigos, em especial as características: aproximações sucessivas ao comportamento final através de pequenos passos; progressão dos alunos baseada no alto domínio; e respeito ao ritmo do estudante. Os formatos de programas de ensino mais frequentemente encontrados foram, em ordem decrescente: (1) formas de programação de ensino que não reproduzem um modelo padrão; (2) Personalysed System of Instruction (PSI); e (3) instrução programada, conforme o modelo proposto por Skinner (1972/1968)
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Chapman, William James. "The development, design, and theory of educational interactive multimedia software." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2330.
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This project provides teachers and students with background information regarding software design. Specifically it will focus on design theory including content, interface, graphics, animation, navigation, and audio issues which may arise during the design and construction of educational multimedia software. The design issues represented here are demonstrated in the software "You can make a difference ... Human Rights".
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Jackson, CD Jr. "Educational technology: An online tutor training course." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2242.
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The goal of this online tutoring course project is to institutionalize an online tutoring training course. This instructionally designed model will target College of the Desert students serving as tutors. The students taking this course will generally be freshmen and sophomore students. A questionnaire was used to determine what the needs would be in order to build the online course.
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Agaba, Gary. "Perspectives of managers regarding the effectiveness of programmes at Nerina one stop youth justice centre for addressing yout re-offending." Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1460.
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The aim of the study was to explore and describe causes of re-offending and the management’s perspective of the effectiveness of programmes being implemented at Nerina One Stop Youth Justice Centre in dealing with re-offenders. Youth re-offending involves breaking of the law and crime. Offending if repeated then develops to be re-offending which is the breaking of the law more than once and this is a dilemma in South Africa as the increase of crime is a challenging issue. A qualitative approach was utilized following an exploratory, descriptive research design as the researcher sought to understand the perspective of the managers at Nerina regarding causes of re-offending and the effectiveness of the intervention programmes aimed at addressing this phenomenon. The researcher conducted face to face interviews with the mangers at Nerina One Stop Youth Justice Centre. For the purpose of this study the population was the total complement of the management staff at the One Stop Youth Justice Centre, this included the personnel of the departments of Justice, Social Development, and South African Police Service who are all involved in rendering services at Nerina. The method of data collection was one on one semi structured interviews and data analysis undertaken according to the steps for qualitative data analysis as proposed by Tesch in Creswell (1994). Guba’s model (Krefting, 1991) was employed for assessing the trustworthiness of the qualitative data. Some of the important findings included the causes of re-offending which included loss of parents, alcohol and drug abuse, inadequate parent role, role of peers and inadequate facilities. Further more from the study suggestions for improving programmes at the One Stop Youth Justice Center were discussed and these include involvement of community, involve more role players, training staff and increasing staff.
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Almeida, Carla Marina Correia de. "Controlo de qualidade interno: elaboração de um programa de Controlo de Qualidade Interno segundo as boas práticas da Qualidade." Master's thesis, Faculdade de Ciências Médicas. UNL, 2013. http://hdl.handle.net/10362/10307.
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RESUMO: Esta dissertação pretende apresentar uma proposta para um programa de Controlo de Qualidade interno das hormonas tiroideias, segundo as boas práticas da qualidade.
Para que se comprove o rigor e fiabilidade dos seus resultados analíticos, condição indispensável para que estes possam servir de base às mais diversas tomadas de decisão, toda a filosofia que envolve a qualidade assume um papel preponderante. Neste contexto a elaboração de um programa de controlo de qualidade adequado é muito importante e imprescindível.
A realização do controlo de qualidade permite monitorizar o desempenho de todos os materiais, equipamentos, instrumentos e métodos analíticos bem como criar sinais de alerta para prevenir a emissão de resultados não-conformes e indicar a necessidade de ações corretivas. Permite também indicar a necessidade de melhorias em processos e em atividades ligadas aos operadores e consciencializar o pessoal de que o controlo da qualidade é um dever para com o cliente e tem a função de gerar confiança nos resultados obtidos.
O controlo de qualidade interno abrange todos os procedimentos assumidos por um laboratório para avaliação contínua do seu trabalho. A sua finalidade é assegurar a consistência dos resultados diários e a sua conformidade com critérios definidos, avaliando a precisão dos ensaios e dando indicação do momento para se promoverem ações corretivas quando surge uma não conformidade.
Segundo as melhores práticas da qualidade, serão calculados os valores do controlo de qualidade interno para as hormonas tiroideias, os seus limites e critérios (regras) de aceitabilidade, com base na relação entre o desempenho analítico e o Erro Máximo Admissível. Pretende-se assim, otimizar o desempenho do Controlo de Qualidade Interno, aperfeiçoando a capacidade de identificação do erro.-------- ABSTRACT: This paper intends to submit a proposal for a thyroid hormones internal quality Control program, according to the best quality practices.
The whole philosophy involving quality plays a central role in order to prove the accuracy and reliability of the analytical results, a basic prerequisite for decision making. In this context the elaboration of an appropriate quality control program is essential and very important.
Quality control allows the motorization of the performance of all materials, equipment, instruments and analytical methods, as well as the creation of warning signals indicating the need for corrective actions, to prevent the release of non-compliant results. It also indicates the need for improvements in the processes and operating activities as well as making the staff aware that quality control is a duty to the client and promotes confidence in the results.
The internal quality control covers all procedures undertaken by a laboratory for a continuous evaluation of its performance. Its purpose is to ensure the consistency of the daily results and compliance with defined criteria, assessing the accuracy of the tests and indicating the moment to promote corrective actions when nonconformity appears.
According to the best quality practices, the values of the internal quality control for the thyroid hormones, their limits and criteria (rules) of acceptability will be calculated, based on the relationship between analytical performance and the maximum allowable error.
Thus, the aim is to optimize the performance of the Internal Quality Control, improving the ability for error detection and identification.
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Estrada, Silva Diedreann. "Teachers' handbook for implementing learning styles through multiple intelligences." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2328.
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The purpose of this project was to provide teachers with different teaching assessement, tools, approaches, and strategies. The context of this problem was to address the need to develop a teacher handbook proposal entitled Teachers' Handbook For Implementing Learning Styles Through the Multiple Intelligences.
