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Kapperman, G., A. Heinze, B. B. Hawkins, and S. Ruconich. "The Computerized Braille Tutor: A Computer-Based Braille Learning Program." Journal of Visual Impairment & Blindness 90, no. 3 (May 1996): 252–58. http://dx.doi.org/10.1177/0145482x9609000315.
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The Computerized Braille Tutor is an interactive software tutorial, accompanied by a manual, that sighted persons can use to learn the literary braille code or to refresh their braille skills, either independently or under the supervision of an instructor in a braille course. The software presents 15 lessons that address different aspects of the literary braille code and include braille-translation and proofreading exercises and graded self-evaluation proficiency tests.
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Astion, M. L., M. H. Wener, K. Hutchinson, G. B. Olsen, A. R. Orkand, and L. J. Pagliaro. "A computer program that periodically monitors the ability to interpret the antinuclear antibody test." Clinical Chemistry 42, no. 5 (May 1, 1996): 836–40. http://dx.doi.org/10.1093/clinchem/42.5.836.
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Abstract Our laboratory has been developing computer programs that help medical technologists improve their performance of the microscope-based immunofluorescence assay for antinuclear antibodies (ANA). This image-based laboratory test has been associated with poor reproducibility. We have previously described our first program, ANA-Tutor, which systematically teaches the ANA test by using approximately 150 processed digital images of ANA test results. The program we describe here, Pattern Plus Auditor, is a logical extension to ANA-Tutor. Pattern Plus Auditor tests the ability of laboratory personnel to interpret the ANA test, and tracks individual and laboratory performance over time. The program consists of image-based questions that test a variety of ANA staining patterns, including homogeneous, speckled, centromere, nucleolar, mixed patterns, and rare patterns. For each question, the program provides correct answers with explanations and color overlays that highlight key image features. By entering the proper password, users gain access to exam results for individuals and for the laboratory as a whole. Results are available for the current exam, any previous exam, or cumulatively on all exams to date. Intralaboratory testing with computer programs such as Pattern Plus Auditor might be a useful part of quality-assurance procedures for many image-based laboratory tests.
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Astion, Michael L., Adam R. Orkand, Gregory B. Olsen, Leonard J. Pagliaro, and Mark H. Wener. "ANA Tutor: A Computer Program That Teaches the Antinuclear Antibody Test." Laboratory Medicine 24, no. 6 (June 1, 1993): 341–44. http://dx.doi.org/10.1093/labmed/24.6.341.
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Cookson, Brad T., Janet D. Curtis, Adam R. Orkand, Thomas R. Fritsche, Leonard Pagliaro, Lee Anne McGonagle, and Michael L. Astion. "GramStain-Tutor: A Personal Computer Program That Teaches Gram Stain Interpretation." Laboratory Medicine 25, no. 12 (December 1, 1994): 803–6. http://dx.doi.org/10.1093/labmed/25.12.803.
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Cooper, Joel, and Jeff Stone. "Gender, Computer-Assisted Learning, and Anxiety: With a Little Help from a Friend." Journal of Educational Computing Research 15, no. 1 (July 1996): 67–91. http://dx.doi.org/10.2190/w932-d1pt-2px7-3tc2.
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This study examined the effects of learning group gender composition and the use of nonverbal communication by a computer on performance and motivation following a computer-assisted biology lesson. The results showed that before the lesson began, group gender composition influenced self-reports of experience and knowledge about computers and also how subjects arranged their computer desktop. During the lesson, when a computer image of a human face was present on the screen, girls who reported low anxiety performed better and were more motivated to use the program relative to girls who reported high anxiety. In contrast, boys who reported high anxiety performed better and were more motivated to use the program when the tutor was present on the screen relative to boys who reported low anxiety. The implications of these findings for classroom gender organization and for using gender-appropriate educational software are discussed.
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Сисоєва, Світлана Олександрівна, and Катерина Петрівна Осадча. "FORMATION OF THE TUTOR ICT-COMPETENCE IN THE PROCESS OF FUTURE TEACHERS’ PROFESSIONAL TRAINING." Information Technologies and Learning Tools 80, no. 6 (December 22, 2020): 207–21. http://dx.doi.org/10.33407/itlt.v80i6.4182.
