Academic literature on the topic 'Theory of Computer-assisted instruction Internet in education Education'

Information communications technology (ICT) is currently a highly sought component of every higher learning institutions, especially universities and colleges gravitate towards eLearning mode of instruction and knowledge acquisition. eLearning encompass multiple technology and Internet-based learning platforms that requires computer literacy from both learners and instructors. eLearning has been upgraded such that it offers more flexibility and comfort as instruction and learning occurs any time and at the users’ preferred environment. However, for most African Universities, the challenge in the use of eLearning is expedited by excess number of students, poor infrastructural development and poor access to the Internet off campus. At the University of Botswana, the need and urgency to address aforementioned difficulties was exposed in the era of COVID-19 pandemic where the use of eLearning was a dare situation for both instructors and learners. In this article, the authors discuss the background of eLearning tools at the University of Botswana, types of eLearning tools, their relevance, use, advantages and the challenges encountered. Prospects are also discussed. The article is based on the experiences of the authors, their observations, as well as the literature review and the use of the social constructionism or social constructivism theory.

AbstractIn all educational contexts, technological developments and changes in pedagogical theory mean that any picture of current practice and attitudes must be dynamic. In many countries, the learning outcomes of foreign language courses now include intercultural communicative competence (ICC), although the precise model for teaching ICC varies even across the English-speaking world. Internet-mediated approaches are widely used to support intercultural learning. In China, the geographical scale of the country and the speed and extent of contemporary socio-economic evolution, allied to long-established and distinctive cultures of learning, make the interface of new technologies and intercultural learning objectives particularly interesting and significant. A small-scale study of college teachers’ and learners’ perceptions of intercultural classroom instruction, with a special focus on Internet mediation, was conducted in mid-2007, using questionnaires and semi-structured questions, to explore the professional, personal and technical issues associated with Internet-mediated learning of languages and cultures. The results show that textbooks remain the predominant authority, while Internet tools are used as a source of information rather than a means of communication. Findings suggest recognition by teachers and students of the potential of the medium, and of the validity of intercultural goals for foreign language classes, although there are some divergences between the views of teachers and students. However, it is suggested that national policy, local incentives and resources and above all educational traditions do not yet allow optimal use of Internet-mediated approaches.

The photoelectric effect in the production and transformation of light is animportant phenomenon in quantum physics. The theory was initially presented by Albert Einstein and allows us to explain several technological applications in engineering. The use of computer simulations in the process, as they have already been proven to yield in science teaching, can provide excellent conceptual learning results, and that includes the teaching of the photoelectric effect. Ten simulations available on the internet were classified by criteria established based on bibliographic research developed within the framework of the historicity, concept, and context triad, and then four were selected and used in a classroom with engineering undergraduate sophomores. The Predict-Observe-Explain (P.O.E.) methodology was used to guide students in carrying out the experiments. The results of the analysis of the simulations and the elaboration of a laboratory instruction guide and experimental intervention, with the methodology, demonstrated the effectiveness of using computer simulations for the learning of scientific concepts in the context of engineering education.