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Davis, Darrel R. "The model-based systematic development of LOGIS online graphing instructional simulator." [Tampa, Fla.] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002271.
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Heimisson, Gudmundur Torfi. "The importance of program-delivered differential reinforcement in the development of classical music auditory discrimination." [Tampa, Fla.] : University of South Florida, 2004. http://purl.fcla.edu/fcla/etd/SFE0000440.
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Baeza, Mario Enrique. "The influence of behavior modeling and experience on the acquisition of computer skills." CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/588.
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Phillips, Robert H. "The effect of denormalized schemas on ad-hoc query formulation: a human factors experiment in database design." Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/54262.
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The information systems literature is rich with studies of database organization and its impact on machine, programmer, and administrative efficiency. Little attention, however, has been paid to the impact of database organization on end-user interactions with computer systems. This research effort addressed this increasingly important issue by examining the effects of database organization on the ability of end-users to locate and extract desired information.
The study examined the impact of normalization levels of external relational database schema on end-user query success. It has been suggested in the literature that end-user query success might be improved by presenting external schema in lower level normal forms. This speculation is based on an analytical study of one particular class of query, queries involving join operations. The research presented here provides empirical support for this assertion. However, the implicit assumption that all other queries are neutral in their bias toward a particular level of normalization was found to be false. A class of queries requiring decomposition of prejoined relations was identified which strongly biases normalized relations. Thus, no particular normalization level was shown to dominate unless assumptions were made as to the class of query being formulated. Evidence from field research may be required to completely resolve the issue.
The study also examined the interaction effects between normalization levels and other key variables known to impact query success. Significant interactions with user skill and the complexity of the query being made were found. The level of normalization did not impact high skilled users making easy queries or low skilled users making difficult queries. The impact of these interactions, as well as the main effects of the related variables, on query syntax and logic errors holds important implications for database administrators as well as those involved with the development of database query languages.Ph. D.
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De, Villiers Mary Ruth. "The dynamics of theory and practice in instructional systems design." Diss., Pretoria : [s.n.], 2002. http://upetd.up.ac.za/thesis/available/etd-02212003-180121.
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Aranha, Luiza de Souza. "Análise de estudos brasileiros sobre Sistema Personalizado de Ensino (PSI) e Instrução Programada (IP) aplicados a grupos." Pontifícia Universidade Católica de São Paulo, 2017. https://tede2.pucsp.br/handle/handle/20610.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
Education is the primary method of transmitting knowledge for the survival of culture, and therefore effective instruction is necessary. Based on Experimental Behavior Analysis, Behavior Analysts suggest Programmed Instruction and the Personalized System of Instruction (PSI) in order to improve the quality of teaching. An issue that warrants attention in the Brazilian educational system is that the student is always involved in a collective situation, which implies consideration of the possibilities of a group instruction application. The present study aims to analyze works published in Brazil on the application of individualized programmed instruction proposals, Programmed Instruction and PSI applied in group situations. The search was performed at Portal Capes and resulted in fourteen papers between 1973 and 2015; among these, only four were published scientific articles, the remainder being theses and dissertations. The results show that a wide variety of authors from different institutions were responsible for the work, and did not produce a second work on the subject, suggesting that there is no longer a tendency in this field. Most study groups were made up of 10 to 19 participants each. All authors of the studies that aimed to test a procedure reported successful results. Others affirmed the superiority of the methodology under investigation over the traditional one. However, although based on proposals derived from exhaustive literature of the area, few papers reported the use of the features that a programmed instruction should have. The only one present in all studies was the division of content into smaller portions. Future research could apply individualized programmed instruction, IP and PSI, to group context in Brazil. As well, expand the research on the literature of the area in other countries
A educação é a principal maneira de transmitir conhecimento para a sobrevivência da cultura e, para isso, faz-se necessário um ensino efetivo. Embasados na Análise Experimental do Comportamento, Analistas do Comportamento propõem a Instrução Programada (IP) e o Sistema Personalizado de Ensino (PSI), com o intuito de melhorar a qualidade do ensino. Uma questão que merece atenção na aplicação desses sistemas é que, no cenário educacional nacional, o aluno está sempre inserido em um contexto coletivo, o que implica em considerar nas possibilidades da aplicação em grupo. O presente estudo teve como objetivo analisar as publicações sobre a aplicação, no ensino brasileiro, das propostas de ensinos programados individualizados de IP e PSI em situação de grupo. A busca realizada no Portal de Periódicos Capes resultou em 14 estudos, publicados entre os anos de 1973 e 2015. Destes, apenas quatro eram publicações em artigos de revistas cientificas, o restante eram teses e dissertações. Os resultados evidenciaram que uma ampla variedade de autores, de diferentes instituições, foi responsável pelos trabalhos e deixaram de produzir uma segunda obra sobre o tema, indicando que não existe uma tendência de continuidade de investigação nas publicações da área, apenas estudos pontuais. Os grupos de alunos eram formados em sua maioria por 10 a 19 participantes. Todos os autores que tinham como objetivo testar o procedimento relataram resultados bem-sucedidos. Outros afirmaram a superioridade da metodologia investigada sobre a tradicional. No entanto, embora embasados em propostas derivadas de exaustiva literatura da área, houve poucos trabalhos que respeitaram todas as características que o ensino programado deveria atender. A única característica presente em todos foi a divisão do conteúdo em conteúdos menores. Pesquisas futuras poderiam aplicar ensinos programados individualizados, IP e PSI, a grupos no Brasil. Como também, pesquisar sobre a literatura da área em outros países
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Zhen, Yongjian. "Improving students' math problem-solving skills in a computer-assisted learning environment." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1797.
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Herman, Nicoline. "The applicability of international benchmarks to an internet-based distance education programme at the University of Stellenbosch." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52484.