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The widespread proliferation of information and communication technologies and the task of meeting the sustainable development goals by overcoming the uneven access of the younger generation to information and communication technologies require the presence of the high level of the ICT competence and the ability to carry out tutoring activities in the information society for teachers-to-be. The paper offers the methodological approaches (contents, methods, tools, and technologies) of forming the tutor ICT competence in the process of future teachers’ professional training. The educational content, which aims at building the ICT competence of teachers as tutors is distributed over the entire period of students’ study at higher educational institutions. During the study of compulsory subjects in the Bachelor program and the "Organization of distance learning in the educational institution" elective discipline in the Master program, students are familiarized with theoretical and methodological aspects of the use of ICT in tutoring. The main method of forming the tutor ICT competence is the portfolio method, in particular, the use of e-portfolio. As the main means of the formation of the tutor ICT competence, computer training programs, e-resources, Internet resources, mobile applications, virtual and augmented reality are determined. E-mail, blogs, social networks, webinars, chats have been used as the technologies of network interaction for forming the tutor ICT competence. In order to identify effective methodological approaches to the formation of the ICT competence of future teachers as tutors, the study has been conducted based on the collection of information by means of questionnaires and statistical processing of the results. The analysis of the results of the pedagogical experiment and comparison of indicators of control and experimental groups before and after the study have shown the effectiveness of the proposed methodological approaches to the formation of the tutor ICT competence. Implementation of these methodological approaches has become possible due to the introduction of information and educational environment with distance learning technologies and information and communication technologies as its main components.
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Xin, Yan Ping, Ron Tzur, Casey Hord, Jia Liu, Joo Young Park, and Luo Si. "An Intelligent Tutor-Assisted Mathematics Intervention Program for Students With Learning Difficulties." Learning Disability Quarterly 40, no. 1 (August 1, 2016): 4–16. http://dx.doi.org/10.1177/0731948716648740.
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The Common Core Mathematics Standards have raised expectations for schools and students in the United States. These standards demand much deeper content knowledge from teachers of mathematics and their students. Given the increasingly diverse student population in today’s classrooms and shortage of qualified special education teachers, computer-assisted instruction may provide supplementary support, in conjunction with the core mathematics instruction, for meeting the needs of students with different learning profiles. The purpose of this study was to explore the potential effects of the Please Go Bring Me-Conceptual Model-Based Problem Solving (PGBM-COMPS) intelligent tutor program on enhancing the multiplicative problem-solving skills of students with learning disabilities or difficulties in mathematics.
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Siagian, Yessica, Jeperson Hutahaean, and Zulfi Azhar. "PELATIHAN APLIKASI MICROSOFT OFFICE 2010 DAN INTERNET UNTUK PARA SISWA DAN TUTOR PADA LEMBAGA KURSUS PENDIDIKAN (LKP) MANDIRI COMPUTER KABUPATEN ASAHAN SUMATERA UTARA." Jurdimas (Jurnal Pengabdian Kepada Masyarakat) Royal 2, no. 2 (July 29, 2019): 151–56. http://dx.doi.org/10.33330/jurdimas.v2i2.341.