To improve online learning pedagogy within the field of paralegal education, this study investigated how paralegal students and paralegal instructors perceived the effectiveness of synchronous and asynchronous online paralegal courses. This study intended to inform paralegal instructors and course developers how to better design, deliver, and evaluate effective online course instruction in the field of paralegal studies.Survey results were analyzed using independent samples t-test and correlational analysis, and indicated that overall, paralegal students and paralegal instructors positively perceived synchronous and asynchronous online paralegal courses. Paralegal instructors reported statistically significant higher perceptions than paralegal students: (1) of instructional design and course content in synchronous online paralegal courses; and (2) of technical assistance, communication, and course content in asynchronous online paralegal courses. Instructors also reported higher perceptions of the effectiveness of universal design, online instructional design, and course content in synchronous online paralegal courses than in asynchronous online paralegal courses. Paralegal students reported higher perceptions of asynchronous online paralegal course effectiveness regarding universal design than paralegal instructors. No statistically significant differences existed between paralegal students’ perceptions of the effectiveness of synchronous and asynchronous online paralegal courses. A strong, negative relationship existed between paralegal students’ age and their perceptions of effective synchronous paralegal courses, which were statistically and practically significant. Lastly, this study provided practical applicability and opportunities for future research. Akyol, Z., & Garrison, D. R. (2008). The development of a community of inquiry over time in an online course: Understanding the progression and integration of social, cognitive and teaching presence. Journal of Asynchronous Learning Networks, 12, 3-22. Retrieved from https://files.eric.ed.gov/fulltext/EJ837483.pdf Akyol, Z., Garrison, D. R., & Ozden, M. Y. (2009). Online and blended communities of inquiry: Exploring the developmental and perceptional differences. The International Review of Research in Open and Distributed Learning, 10(6), 65-83. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/765/1436 Allen, I. E., & Seaman, J. (2014). Grade change: Tracking online education in the United States. Babson Park, MA: Babson Survey Research Group and Quahog Research Group, LLC. Retrieved from https://www.utc.edu/learn/pdfs/online/sloanc-report-2014.pdf Alreck, P. L., & Settle, R. B. (2004). The Survey Research Handbook (3rd ed.) New York, NY: McGraw-Hill Irwin. American Association for Paralegal Education (2013, Oct.). AAfPE core competencies for paralegal programs. Retrieved from https://cdn.ymaws.com/www.aafpe.org/resource/resmgr/Docs/AAfPECoreCompetencies.pdf American Bar Association, Standing Committee on Paralegals. (2017). https://www.americanbar.org/groups/paralegals.html American Bar Association, Standing Committee on Paralegals (2013, September). Guidelines for the approval of paralegal education programs. Retrieved from https://www.americanbar.org/content/dam/aba/administrative/paralegals/ls_prlgs_2013_paralegal_guidelines.authcheckdam.pdf Astani, M., Ready, K. J., & Duplaga, E. A. (2010). Online course experience matters: Investigating students’ perceptions of online learning. Issues in Information Systems, 11(2), 14-21. Retrieved from http://iacis.org/iis/2010/14-21_LV2010_1526.pdf Bailey, C. J., & Card, K. A. (2009). Effective pedagogical practices for online teaching: Perception of experienced instructors. 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Comparing business law in online and face to face formats: A difference in student learning perception. Academy of Educational Leadership Journal, 19, 123-134. http://www.abacademies.org/journals/academy-of-educational-leadership-journal-home.html Faul, F., Erdfelder, E., Lang, A.-G., & Buchner, A. (2007). G*Power 3: A flexible statistical power analysis program for the social, behavioral, and biomedical sciences. Behavior Research Methods, 39, 175-191. Retrieved from http://www.gpower.hhu.de/fileadmin/redaktion/Fakultaeten/Mathematisch-Naturwissenschaftliche_Fakultaet/Psychologie/AAP/gpower/GPower3-BRM-Paper.pdf Field, A. (2009). Discovery statistics using SPSS. (3rd ed.). Thousand Oaks, CA: Sage Publications, Inc. Gall M., Borg, W., & Gall, J. (1996). Educational research: An introduction (6th ed.). White Plains, NY: Longman Press. Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. 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Toward a learner-oriented community college online course dropout framework. International Journal on ELearning, 6(4), 519-542. https://www.learntechlib.org/j/IJEL/ Lloyd, S. A., Byrne, M. M., & McCoy, T. S. (2012). Faculty-perceived barriers of online education. Journal of online learning and teaching, 8(1), 1-12. Retrieved from http://jolt.merlot.org/vol8no1/lloyd_0312.pdf Lockee, B., Burton, J., & Potter, K. (2010, March). Organizational perspectives on quality in distance learning. In D. Gibson & B. Dodge (Eds.), Proceedings of SITE 2010—Society for Information Technology & Teacher Education International Conference (pp. 659-664). San Diego, CA: Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/p/33419/ Lowerison, G., Sclater, J., Schmid, R. F., & Abrami, P. C. (2006). Student perceived effectiveness of computer technology use in post-secondary classrooms. 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New benchmarks in higher education: Student engagement in online learning. The Journal of Education for Business, 84(2), 101-109. Retrieved from http://anitacrawley.net/Resources/Articles/New%20Benchmarks%20in%20Higher%20Education.pdf Salkind, N. J. (2008). Statistics for people who think they hate statistics. Los Angeles, CA: Sage Publications. Santos, J. (1999, April). Cronbach's Alpha: A tool for assessing the reliability of scales. Journal of Extension, 37, 2. Retrieved from https://www.joe.org/joe/1999april/tt3.php Seok, S., DaCosta, B., Kinsell, C., & Tung, C. K. (2010). Comparison of instructors' and students' perceptions of the effectiveness of online courses. Quarterly Review of Distance Education, 11(1), 25. Retrieved from http://online.nuc.edu/ctl_en/wp-content/uploads/2015/08/Online-education-effectiviness.pdf Sheridan, K., & Kelly, M. A. (2010). The indicators of instructor presence that are important to students in online courses. Journal of Online Learning and Teaching, 6(4), 767-779. Retrieved from http://jolt.merlot.org/vol6no4/sheridan_1210.pdf Shook, B. L., Greer, M. J., & Campbell, S. (2013). Student perceptions of online instruction. International Journal of Arts & Sciences, 6(4), 337. Retrieved from https://s3.amazonaws.com/academia.edu.documents/34496977/Ophoff.pdf?AWSAccessKeyId=AKIAIWOWYYGZ2Y53UL3A&Expires=1508119686&Signature=J1lJ8VO0xardd%2FwH35pGj14UeBg%3D&response-content-disposition=inline%3B%20filename%3DStudent_Perceptions_of_Online_Learning.pdf Song, L., Singleton, E. S., Hill, J. R., & Koh, M. H. (2004). Improving online learning: Student perceptions of useful and challenging characteristics. The Internet and Higher Education, 7, 59-70. doi:10.1016/j.iheduc.2003.11.003 Steiner, S. D., & Hyman, M. R. (2010). Improving the student experience: Allowing students enrolled in a required course to select online or face-to-face instruction. 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Are the reported barriers to Internet-based instruction warranted? A synthesis of recent research. Education, 121(1), 48-53. http://www.projectinnovation.com/education.html Ward, M. E., Peters, G., & Shelley, K. (2010). Student and faculty perceptions of the quality of online learning experiences. The International Review of Research in Open and Distributed Learning, 11, 57-77. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/867/1610? Wilkes, R. B., Simon, J. C., & Brooks, L. D. (2006). A comparison of faculty and undergraduate students' perceptions of online courses and degree programs. Journal of Information Systems Education, 17, 131-140. http://jise.org/