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Thesis (MPhil)--University of Stellenbosch, 2001.ENGLISH ABSTRACT: The publication of the Report of the National Commission on Higher Education (NCHE) in 1996, the White Paper on Higher Education (1997) and the Size and Shape Report (2000) has profoundly changed the landscape of Higher Education in South Africa. Institutions of Higher Education have to re-think, among others, their teaching and learning strategies including the integration and use of technology. Although the use of technology in higher education is still in the early stages, the use of Information and Communication Technologies (ICTs) is growing rapidly. The University of Stellenbosch started to integrate the Internet in their teaching in 1998. Research was undertaken to find a suitable on-line course management system and Web Course Tools (WebCT) was chosen for this purpose. Since it was implemented, the use of WebCT has grown exponentially, although in most cases only as an add-on to classroom lectures. The World Health Organisation (WHO) Mental Health Disorders in Primary Care programme was the first programme developed as a full distance education course, delivered completely by means of WebCT and making use of the team approach to programme development. This programme was therefore chosen as the case study for this research. The purpose of this study is to apply 24 internationally developed benchmarks for quality on-line distance education to the WebCT component of the WHO programme in order to determine the applicability of these benchmarks for World Wide Web (WWW) programmes at the University of Stellenbosch. The research strategy for this study is a qualitative case study. Qualitative data was obtained by conducting semi-structured interviews with the individuals involved in the design, development and implementation of the WHO course. The study concludes that the 24 benchmarks cannot be applied to the current University of Stellenbosch context. The systems at the US will either have to be adapted, or established to meet the requirements of the international benchmarks. Another option for the US could be to develop their own benchmarks, taking international guidelines into account.
AFRIKAANSE OPSOMMING: Die publikasie van die Nasionale Kommissie vir Hoër Onderwys se verslag in 1996, die Witskrif vir Hoër Onderwys 1997 en die onlangse "Size and Shape" Verslag, het die scenario vir Hoër Onderwys in Suid-Afrika onherroeplik verander. Hoër Onderwys instellings is besig om, onder andere, die strategieë wat leer en onderrig bevorder, in heroorweging te neem en dit sluit die integrasie of gebruik van tegnologie as een van die belangrikste punte in. Alhoewel die gebruik van tegnologie in Suid-Afrika nog in 'n beginstadium is, groei die gebruik hiervan ongekend. Die Universiteit van Stellenbosch het sedert 1998 begin om die Internet in leer en onderrig te benut. Navorsing is gedoen oor 'n geskikte elektroniese kursusbestuurstelsel en die keuse het op "Web Course Tools (WebCT)" geval. Sedert die implementering hiervan het die gebruik eksponensiële groei beleef. In die meeste gevalle word WebCT bykomend tot klaskameronderrig gebruik. Die "World Health Organisation (WHO) Mental Health Disorders in Primary Care" programme was een van die eerste, volledige afstandsonderwysprogramme wat van die spanbenadering tot programontwikkeling gebruik gemaak het. Die program is daarom ook as gevallestudie vir hierdie navorsing gekies. Die doel van hierdie navorsing is om 24 internasionale kriteria vir kwaliteit Internet afstandsonderrig, toe te pas op die WebCT komponent van die bogenoemde WHO kursus, ten einde te bepaal of die kriteria toepaslik is vir Internetkursusse binne die Universiteit van Stellenbosch konteks. Die navorsingstrategie wat aangewend is om die doel van hierdie navorsing te bereik, is 'n kwalitatiewe gevallestudie. Kwalitatiewe data is verkry deur semi-gestruktureerde onderhoude met die persone te voer wat betrokke was by die ontwerp, ontwikkeling en implementering van die WHO program. Die afleidings wat deur hierdie studie gemaak word, is dat die 24 kriteria nie toepaslik is vir die huidige Universiteit van Stellenbosch konteks nie. Die US sal dus die huidige sisteme moet verander of sisteme vestig ten einde aan internasionale standaarde te voldoen. 'n Ander opsie sou wees om 'n eie stel kriteria, gebaseer op die internasionale kriteria, te ontwikkel.
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Nivens, Ryan Andrew. "A Review of Robot Turtles: The Game for Little Programmers." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/2637.
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Florian, Timothy P. "Confidence-based assessment in Moodle: Insights from teachers, administrators, and programmers." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/814.
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Critical thinking is a skill that school systems are trying to develop in their student populations. Numerous studies have been conducted on developing critical thinking skills such as self-regulation, interpretation, and analysis. However, available data on the use of learning management systems (LMS) as a means to develop critical-thinking skills have been opaque. This study examined the perceptions of local stakeholders and the impact of confidence-based assessment (CBA) on secondary students at one high school. The conceptual framework guiding the study represented a synthesis of theoretical perspectives on critical thinking and its development with the current research on the pedagogical foundations of LMS applications. This qualitative case study project was designed to understand the perceptions of teachers, administrators, and content developers regarding the viability of a LMS with CBA embedded to increase students' critical-thinking skills. The research question focused on the use of Moodle, an LMS option, modified to use CBA to measure, improve, and enhance critical thinking skills. Qualitative data from open-ended questionnaires and interviews were gathered from teachers, administrators, and content developers who had taken a CBA within Moodle, and then coded using typological analysis to explore the respondents' perspectives. Since compelling evidence was found that a cost-effective LMS with embedded CBA may provide a positive benefit to students, a project consisting of a detailed program implementation plan was proposed to the school district. If implemented, the program can be replicated by educational institutions, potentially contributing to social change by democratizing access to a testing methodology that increases students' background knowledge while measuring their critical thinking skills.
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Lee, Lap-chi, and 李立志. "Effectiveness of behaviour modification programmes implemented by sheltered workshop instructors on an in-service course." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956506.
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Nevins, Cole. "The effect of correspondence highlighting on novice programmer instruction." Pullman, Wash. : Washington State University, 2009. http://www.dissertations.wsu.edu/Thesis/Spring2009/c_nevins_042409.pdf.
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Thesis (M.S. in computer science)--Washington State University, May 2009.Title from PDF title page (viewed on May 26, 2009). "School of Electrical Engineering and Computer Science." Includes bibliographical references (p. 64-72).
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Williams, Vanyelle Coughran. "Development of a Physical Science Curriculum for Interactive Videodisc Delivery: A Case Study." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc332133/.