Due to the practicalness of physical education (PE) teaching, the computer-assisted instruction (CAI) in PE can deepen students’ understanding through vis-ual teaching methods. The purpose of this paper is to study the development and implementation of CAI system in PE. To this end, based on hardware such as campus network and internet, B/S/D three-layer system was adopted in this paper as the system architecture, and ASP.NET technology was used to realize system functions. The research results show that the system is divided into four parts: the teaching resource module, the online Q&A module, the coursework module and the exam module according to the system requirements analysis. Then, taking the system login, teacher module and system test module as examples, the system operation process was designed in detail to achieve its specific functions. This re-search enriches the theoretical and practical research results of CAI system in PE and promotes the reform of physical education teaching mode.

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

The purpose of this study was to examine the effectiveness of theory-based CAI for reading with incarcerated adults reading below the ninth grade level. The participants were offenders drawn from participating correctional centers in Oklahoma who were randomly assigned to a CAI or a non-CAI instructional group. Reading assessment instruments were administered on a pre-test/post-test basis. Results showed a significant reading achievement gain for computer-assisted reading instruction when compared to traditional instruction for entry levels of 0–3.0 Grade Equivalency Level (GEL). Higher entry levels showed approximately the same gain for both groups. These findings are consistent with a cognitive components model of reading.

This article provides examples of ways that computer-assisted instruction can help children with learning disabilities (LD) learn to read more effectively. Computer-assisted instruction and practice in reading is fit within an instructional model for LD children that recognizes their special needs for assistance in acquiring accurate and fluent word identification skills. The theory that reading disabilities are phonologically based is discussed as a context for focusing instruction on alphabetic reading skills. Computer programs that provide training in phonological awareness, specific context-free word identification skills, and reading of connected text are described, and preliminary evidence about their instructional effectiveness is presented.

This study applied the stages of transformative learning to faculty perceptions and application of best practices to online learning. Research questions included: Can transformative learning theory constructs be used to identify potential barriers in faculty development and delivery of online instruction?; How does the stage of transformative learning of online faculty relate to their perceptions about online learning and their application of best practices?; Is there a correlation between stage of transformative learning and the amount of experience with online instruction a faculty member has? Principal component analysis and cluster analysis support a four-component solution. The four constructs equate to Mezirow's four stages of learning: transforming frames of reference through critical reflection of assumptions, validating contested beliefs through discourse, taking action on one's reflective insight, and critically assessing it. Multiple regression analyses were run to predict faculty perceptions on the identified components. Three of these were statistically significant based on years of experience teaching online, the number of professional development workshops taken on online teaching, or both. While the instrument appears to be a valid measurement of transformation of frame of reference, examination of previously contested beliefs, and critical assessment of action, further efforts will be needed before this is a fully validated instrument.

This study applied components of Csikszentmhalyi’s flow theory to the Web-based Training (WBT) environment. Specifically considered were how the equivalence of a learner’s perceived challenges and skills for an activity can effectively predict the emergence of flow in the WBT environment. Also considered was the ability of flow dimensions — defined in flow theory — to predict and model the occurrence of flow during WBT activities. Over a period of about one hour, students (n=43) from a southwestern US university engaged in WBT learning activities pertaining to on-line coursework or self-study. A special Web-based software installed on the students’ computers sporadically reminded them to complete a series of on-line questionnaires which collected data on their flow experience, learning activities, and flow dimensions. The data collection method employed by this study is effectively an electronic, Web-enabled version of, and functionally equivalent to, the Experience Sampling Method (ESM) used in other flow studies. This study employed questionnaires used in prior flow studies to collect data regarding respondents’ flow experiences and flow dimensions, and developed an on-line instrument to collect data on students’ learning experiences based on instructional events found in computer-based lessons from Gagné. Significant findings (p<.05) from this study suggest that, in the WBT environment studied, as the relative level of challenge and skill of a learning activity increases, so does the level of flow experienced by the individual. This study also found that flow dimensions are good predictors of flow experience. The results of this study should have important implications for WBT users and instructional designers. Since flow is a positive experience that most individuals wish to repeat, understanding how to facilitate the occurrence of flow, from both the WBT user’s and instructional designer’s perspective, is likely to be beneficial to the rapidly emerging field of WBT.

The thesis investigates online teaching and learning and in particular, the role of the 'e-moderator' as pedagogical leader in relation to e-learner capabilities. The research builds upon a number of existing models including that of Bass and Alvolio (1996), their 'transactional/task-giving' and 'transformational/motivational' behaviours, and applies these to e-moderator work. Secondly, a review of the research literature provides further concepts applicable to e-learner online behaviour - collaborative capability and knowledge construction ability. These are utilised to create a new model, the 'model of Pedagogical Variation', where online teaching is viewed as situational, and e-learners of varying degrees of capability can be given opportunities to maximise their online learning. A hypothetico-deductive methodology, following the work of Karl Popper (2002), is adopted as the theoretical framework. The research sought to corroborate the proposed pedagogical model, which was successfully achieved with experienced e-moderator practitioners adapting Kelly's (1955) personal construct psychology using the six elements: socialising, scaffolding, knowledge construction, weaving, summarising and archiving. In accordance with the hypothetico-deductive approach, an evaluation was then conducted with the objective of refuting the basic underlying assumptions of the Pedagogical Variation model. The model did withstand attempts at falsification, but is presented here as provisional, open to further scrutiny, testing and comparison. Future research could be in the development of diagnostic tools for e-moderator evaluation of e-learner capabilities and on e-learner preferences regarding the selection of a particular online learning environment. It is suggested that effective online teaching is dependent not only on e-learner context but also on e-moderators' pedagogical leadership. The model for Pedagogical Variation is an attempt to show how adaptations in design and delivery can be made in asynchronous learning networks in order to motivate and facilitate successful outcomes for e-learners, whether they are digital natives or digital immigrants (Prensky,2001 ). Online course providers and developers may also use the Pedagogical Variation model as a blueprint for exploring creative ways of implementing new emerging learning technologies fit for the 21st Century.

Although much has been written about learning in online discussion, the research literature reveals the need for further empirical research to be carried out.  For example, the use of online discussion is often seen as a means by which students can engage in a socially constructivist approach to learning, (Pena-Shaff et al., 2005; Hudson et al., 2006; Schrire, 2006) whilst others raise questions about the depth of engagement and the preparedness to learn in this socially constructivist context (Hawkey, 2003; Roberts and Lund, 2007).  The need to gain further understanding of learning through discussion is raised by Ravenscroft (2005); McConnell (2006); Goodyear and Ellis (2008).  This study adds to empirical research by exploring students’ engagement with online discussion at an individual and course level. Two key research questions are: What are the different approaches taken by students when responding to learning activities which ask them to engage in online discussion?  What are students’ perceptions of how their engagement in online discussion impacts on their learning and the learning of others?  The study is qualitative, phenomenographic in nature drawing on six case studies of Higher Education students’ engagement with online discussion.  A rich set of empirical data is gathered within the case studies.  A grounded approach to data collection and analysis is used, including the analysis of interview data in order to hear the students’ voices about their experiences.  The findings from the analysis of the case studies reveal different strategies that students use when engaging in online discussion, and diverse students’ views of learning through online discussion, even from within the same course context.  A framework for learning through online discussion emerges from the discussion.

Children with autism spectrum disorder (ASD) show significant deficits in communication, emotion recognition, perspective taking, and social skills. One intervention gaining increased attention is the use of computer assisted instruction (CAI) to teach social, emotional and perspective-taking skills to individuals with ASD with the purpose of improving theory of mind skills. This study evaluated the effectiveness of CAI for improving theory of mind skills in four children with high functioning autism ages 5 to 12 years. A single-subject multiple baseline research design across participants was utilized to evaluate the effectiveness of CAI. The software contained 22 instructional scenarios that asked participants to identify emotions of characters based on situational cues displayed in line drawn pictures and audio feedback for correct and incorrect responses. Mind-reading skills were assessed using ten randomly selected scenarios for various emotions and no audio feedback. Visual analysis of the data revealed that all four participants increased mind-reading skills during the CAI condition. Additionally, this study evaluated levels of task engagement during experimental conditions. Three of the four participants showed an increase in task engagement during CAI compared to paper-based social stories used during baseline. Generalization of skills was assessed through the use of social scenarios acted out by family members of participants. All four participants were able to correctly identify emotions displayed in generalization scenarios. Results demonstrated that CAI was an effective and socially viable method for improving ToM skills in children with autism and they could generalize their skills to untrained settings.