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Using a case study approach, this investigation focused on the deliberations and decision-making processes involved in the development of a physical science curriculum to be delivered by interactive videodiscs. The mediating factors that influenced the developmental processes included the participants and their perceptions, their decisions and factors influencing their decisions. The Curriculum and Instruction Advisory Committee of the Texas Learning Technology Group was selected as the subject of this study which used qualitative data collection methods. Data collection included participant observation of curriculum meetings followed by structured interviews of the participants. Document analyses were triangulated with the observations and interviews to ascertain influences on decision-making processes. Developmental processes indicated the emergence of staff and committee procedures. Procedures were influenced by school district and personal philosophies, teacher and student needs, and constraining factors such as state Developmental processes indicated the emergence of staff and committee procedures. Procedures were influenced by school district and personal philosophies, teacher and student needs, and constraining factors such as state mandates. Other influencing factors included research, tradition, and politics. Core curriculum was to be delivered by interactive videodiscs and include remediation and enrichment loops along with laboratory simulations. Participants stressed that students perform traditional laboratory experiments in addition to simulations. This curriculum also addressed the possibility of the course being taught by teachers not certified in physical science.
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Clarke, Anthony. "Instructional methods for novice programmers." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/28166.
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Computer programming is a relatively new phenomenon. Instructional methods in response to this new pedagogy have been many and varied. In the critical interplay between teacher and learner, the learners' perception of the instructional environment is perhaps one of the most important yet least understood variables. Little research has been devoted to understanding the learners' perceptions of the different instructional methods advocated. This study provides an insight into the students' perceptions of two instructional methods, and thus extends the knowledge base for decision making about learning environments for novice programmers.
An introductory computer programming class of sixteen university students was divided into two groups, one to experience the Lecture-lab approach (teacher centred) and the other the Guided Self-discovery approach (student centred). To ensure an even balance of abilities between the two groups, student allocation was based on a test of programming ability and a test of field independence. During the study students completed two attitude questionnaires, three tests of programming ability and a log sheet for every class. At the conclusion of the experimentation period, eight of the sixteen students were interviewed.
The results of the statistical (Pearson's correlation coefficient, t-tests) and interview analysis indicated that novice programmers prefer an instructional framework based on: a teaching style that allows active student participation and substantial student-teacher interactions, a learning environment that allows student exploration and substantial student-student interactions, and resource materials that include regular work sheet.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Aab, Allan Lee. "Does intensive reading interventions cause alienation in ninth grade high school students?" CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3232.
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The objective of this research was to determine if students who are enrolled in intensive reading intervention classes due to limited reading and comprehension skill, experience greater alienation than students not enrolled in these classes. Ninth and tenth grade students from March Valley School, a small alternative high school in Moreno Valley, CA participated in this study.
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Tang, Cheuk-ming. "Junior form students' perception towards sex education programmes in a secondary school : a case study /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21184112.
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Maestrello, Ana Paula Vedovato. "Elaboração, aplicação e análise de um programa de ensino de inglês a partir de uma análise de erros." Pontifícia Universidade Católica de São Paulo, 2006. https://tede2.pucsp.br/handle/handle/16781.
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Previous issue date: 2006-06-29Fundação Aniela e Tadeusz Ginsberg
The theorical perspective of behavior analysis contributes with education when it considers student´s and/or teacher´s behaviors, as well as conditions of teaching, making statements in order to make learning more satisfactory. One of these contributions is the Personal System of Instruction (PSI) idealized by Fred S. Keller (1974). The aim of this research was the elaboration, application and analysis of an English teaching programm meant for children studying in public school as an extra-course activity foccused on the students mistakes during the evaluations throughout the course. The research was divided in three steps: 1st) the application of two tests throughout the period when teaching was conventional; 2nd) the transition between the conventional and the proposal of an individualized teaching; at this time a third test, an analysis of the mistakes happened in the previous evaluations and planning and application of remediative procedures introducting some principles of programmed teaching occured; 3rd) the application of the final three evaluations already under a new perspective from the first three previous, and the utilization of individualized exercises as a teaching initial condition. The results proved that teaching may be more effective and faster when the proposal of individualization is established as a teaching condition
A perspectiva teórica da análise do comportamento contribui com a educação ao olhar para comportamentos dos alunos e/ou professores, bem como para as condições de ensino, e realiza proposições que tornam o ensino mais efetivo. Uma destas contribuições é o Personal System of Instruction (PSI) idealizado por Fred S. Keller (1974). O objetivo da presente pesquisa foi elaborar, aplicar e analisar um Programa de ensino de inglês, como atividade extra-curricular para crianças do ensino fundamental público, tendo como foco para análise os erros cometidos pelos alunos no decorrer das avaliações realizadas durante o curso. A pesquisa se dividiu em três momentos: 1º) aplicação de duas avaliações ao longo de um período em que o ensino era convencional; 2º) transição entre o convencional e a proposta de aplicação de ensino individualizado; neste período ocorreram a 3ª avaliação, análise de erros das avaliações anteriores e planejamento e aplicação de procedimentos para remediação, com introdução de alguns princípios da programação; e 3º) aplicação das três últimas avaliações já sob uma perspectiva totalmente diferente das três primeiras e utilização de exercícios individualizados como condição inicial de ensino. Os resultados demonstraram que o ensino pode ser mais efetivo e rápido quando a proposta de individualização é colocada como condição de ensino.
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Dragana, Milošević B. "Могућности примене програмиране наставе географије у складу са образовним стандардима у основној школи." Phd thesis, Univerzitet u Novom Sadu, Prirodno-matematički fakultet u Novom Sadu, 2016. https://www.cris.uns.ac.rs/record.jsf?recordId=101418&source=NDLTD&language=en.