The incorporation of best practice in e-learning environments can increase the probability of success for companies and learners alike. By identifying and understanding the barriers that potential learners may face when interacting with e-learning products, the potential for e-learning failure may be alleviated. There are a variety of benefits that may be realised by companies incorporating e-learning opportunities into their management strategies. However, certain pedagogical principles, metrics and components need to be investigated and implemented in order for a corporate e-learning environment to be successful. The aim of this research is to prototype and evaluate a practical e-learning environment for software training (eLESTP) with e-learning components consisting of interactive learning objects that can guide the development and management of online training in the corporate context. The eLESTP is based on a theoretical contribution that is conceptualised in the form of an e-learning environment for software training (eLESTT). Hence, this study followed a research methodology that is appropriate for educational technologies, namely the Design-Based Research (DBR) methodology, which was applied in iterative cycles. Quantitative and qualitative data was collected by means of a case study, interviews, a focus group and survey. The proposed eLESTP underwent several iterations of feedback and improvement and the result is a real-world solution to the problem at hand. With the purpose of determining the success of corporate e-learning, the barriers and critical success factors for e-learning as well as evaluation criteria were explored. Interviews, a focus group and a survey were conducted in order to validate the investigated literature in a real-world context. Informal interviews enabled a better understanding of the organisational context of this study. The focus group was conducted with customers who were undergoing face-to-face training using conveyancing software developed by Korbitec. Many of the issues faced by learners identified in literature regarding e-learning in developing countries were identified by the participants from the case study. An e-learning survey was used to gather information regarding the intention of Korbitec’s customers to use e-learning as well as their satisfaction with using e-learning. From the survey, it was found that respondents were positive regarding intention to use and satisfaction toward e-learning usage. DBR Cycle 1: Problem Investigation and Proposal entailed the initial problem investigation by conducting a literature review, focus group and survey. DBR Cycle 2: Design Alternative 1 of this study involved a design alternative for eLESTP, namely Prototype 1. DBR Cycle 3: Design and Evaluate Alternative 2 involved the design and prototyping of Prototype 2 for eLESTP as well as the improvement of Prototype 2 through sub-cycles of testing and refinement. The suggestions for improvement were obtained from the relevant stakeholders at Korbitec who are content developers and subject-matter experts. The criteria used to evaluate the success of eLESTP, including its e-learning components, were synthesised and adapted from literature and a new set of evaluation criteria for e-learning environments in software training contexts was proposed. The evaluated eLESTP consists of the technology basis of the Modular Object Oriented Dynamic Learning Environment (Moodle), design guidelines for e-learning components, certification and competency-based training, pedagogical principles and best practice. Overall, eLESTP was positively received by various evaluator groups in formative and summative evaluations. The research results indicate that the use of an e-learning environment for software training purposes was useful and necessary. In support of this Masters dissertation, the following three conference papers have been published and presented at one local conference and two international conferences. In addition, an article has been published in an accredited journal: 1. IDIA 2015, Conference Paper – Zanzibar (Tanzania); 2. Conf-IRM 2016, Conference Paper – Cape Town (South Africa); 3. MCIS 2016, Conference Paper – Cyprus (Europe); and 4. IJIKM 2016, Journal Article.

AbstractThe capability to use digital technologies in an appropriate way has become a fundamental requirement of everyday life and wide adoption of digital technologies has gained a firm footing into the educational systems. Equity is a central goal in the Nordic model and ICT integration policies are warranted at the national level along with massive improvements in ICT infrastructures. The schools in their efforts towards realizing this objective have to integrate digital technology in teaching and learning in such a way that all children are given opportunities to participate in work, life and society. It is thus of interest to study the extent of digital inclusion, by examining the variation in computer and information literacy of students both within and between schools by addressing access and use of ICT in instruction among teachers. Data for the present study comes from 138 schools from Norway (2436 students, 1653 teachers) and 110 schools from Denmark (1767 students, 728 teachers) who took part in the International Computer and Information Literacy Study in 2013. Using a multilevel approach, variations at both levels in student computer and information literacy score and teacher collaboration in ICT use were examined. The results indicate that availability of digital technologies is a significant contributor towards student ICT achievement and teacher collaboration in both countries. There are small differences in computer and literacy score between the schools, while significant variations are noted between the students. Additionally, teachers’ attitudes are found to contribute significantly towards collaboration between teachers.

Information is typically stored, manipulated, delivered, and retrieved using a plethora of existing and emerging technologies. Businesses and organizations must adopt these emerging technologies to remain competitive. However, the evolution and progress of the technology (object orientation, high-speed networking, Internet, and so on) has been so rapid, that organizations are constantly facing new challenges in end-user training programs. These new technologies are impacting the whole organization, creating a paradigm shift which, in turn, enables them to do business in ways never possible before (Chatterjee & Jin, 1997). Information systems based on hypertext can be extended to include a wide range of data types, resulting in hypermedia, providing a new approach to information access with data storage devices, such as magnetic media, video disk, and compact disk. Along with alphanumeric data, today’s computer systems can handle text, graphics, and images, thus bringing audio and video into everyday use. DETF Report (2000) refers that technology can be classified into noninteractive and time-delayed interactive systems, and interactive distance learning systems. Noninteractive and time-delayed interactive systems include printed materials, correspondence, one-way radio, and television broadcasting. Interactive distance learning systems can be termed as “live interactive” or “stored interactive,” and range from satellite and compressed videoconferencing, to standalone computer-assisted instruction with two or more participants linked together, but situated in locations that are separated by time and/or place. Different types of telecommunications technology are available for the delivery of educational programs to single and multiple sites throughout disunited areas and locations. Diaz (1999) indicated that there are numerous multimedia technologies that can facilitate self-directed, practice-centered learning and meet the challenges of educational delivery to the adult learner. Though, delivering content via the WWW has been tormented by unreliability and inconsistency of information transfer, resulting in unacceptable delays and the inability to effectively deliver complex multimedia elements, including audio, video, and graphics. A CD/Web hybrid, a Web site on a compact disc (CD), combining the strengths of the CD-ROM and the WWW, can facilitate the delivery of multimedia elements by preserving connectivity, even at constricted bandwidth. Compressing a Web site onto a CD-ROM can reduce the amount of time that students spend interacting with a given technology, and can increase the amount of time they spend learning. University teaching and learning experiences are being replicated independently of time and place via appropriate technology-mediated learning processes, like the Internet, the Web, CD-ROM, and so on. However, it is possible to increase the educational gains possible by using the Internet while continuing to optimize the integration of other learning media and resources through interactive multimedia communications. Among other conventional interactive teaching methods, Interactive Multimedia Methods (IMMs) seems to be adopted as another mainstream in the path of distance learning system.