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У докторској дисертацији најпре је сагледана теоријска основа програмиране наставе и проучена њена заступљеност у настави географије. Након тога је реализовано педагошко истраживање са паралелним групама (експерименталном и контролном) током кога је сагледана ефикасност примене програмиране наставе у настави географије у односу на традиционалну наставу. Експеримент је реализован на узорку од 194 ученика. Инструменти примењени у истраживању су иницијални тест, финални тест и ретест. Сва три теста су обухватала питања из три нивоа знања: основни ниво, средњи ниво и напредни ниво. Осим тестова знања инструмент коришћен у истраживању је анкета за ученике Е групе и наставника географије о примени и ефикасности програмиране наставе у основној школи. Статистичка обрада података добијених натестовима знања и анкетама извршена је применом програмског пакета SPSS 21.0. Експериментално су доказани знатно бољи резултати ученика Е групе на тестовима знања (финалном тесту и ретесту) у односу на ученике К групе. Ученицима је учење географије програмираном наставом било занимљивије, више су научили, и није им било тешко и напорно. Учење географије програмираном наставом помогло им је да боље разумеју градиво из географије. Резултати показују да би наставници географије волели да имају више могућности за примену програмиране наставе, за коју сматрају да је занимљивија за ученике, да их подстиче на учење и да је динамичнија, у односу на традиционални тип наставе.U doktorskoj disertaciji najpre je sagledana teorijska osnova programirane nastave i proučena njena zastupljenost u nastavi geografije. Nakon toga je realizovano pedagoško istraživanje sa paralelnim grupama (eksperimentalnom i kontrolnom) tokom koga je sagledana efikasnost primene programirane nastave u nastavi geografije u odnosu na tradicionalnu nastavu. Eksperiment je realizovan na uzorku od 194 učenika. Instrumenti primenjeni u istraživanju su inicijalni test, finalni test i retest. Sva tri testa su obuhvatala pitanja iz tri nivoa znanja: osnovni nivo, srednji nivo i napredni nivo. Osim testova znanja instrument korišćen u istraživanju je anketa za učenike E grupe i nastavnika geografije o primeni i efikasnosti programirane nastave u osnovnoj školi. Statistička obrada podataka dobijenih natestovima znanja i anketama izvršena je primenom programskog paketa SPSS 21.0. Eksperimentalno su dokazani znatno bolji rezultati učenika E grupe na testovima znanja (finalnom testu i retestu) u odnosu na učenike K grupe. Učenicima je učenje geografije programiranom nastavom bilo zanimljivije, više su naučili, i nije im bilo teško i naporno. Učenje geografije programiranom nastavom pomoglo im je da bolje razumeju gradivo iz geografije. Rezultati pokazuju da bi nastavnici geografije voleli da imaju više mogućnosti za primenu programirane nastave, za koju smatraju da je zanimljivija za učenike, da ih podstiče na učenje i da je dinamičnija, u odnosu na tradicionalni tip nastave.
Theoretical basis of programmed instruction and its representation in geography teaching was examined in the dissertation. Afterwards,a pedagogical study with parallel groups(an experimental one and a control one) was realized during which the efficacy of programmed instruction in geography teaching in relation to traditional teaching was perceived. The experiment was carried out on a sample of 194 students. The instruments used in the research are an initial test, a final test and a retest. All three tests included questions from the three levels of knowledge: basic level, intermediate level and advanced level. In addition to the tests of knowledge, the instrument which was used in the research was a survey for E group students and geography teachers on the implementation and effectiveness of programmed instruction in elementary school. Statistical analysis of data obtained in these tests and surveys was carried out by applying the software package SPSS 21.0.Significantly better results of E group students on achievement tests (the final test and the retest) were experimentally demonstrated in comparisonto students in K group. The students found learning geography through programmed instruction more interesting, they learned more, and it was not either difficult or hard for them. Learning geography through programmed instruction helped them understand the geography material better. The results show that geography teachers would like to have more opportunities for the implementation of programmed instruction which they find more interesting for students and they also think thatit encourages them to learn and is more dynamic compared to the traditional type of teaching.
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Cekiso, Mzwamadoda Phillip. "Evaluating reading strategies instruction / Mzwamadoda Phillip Cekiso." Thesis, North-West University, 2007. http://hdl.handle.net/10394/1344.
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Yeung, Ka-po, and 楊嘉寶. "An evaluation of a supplemental instruction programme in a business statistics subject." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30250870.
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Hui, Nga-man Jasmine. "Sex education programme in a catholic boys' school." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37261071.
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Pieretti, Ana Alice Reis. "Efeito da variação do feedback e da possibilidade de repetição de itens incorretos no desempenho em uma Instrução Programada." Pontifícia Universidade Católica de São Paulo, 2015. https://tede2.pucsp.br/handle/handle/16761.