The notion of using technology for educational purposes is not new. In fact, it can be traced back to the early 1900s during which time school museums were used to distribute portable exhibits. This was the beginning of the visual education movement that persisted through the 1930s as advances in technology such as radio and sound motion pictures continued. The training needs of World War II stimulated serious growth in the audiovisual instruction movement. Instructional television arrived in the 1950s, but had little impact, mainly due to the expense of installing and maintaining systems. The advent of computers in the 1950s laid the foundation for CAI (computer assisted instruction) through the 1960s and 1970s. However, it was not until the 1980s that computers began to make a major impact in education (Reiser, 2001). Early applications of computer resources included the use of primitive simulation. These early simulations had little graphic capabilities and did little to enhance the learning experience (Munro, 2000). Since the 1990s, there have been rapid advances in computer technologies in the area of multimedia production tools, delivery, and storage devices. Throughout the 1990s, numerous CD-ROM educational multimedia software was produced and was used in educational settings. More recently, the advent of the World Wide Web (WWW), together with the emergence of mobile devices and wireless networking, has opened a vast array of possibilities for the use of multimedia technologies and associated information and communications technologies (ICT) to enrich the learning environment. Today, educational institutions are investing considerable effort and money into the use of multimedia. The use of multimedia technologies in educational institutions is seen as necessary for keeping education relevant to the twenty-first century (Selwyn & Gordard, 2003). The term “multimedia” as used in this article refers any technologies which make possible “the entirely digital delivery of content presented by using an integrated combination of audio, video, images (twodimensional, three-dimensional) and text” along with the capacity to support user interaction (Torrisi-Steele, 2004, p. 24). Multimedia may be delivered on computer via CD-ROM, DVD, the Internet, or on other devices such as mobile phones and personal digital assistants, or any digital device capable of supporting interactive and integrated delivery of digital audio, video, image, and text data. The notion of interaction in educational multimedia may be viewed from two perspectives. First, interaction may be conceptualised in terms of “the capacity of the system to allow individual to control the pace of presentation and to make choices about which pathways are followed to move through the content; and the ability of the system to accept input from the user and provide appropriate feedback to that input” (Torrisi- Steele, 2004, p. 24). Second, given the integration of multimedia with communication technologies, interaction may be conceptualized as communication among individuals (teacher-learner and learner(s)-learner(s)) in the learning space that is made possible by technology (e-mail, chat, video-conferencing, threaded discussion groups, and so on).

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.

The focus of this chapter is on health care manager's need to develop equal learning opportunities in rural communities. Educational opportunities for healthcare professionals in the rural facilities often get overlooked and/or require more effort to obtain the same level of training as their urban counterparts (Buzza, Ono,Turvey, Whittrock, Noble, Reddy, Kaboli, & Schacht, 2011; Hartung, Hamer, Middleton, Haxby, & Fagnan, 2012). Education and self-directed learning (SDL) promotes emancipatory learning and social action (Lindeman, 1926; Merriam & Caffarella, 1999). It provides a way to minimize the gap in learning opportunities for those serving rural communities. Intentionally integrating socio-cognitive and critical pedagogy (Kincheloe, 2008) into their learning engagement can influence the necessary emotional, motivational, and cognitive engagement. The factors considered for this rural population---- include: diversity of staff (i.e., socioeconomic background, cultural differences, learning abilities, and lived experiences), available resources (i.e., computer equipment, speed of internet connection, funding, and staff resources), and the connectedness between the learner and the educator.

Instructional simulation games are models of the real world that allow students to interact with events and objects that are normally inaccessible within a classroom setting. Yet, simply using an instructional simulation ignores powerful learning opportunities. Papert advocates going beyond simply using models. He promotes a fundamental change in how children learn through his theory of constructionism. Instead of constructivism with a “v,” Papert advocates a theory of learning called constructionism with an “n.” Constructionism aligns with constructivist theory with learners actively constructing knowledge from their experiences. But constructionism adds that new ideas are more likely to emerge when learners are actively engaged in designing or building an artifact or physical model that can be reflected upon and shared with others. Papert’s theoretical approach to learning is relevant to teacher education and should be applied to instruction via interactive, multimedia, and computer-aided simulations.

Online learning has seen tremendous growth over the past decade in both the corporate and higher education sectors of society. This has been facilitated by rapid increases in the availability of computer- and network-based technologies for communication and sharing of information. The U.S. National Center for Educational Statistics (2003) recently reported that for the 2000-01 academic year, 2- and 4-year institutions offered over 127,000 different distance education (DE) courses and had over three million enrollments. Of the institutions offering DE courses, 90% reported using the Internet and asynchronous communication as an instructional delivery mode (National Center for Educational Statistics, 2003). In the corporate sector, the American Society for Training & Development reported record levels technology-mediated training (or e-learning) accompanied by slight decreases in face-to-face classroom training (Thompson, Koon, Woodwell, & Beauvais, 2002). At the same time, there has been an increased awareness among distance educators and researchers regarding the importance of human interaction in the learning process. These two trends have driven the study of computer-mediated communication (CMC) and computer support for collaborative learning (CSCL). Groupwork has long been an important instructional strategy used in face-to-face learning environments and is now being explored in computer-mediated environments. This article will define critical aspects of computer-mediated groupwork and outline benefits and challenges to using computer-mediated groups as an instructional strategy. Additional details for the research presented in this article can be found in full-length publications by the authors (Graham, 2002a, 2002b, 2003; Graham & Misanchuk, 2003).

This chapter reveals the overview of Computer-Assisted Language Learning (CALL) in foreign language learning; the overview of mobile technology in foreign language learning; the overview of Mobile-Assisted Language Learning (MALL); the overview of web-based language learning; Facebook applications in global education; social media applications in foreign language learning; and the significance of social media in foreign language learning. Through CALL, MALL, and social media applications, teachers and language learners can go online to read or listen to the learning material about different areas of interest, and can write or speak about what they have discovered, telling others in the foreign language class or other classes elsewhere in the world. Technology tools enable teachers to differentiate instruction and adapt classroom activities, thus enhancing the foreign language learning experience in global education.

Pedagogic conversational agents are computer applications that can interact with students in natural language. They have been used with satisfactory results on the instruction of several domains. The authors believe that they could also be useful for the instruction of computer science programming. Therefore, in this chapter, the MEDIE methodology is described to explain how to create an agent to teach programming to primary education children and develop their computational thinking. The main steps are to communicate with the teacher team, to validate the interface, and to validate the functionality, practical sessions, and evaluation. The first two steps are covered in this chapter.

Technology has become ubiquitous throughout medical education. Currently there is a wide range of tools that can be used to supplement traditional classroom and clinical learning. Simulators and mobile devices are among the tools that may make an especially significant impact on educating medical practitioners. Simulators range from simple part-task trainers to complex high-fidelity human patient simulators. Internet-enabled handheld portable computers such as the iPad® have begun to revolutionize and expand the medical classroom to even further reaches. Instructional design principles maintain that these technologies can and should be used to allow practitioners to learn by playing. Blind investment in these technologies, however, can quickly turn these technologies into a waste of time and money. We present principles intended to ensure that factors such as cost, size and technological expertise are taken into consideration when investing in such technologies for medical education. Following these principles will allow a medical department to optimize the cost-benefit ratio of an investment in simulation and portable computer technology for medical education.

Use of multimedia and new technologies has become very common in education and the corporate training industry. Unlike text-on-the-screen (page-turner) instructions, multimedia based interactions involve audio, video, animation and rich graphics. These attributes are very appealing to learners, and have become the predominant approach to deliver self-paced learning material. The use of multimedia and computer-based training has improved web-based as well as computer-based training and instructional delivery tremendously. However, providing an authentic learning experience requires much more than multimedia. It requires an active learning approach built on sound principles of instructional design. Scenario Based Learning (SBL) is an effective pedagogical approach which utilizes new technology and provides an excellent framework for active learning. This paper presents a SBL approach and its application to teach engineering. This approach will engage learners, increase their interest, improve knowledge retention, and facilitate understanding of the physical meaning behind abstract concepts.

Export education forms a major part of the Australian economy. Australian universities are now not only accepting overseas students into Australian campuses; they are setting up overseas-based campuses. This is often through an arrangement with a local educational institution or organisation. Subjects in these institutions are delivered by a combination of Victoria University Australian-based staff and local faculty. One of the primary programs being delivered overseas by many Australian institutions is the Master of Business Administration (MBA). This paper examines the delivery of the core information technology units, Management Information Systems (MIS), by Victoria University in Australia and overseas (in Bangladesh). The structure of the MBA at Victoria University in Australia and overseas is examined and the MIS subject explained. Results of a survey of MBA students’ views of the content of MIS, conducted in Australia (1997-2000) and Bangladesh (2001) are reported. There is little difference in the attitudes of students of both countries in relation to the topics covered in the subject, nor on the breakdown of the subject between ‘hands-on’ applications and more formal instruction. There are some differences in relation to the level of Internet and e-mail usage, with Australian students tending to use these technologies on a greater basis as a proportion of their overall computer usage.

Though face to face class interaction is still a dominant-teaching approach in most higher education institutes, online teaching has become increasingly popular with the development of internet technology [1,3]. The authors have used instructional technology and computer software to develop web-based lectures in a mechanical engineering program for online delivery at their institution. This paper highlights how computer software Camtasia Studio and Windows Journal have been integrated with a Gateway tablet PC, a webcam and wireless speaking receiver device to produce web-based lectures for online delivery. The paper intends to share experiences, myths, and lessons that the authors have learned during production of audio and video online course materials. Integration of instructional technology with computer software has made online course preparation and production much more effective and efficient. The paper also summarizes the steps taken by the authors to accomplish this instructional project from start to finish. It includes integration of instructional technology, pedagogical concepts, development of audio and video materials, difficulties faced and how they were handled, software used, and existing issues for the future work.