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Previous issue date: 2015-12-15In spite of the existence of a fair amount of studies on programmed instruction, previously reported findings show some inconsistencies, and some specific manipulations in the implementation of this technology of teaching have not been satisfactorily investigated yet. The current study assessed the influence of varying the opportunities for receiving feedback as well as the influence of the moment of repetition of items answered incorrectly on learning under a programmed instruction procedure. Sixteen students, divided into two groups, participated in this study. All participants were given a pretest, training and a posttest. However, the conditions described below were manipulated only during the training session. Group 1 was exposed to the varied opportunities of repetition of those frames answered incorrectly under the following conditions: 1a) Repetition at the end of the series only once; 1b) Repetition at the end of the series up to three times; 1c) Repetition after feedback only once; 1d) Repetition after feedback up to three times. A procedure that varied the type of feedback was adopted for Group 2, in accordance with the following conditions: 2e) Feedback after every answered frame; 2f) No feedback for any of the answered frames; 2g) Feedback for every frame answered correctly; 2h) Feedback after every incorrectly answered frame. Results showed that all participants produced a higher percentage of correct posttest answers compared to pretest answers. The highest average percentages occurred in the Repetition after feedback up to three times condition (67.42% correct answers) and the Repetition after feedback only once condition (66.06% correct answers). As for Group 2, the conditions with the highest average percentages for correct answers were Feedback after every frame (69.5%) and Feedback after every incorrectly answered frame (69.2%). The influence of the implementation of the whole procedure in only one session on participants posttest performance is discussed. Furthermore, it is possible to claim that the moment when repetition of items occurred seemed to have exerted more influence on participants performance than the amount of times they could repeat the item answered incorrectly. It is also warranted a discussion about the need for increasing the number of opportunities for repeating the incorrect items
Apesar de haver um razoável número de estudos sobre Instrução Programada tecnologia de ensino desenvolvida por Skinner -, os resultados encontrados apresentam incongruências, e algumas manipulações específicas na aplicação dessa tecnologia de ensino não foram suficientemente investigadas. O presente trabalho avaliou a influência de variações da oportunidade de apresentação do feedback, e do momento e número de repetições dos itens respondidos incorretamente sobre a aprendizagem, em um procedimento de Instrução Programada. O estudo foi realizado com 16 participantes, estudantes do ensino superior, divididos em dois grupos. Todos os participantes passaram por pré-teste, treino e pós-teste, sendo que as condições apresentadas a seguir foram manipuladas apenas durante o treino. O Grupo 1 foi submetido a variação nas oportunidades de repetição dos quadros respondidos incorretamente, nas seguintes condições: 1a) Repetição ao final da série por uma vez; 1b) Repetição ao final da série até três vezes; 1c) Repetição em seguida ao feedback uma vez; 1d) Repetição em seguida ao feedback até três vezes. O Grupo 2 foi submetido a variação no tipo de feedback, nas condições: 2e) Feedback em todos os quadros respondidos; 2f) Feedback para nenhum dos quadros respondidos; 2g) Feedback em todos os quadros respondidos corretamente; 2h) Feedback em todos os quadros respondidos incorretamente. A ordem em que os diferentes participantes passaram pelas diversas condições variou entre eles. Todos os participantes apresentarem uma maior porcentagem de respostas corretas no pós-teste do que no pré-teste. As maiores porcentagens médias de acertos do Grupo 1 ocorreram nas condições Repetição após o feedback até três vezes (67.42% de acertos) e Repetição após o feedback uma vez (66.06% de acertos), nessa ordem. As condições com as maiores porcentagens médias de acertos para o Grupo 2 foram Feedback em todos os quadros (69.5%), seguida da condição Feedback em todos os quadros respondidos incorretamente (69.2%). Além disso, os resultados apontam que o momento da repetição dos itens pareceu ter mais influência sobre o desempenho dos participantes do que a quantidade de vezes em que estes puderam repetir os itens respondidos incorretamente
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Farr, Shirley Marie. "A developmental care program in the Neonatal Intensive Care Unit at Arrowhead Regional Medical Center." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2741.
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Tang, Cheuk-ming, and 鄧卓明. "Junior form students' perception towards sex education programmes in asecondary school: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31961241.
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Lane, Terry. "An evaluation of a self-instructional marital enrichment training programme." Thesis, McGill University, 1993. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=41120.
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This study is an evaluation of a self-instructional version of the Couples Communication Programme (CCP) in terms of its effect on marital and parent-child communication. Twelve families completed self report measures of marital and family life (the Marital Communication Inventory and the Family Environment Survey). As well an audio tape of a family discussion was rated by observers using the Sequential Analysis of Verbal Interaction. The mothers and fathers in each family then completed the self-instructional CCP over a one month period, following which the same measures were repeated. Fourteen additional families served as a wait-list control group, completing the same measurements with CCP training. Analysis of variance indicated no differences between the groups for the selected variables. These results suggest that self-instructional methods for couples communication may have limited usefulness. It is possible that this type of training could be improved by designing programmes which take into consideration gender differences in attitudes and learning styles.
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de, Raadt Michael. "Teaching programming strategies explicitly to novice programmers." University of Southern Queensland, Faculty of Business, 2008. http://eprints.usq.edu.au/archive/00004827/.
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[Abstract]: The traditional approach to training novice programmers has been to provide explicit programming knowledge instruction but to rely on implicit instruction of programming strategies. Studies, reported in literature, have discovered universally poor results on standardised tests for novices studying under this traditional approach.This dissertation describes the explicit integration of programming strategies into instruction and assessment of novice programmers, and the impact of this change ontheir learning outcomes.An initial experiment was used to measure the performance of students studying under a traditional curriculum with implicitly taught programming strategies. Thisexperiment uncovered common flaws in the strategy skills of novices and revealed weaknesses in the curriculum. Incorporation of explicit strategy instruction wasproposed.To validate a model of strategies as being authentic and appropriate for novice instruction, an experiment with experts was conducted. Experts were asked to solvethree problems that a novice would typically be expected to solve at the end of an introductory programming course. Experts‟ solutions were analysed using Goal/PlanAnalysis and it was discovered that experts consistently applied plans, the subalgorithmic strategies suggested by Soloway (1986). It was proposed that plans could be adapted for explicit inclusion in an introductory programming curriculum.Initially a curriculum incorporating explicit strategy instruction was tested in an artificial setting with a small number of volunteers, divided into control andexperimental groups. The control group was taught using a simplified traditional curriculum and the experimental group were exposed to a curriculum which explicitly included programming strategies. Testing revealed that experimental group participants applied plans more than control group participants, who had been expected to learn these strategies implicitly. In interviews, experimental participants used strategy-related terminology and were more confident in the solutions they had created. These results justified a trial of the curriculum in an actual introductory programming course.When explicit instruction of programming strategies was incorporated into an actual introductory programming curriculum, novices achieved superior results whencompared to results from the initial experiment. Novices used strategies significantly more when these strategies were incorporated explicitly into instructional materialsand assessment items.This series of experiments focussed on explicitly teaching specific programming strategies rather than teaching problem-solving more generally. These experimentalresults demonstrate that explicit incorporation of programming strategies may improve outcomes for novices and potentially improve the potential of expertprogrammers in future.
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Hutchings, Gregory C. Jr. "Effective teaching practices and teacher efficacy beliefs of International Baccalaureate Middle Years Programme teachers." W&M ScholarWorks, 2010. https://scholarworks.wm.edu/etd/1539618531.