A telepresence robot is a device that allows people to participate in video conferences on a moveable platform from a remote location. The users can remotely control the robot’s motion and interact with each other through a video screen. Such systems, which were originally designed to promote social interaction between people, have become popular in various application areas such as office environments, health care, independent living for the elderly, and distance learning. Although there is ample published empirical work surrounding the use of telepresence and computer-mediated communication in education, few studies have examined telepresence robots in the classroom. Although some studies have indicated positive learning experiences and outcomes in education facilitated by telepresence robots, further research is needed to better identify the possible effects such approaches have on student learning and perceptions of instructor credibility. In order to maximize the students’ learning outcomes, it is very important to improve the usability of the telepresence robot platform for both the instructors and the students. In addition, the instructor credibility is also crucial to the overall learning experience. In the research presented here, an innovative remote teaching platform, which includes features of telepresence robots and social robots (which are autonomous robots that interact and communicate with humans by following social behaviors and rules associated with their roles), is developed. It is believed that telepresence robots equipped with the capabilities provided by social robots can improve the credibility of the instructor and the usability of the education platform, both of which contribute to the students’ overall learning outcomes.

The purposes of this study are to develop a one-on-one dialogue-based mathematical intelligent tutoring system (ITS) for learning equivalent fraction in the 4th grade math, and evaluate its learning effect. The system used the course content and dialogue script designed by the math teaching experts in advance, and a computer agent teacher asked questions based on the course script. After the student answered, the system was able to identify the error pattern and misconception according to the student's response, then provided each student with adaptive teaching guidance or feedback. Students could construct correct equivalent fraction concepts through a series of interactive dialogues between students and the computer agent teacher step by step. In order to evaluate the effectiveness of this ITS, a quasi-experiment design was conducted. The pretest and post-test were parallel tests involving equivalent fraction. The participants of the study were 76 students in the fourth grade of two elementary schools chosen from midland of Taiwan. They were divided into the experimental group of 39 and the control group of 37. The experimental group used the "one-on-one dialogue-based mathematical intelligent tutoring system" for teaching. The control group used traditional classroom instruction by a human teacher. The learning content and time were controlled to be the same. Finally, the learning effectiveness and learning interest were assessed by comparing the pre-test and post-test performance of students. The results of the study showed that both teaching methods can significantly improve the students’ learning achievements of equivalent fraction, and the learning effectiveness of "one-on-one dialogue-based mathematical intelligent tutoring system" was significantly better than that of traditional classroom instruction. In the "one-on-one dialogue-based mathematical intelligent tutoring system" group, the learning improvement of students with different genders and different ability levels were also reaching a significant level. It indicated that this system benefited the learning achievements of students with different genders and different abilities. Furthermore, from the response data of the learning interest questionnaire, both teaching methods could significantly improve the learning interest of students. But there was no significant difference between the two teaching methods. By interviewing students, the probable causes included that low learning interest students of the experimental group also lack interest to familiar system operation, and some students think this ITS is not interesting enough because of lacking learning games.

CourseMaker is an HTML shell program which was developed by the presenter as part of a Ph.D. research project on CAI/written composition, but which can be used for a variety of other instructional purposes. CourseMaker contains many of the elements of the traditional classroom translated into the electronic medium, and can be set up by teachers to run a variety of courses in either academic or non-formal subjects, along with any instructions, lesson materials or notes they may wish to include. It has features such as lesson links and pop-up boxes which make it possible to layer and cross-link teaching materials and resources either on CourseMaker itself or the Internet. CourseMaker also provides for input by students, who can continue with a course at any stage or level, and can choose which course or lesson to access as needed. Setting up courses on CourseMaker does not require knowledge of computer programming: courses can be set up by the teacher to suit different academic contexts, purposes and student target groups. CourseMaker is not a commercial product but research output which is thought to have educational potential when used either as or in conjunction with a web-based learning programme.

Power Engineers sometimes lack an important area of the engineering profession: Intellectual Property Education. Intellectual Property (IP) encompasses the intangible “stuff” which is what power engineering is all about — original thought, invention, and progress. The three traditional areas of IP are copyrights, trademarks, and patents. A power engineer cannot protect his or her interest and truly benefit society, whether it be an invention, expression of idea, or some other non-tangible property, without understanding these three IP areas. Power engineers are not to be blamed; IP has not been incorporated into the engineering discipline. Unfortunately, with the lack of IP instruction, power engineers may be ignorant as to the protection of their creations. This impacts their futures as they will be entering the creative field of power engineering without IP knowledge and may miss precious opportunities to benefit from their creations. Of course, this lack of IP knowledge does not help the power engineer or the progression of power engineering. This paper, written by a patent agent and patent attorney, both holding doctorate degrees in computer science and electrical engineering, respectively, will introduce the concepts of intellectual property in an easy-to-understand format. The authors will cover all three traditional areas of IP: copyrights, trademarks, and patents. Within each, specific examples will be given with respect to power engineering. With the knowledge presented, the power engineer should be able to identify the type of intellectual property needed to protect his or her works.