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This study compared the teaching practices and efficacy beliefs of traditional middle school teachers and International Baccalaureate Middle Years Programme (IBMYP) teachers in an urban school district using the framework of Stronge's Model of Effective Teaching (2007), Stronge and Tucker's (2003) Teacher Effectiveness Behavior Scale, and Tschannen-Moran & Hoy's (2001) Teacher's Sense of Efficacy Scale. Recommended practices for effective teaching were extracted from the following four categories of Stronge's (2007) Model of Teacher Effectiveness: classroom management and organization, implementing instruction, monitoring student progress, and construct of teacher's sense of efficacy.;A stratified random sample of teachers was selected from four middle schools in a large urban district. There were approximately 10 teachers selected from each school which gave a total of 40 teachers who participated in the study. There were 20 (n=20) IBMYP teachers and 20 (n=20) traditional middle school teachers who agreed to participate. A total of 18 IBMYP and 16 traditional teachers completed the online TSES questionnaire.;There was a significant difference (p<.05) in instructional differentiation, assessment for understanding, classroom management and encouragement of responsibility for International Baccalaureate Middle Years Programme teachers compared to traditional middle school teachers. However, there was not a significant difference (p<.05) in efficacy for student engagement, efficacy for instructional practices, efficacy for classroom management, instructional focus on learning, instructional clarity, instructional complexity, expectations for student learning, use of technology, quality of verbal feedback to students, classroom organization, caring, fairness and respect, and enthusiasm for International Baccalaureate Middle Years Programme teachers compared to traditional middle school teachers.
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Shi, Xiaomu. "Certification of an Instruction Set Simulator." Phd thesis, Université de Grenoble, 2013. http://tel.archives-ouvertes.fr/tel-00937524.
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Cette thèse expose nos travaux de certification d'une partie d'un programme C/C++ nommé SimSoC (Simulation of System on Chip), qui simule le comportement d'archi- tectures basées sur des processeurs tels que ARM, PowerPC, MIPS ou SH4. Un simulateur de System on Chip peut être utilisé pour developper le logiciel d'un système embarqué spécifique, afin de raccourcir les phases des développement et de test, en particulier quand la vitesse de simulation est réaliste (environ 100 millions d'instructions par seconde par cœur dans le cas de SimSoC). Les réductions de temps et de coût de développement obtenues se traduisent par des cycles de conception interactifs et rapides, en évitant la lourdeur d'un système de développement matériel. SimSoC est un logiciel complexe, comprenant environ 60 000 de C++, intégrant des parties écrites en SystemC et des optimisations non triviales pour atteindre une grande vitesse de simulation. La partie de SimSoC dédiée au processeur ARM, l'un des plus répandus dans le domaine des SoC, transcrit les informations contenues dans un manuel épais de plus de 1000 pages. Les erreurs sont inévitables à ce niveau de complexité, et certaines sont passées au travers des tests intensifs effectués sur la version précédente de SimSoC pour l'ARMv5, qui réussissait tout de même à simuler l'amorçage complet de linux. Un problème critique se pose alors : le simulateur simule-t-il effectivement le matériel réel ? Pour apporter des éléments de réponse positifs à cette question, notre travail vise à prouver la correction d'une partie significative de SimSoC, de sorte à augmenter la confiance de l'utilisateur en ce similateur notamment pour des systèmes critiques. Nous avons concentré nos efforts sur un composant particulièrement sensible de SimSoC : le simulateur du jeu d'instructions de l'ARMv6, faisant partie de la version actuelle de SimSoC. Les approches basées sur une sémantique axiomatique (logique de Hoare par exemple) sont les plus répandues en preuve de programmes impératifs. Cependant, nous avons préféré essayer une approche moins classique mais plus directe, basée sur la sémantique opérationnelle de C : cela était rendu possible en théorie depuis la formalisation en Coq d'une telle sémantique au sein du projet CompCert et mettait à notre disposition toute la puissance de Coq pour gérer la complexitité de la spécification. À notre connaissance, au delà de la certification d'un simulateur, il s'agit de la première expérience de preuve de correction de programmes C à cette échelle basée sur la sémantique opérationnelle. Nous définissons une représentation du jeu d'instruction ARM et de ses modes d'adressage formalisée en Coq, grâce à un générateur automatique prenant en entrée le pseudo-code des instructions issu du manuel de référence ARM. Nous générons égale- ment l'arbre syntaxique abstrait CompCert du code C simulant les mêmes instructions au sein de Simlight, une version allégée de SimSoC. À partir de ces deux représentations Coq, nous pouvons énoncer et démontrer la correction de Simlight, en nous appuyant sur la sémantique opérationnelle définie dans CompCert. Cette méthodologie a été appliquée à au moins une instruction de chaque catégorie du jeu d'instruction de l'ARM. Au passage, nous avons amélioré la technologie disponible en Coq pour effectuer des inversions, une forme de raisonnement utilisée intensivement dans ce type de situation.
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Abd, El Al Attia El Sayed Attia. "The effect of a strategy-based instruction programme on developing EFL listening comprehension skills." Thesis, University of Warwick, 2002. http://wrap.warwick.ac.uk/3050/.
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The main purpose of this study was to probe empirically the effects of three different approaches: strategy training, metacognitive instruction and pure exposure, on listening performance, attitudes, self-efficacy and on strategy knowledge, use and perceived value among student teachers of English in Egypt. Moreover, the interaction between these three treatments and students’ proficiency levels (high/low) was an item of interest. The results of the study consistently demonstrated that strategy training is better in promoting all the variables addressed in this study and compares favourably with metacognitive instruction and pure exposure. More importantly, these results showed that the strategy training approach holds great potential for developing students’ independence and that it moved them that much close towards autonomy. These positive results stand in a stark contrast to the inconclusive results of the earlier studies. Furthermore, the findings indicated that the metacognitive instruction group performed significantly better than the control group only in listening and attitudes. Finally, contrary to the widely held belief that prolonged exposure to aural input enhances listening, the results of the quantitative analysis indicated that students in the control group did not make improvement in any of the dependent variables. Perhaps more importantly, the qualitative analysis indicated that pure exposure to the aural input alone without instruction had a demoralising effect when students found that their understanding did not increase with practice. The findings suggest some potential benefits in the informed teaching of listening strategies as a means of helping learners improve their listening comprehension skills and promoting a sense of learner autonomy. Furthermore, the findings suggest that the time devoted to strategy training is well invested and consequently refute the argument that the risk of devoting time to strategy training is not worth taking. Implications of these findings for pedagogy, research and research methodology conclude the study.
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Collett, Philip Godfrey. "Computer assisted language learning for academic development programmes : an appraisal of needs, resources and approaches." Thesis, Rhodes University, 1994. http://hdl.handle.net/10962/d1003338.
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A major objective of Academic Development Programmes is to support the student in acquiring a level of language competence which is sufficient to enable the student to cope with the linguistic demands of academic courses. Language teaching programmes in the Academic Development context in South Africa suffer from a number of constraints: staffing, time on task, relevance, and difficulty of integration with learning in other coUrses. A review of developments in the field of Computer Assisted Language Learning (CALL) shows that computers can be used to support language learning. CALL materials range from simple instructional programs to powerful linguistic research tools and need to be integrated into wider language programmes so as to support and enhance other teaching and learning activities. However, relatively little research has been done to investigate the feasibility and effectiveness of CALL in language development courses within Academic Development programmes in South Africa. The development of a system designed to enable students to practise proof-reading and editing is described and evaluated. Suggestions are made for using this system with other CALL materials within a computer assisted language development environment. It is argued that CALL can be used feasibly and effectively in this environment to enhance learning and to counteract constraints.
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Jefthas, Wilna Desiree. "Youth understandings of a sex education programme." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85571.
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Thesis (MEd)--Stellenbosch University, 2013.The problem of youth has been a key issue in South Africa since 1994, with youth seen as needing extra guidance and leadership if they are to bring about the country that many hope for. The interest in youth is also spurred on by recent studies that claim that once adolescents establish certain behavioural patterns that it becomes difficult to modify these patterns. Little research exists that describes the ordinary sociological experiences of youth, especially on sensitive issues that attract a lot of public attention- such as teenage sex and pregnancies, and what is perceived as the ‘slipping of youth morals’. There is great concern that youth are experimenting with sex at too early an age in their social and political development (Frimpong 2010: 27). In my thesis I focus on the thinking, choices and decisions that learners at one high school in Cape Town seem to make with regard to sex and sexuality, and how their choices seem to be influenced by a variety of discourses attached to the provision of a sex education programme at the school; discourses that organise their everyday thinking and actions in very concrete ways. A key goal of the study was to disarticulate and re-articulate the deficit mentality that shapes discourses of sexuality in South Africa, and to develop ‘sexual’ stories and strategies of story-telling that allow the voices of learners to be heard (Pillow 2004). My focus in this study is mainly to explore how the sex education programme reconstitutes youth’s sexual identity. In my qualitative study I challenge the tendency to view youth participation in teen sex using mainly an abstinence-only discourse, and suggest that sex education programmes ‘contaminate’ and ‘mutilate’ youth understandings of sex and sexuality in quite complex ways.
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Baird, Robert. "Investigating perceptions of master's students on English-as-a-medium-of-instruction programmes in East Asia." Thesis, University of Southampton, 2013. https://eprints.soton.ac.uk/366601/.
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This PhD thesis is as investigation into the positionings, voices and experiences of students who use English for their postgraduate studies in the fields of business and English language teaching, in particular relation to their writing practices. Positioning this research as informing the English as a Lingua Franca (ELF) and Global Englishes fields of enquiry, emergentism, complexity theory, performativity and integrationism are drawn on in order to assist with the interpretation and characterisation of the accounts of English offered by participants in the study, and to help understand what ‘language’ is in relation to ELF research. Further to these conceptual aims, English-as-a-medium-of-instruction programmes are investigated and discussed in order to understand how recent shifts in higher education are impacting on the lives and educations of students studying in the medium of English. The students’ accounts of their experiences offer insights into how aspects of educational and ecological practices impact on the linguistic realities of those studying on EMI programmes in these regions. Utilising semi-structured interviews and notes from the field, the findings indicate a high degree of diversity among student ‘communities’, with various backgrounds, orientations, experiences and future trajectories making variation an inherent characteristic of these groups and classrooms. The diversity found among and between contexts emphasises the primacy of temporal dimensions of language practices, as opposed to rigid geographical, disciplinary or cultural borders. Also, instances of students’ communicative engagements formed important parts of their conceptualisations of English (and language), but did not appear to align with current native / non-native dichotomies that are often prioritised in the field, as these linguistic landscapes are clearly more complex than can be accounted for by simple dichotomies. Regarding writing, the findings suggest that the proliferation of static notions of ‘academic style’ and ‘formal register’ as a priori properties of English academic writing can create a feeling of distance from the meaning making practices of formal written English. This, exacerbated by reported vocabulary shortages and a perceived need to repeatedly duplicate the same forms and structures in academic essays, presents a barrier to understanding what ‘academic writing’ does, who does it, and why they do it. It also seems evident that basing normative judgements of students’ writing on intrinsically sociocultural constructs of communication, which register, formality and aspects of structure inherently are, reifies aspects of writing that are more fluid in nature, thereby reinforcing a cognitive gap between how language works and how students are taught to communicate. This also presupposes a reader, or superaddressee, who is ‘western’, or, at least, who is an advocate of ‘western’ writing cultures. Such reifications could result from direct instruction or students’ own reactions to feedback (or, more likely, a combination of both), but either way they reinforce ideas of expertise and asymmetry between teachers and students, and between experts and novices, which results in feelings of frustration among some students. The findings support current moves in the field towards more critical and holistic forms of instruction and assessment that treat written language as a socially negotiated meaning making process, rather than as an endlessly reproduced body of pre-ordained parts that form a coherent static system of reference. Similarly, this research maintains that approaches to enquiry in Global Englishes and ELF can benefit from descriptivist engagement with people’s motivations, experiences, ideas and communicative behaviours when attempting to account for global linguacultural landscapes. Finally, it is proposed that those involved in EMI programmes might address potential issues in their contexts, particularly upon reflection on intersections between language and content, where uncritical treatment of language can result in difficulties for content instruction and assessment, and issues to student experience more generally.