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Abstract: STMIK Royal Kisaran Community Service Team (PKM) provided training to students of Asahan Regency Mandiri Computer Education Course (LKP), because they saw that there were still many school children and residents around the village who were still very limited in knowledge of computer technology and its applications around the village. there is no nearest computer course. The training material taught at the Mandiri Computer Institute of Training and Education (LKP) is office administration using Microsoft Office 2010 application programs, especially Word, Excel, Power Point and the Internet. Implementation is done by direct practice accompanied by presentations and discussions and using computers to provide direct understanding to students LKP. Keywords: Computer, Institutions Educational Courses,Microsoft Office 2010, Training, Students Abstrak: Tim Pengabdian kepada masyarakat (PKM) STMIK Royal Kisaran memberikan pelatihan kepada siswa Lembaga Kursus Pendidikan (LKP) Mandiri Computer Kabupaten Asahan, karena memandang masih banyaknya anak sekolah dan penduduk disekitar desa tersebut yang masih sangat minim pengetahuan tentang teknologi komputer beserta aplikasinya dimana disekitar desa tersebut belum ada tempat kursus komputer yang terdekat. Materi pelatihan yang diajarkan di Lembaga Kursus dan Pelatihan (LKP) Mandiri Computer yaitu administrasi perkantoran dengan menggunakan program aplikasi Microsoft Office 2010 khususnya Word, Excel, Power Point dan Internet. Pelaksanaan dilakukan dengan cara praktek langsung disertai dengan presentasi dan diskusi dan menggunakan komputer untuk memberikan pemahaman langsung kepada siswa LKP. Kata kunci: Komputer, Lembaga Kursus Pendidikan, Microsoft Office 2010, Pelatihan,Siswa
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Kaplan, Jonathan D., Mark A. Sabol, Robert A. Wisher, and Robert J. Seidel. "The Military Language Tutor (MILT) Program: An Advanced Authoring System." Computer Assisted Language Learning 11, no. 3 (June 1998): 265–87. http://dx.doi.org/10.1076/call.11.3.265.5679.
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Bariieva, Elvina, and Tymofii Toporkov. "Methods of tutoring activities in the training of computer science." Ukrainian Journal of Educational Studies and Information Technology 6, no. 3 (September 30, 2018): 1–11. http://dx.doi.org/10.32919/uesit.2018.03.01.
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The article emphasizes that in the conditions of the reform of the domestic system of education and the Conception of the New Ukrainian School it became possible to formulate an individual program of studying students of a secondary school. In this regard, the author resorts to the position of the teacher of computer science as a tutor, that is, a person who actualizes the educational needs of students, works with them, discusses them, and seeks to help the ward in their satisfaction. In the process of studying computer science tutor position is becoming relevant in profile education. The activity of the tutor in teaching computer science is based on the ideas of humanistic and personality-oriented and systemic approaches. Teutor's accompaniment of students at the computer science classes is to continuously stimulate the student's independent cognitive activity, the need for self-improvement and the development of research skills in information activities. On the basis of the analysis of scientific literature on the problems of tutor activity, the following methods of tutoring activity in the teaching of informatics are singled out: methods of practical orientation activity, methods of problem-based learning, method of projects, psychodiagnostic methods, methods of active learning, methods of analysis and self-analysis, binary methods, methods of distance learning, method portfolio scientists (T. M. Kovaleva, K. P. Osadcha) consider the most effective method of tutorial support as a method of portfolio, which is used at all stages (primary and adolescent) and at all stages of tutor's escort. In the process of tutorial support several types of portfolios can be used: thematic, presentation, portfolio of achievements.
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Phillips, Carla, Paul J. Henderson, Lynn Mandel, Sara Kim, Doug Schaad, Mindy Cooper, Claudia Bien, et al. "Teaching the microscopic examination of urine sediment to second year medical students using the Urinalysis-Tutor computer program." Clinical Chemistry 44, no. 8 (August 1, 1998): 1692–700. http://dx.doi.org/10.1093/clinchem/44.8.1692.
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Abstract The microscopic examination of urine sediment is a common diagnostic tool taught to medical students, medical technologists, and others. The urine microscopic exam is difficult to teach because supervised instruction and textbook-based teaching suffer from numerous drawbacks. Here, we describe Urinalysis-Tutor, a computer program that uses digitized microscope images and computer-based teaching techniques to systematically teach the urine microscopic exam. In addition, we report the results of a 2-year study that evaluated the effectiveness of the program in 314 second year medical students who were required to use the program. The program contained two, 20-question exams. In the first year of the study (1996), one of the exams was chosen as the pretest and the other as the posttest; the pretest had to be completed before the students viewed the contents of the program, and the posttest was taken after finishing the tutorial. In 1997, the order of the two exams was reversed. In 1996, 159 students completed the study. The mean pretest score was 34% (SD, 14%), the mean posttest score was 71% (SD, 13%), and the improvement was significant (P <0.001, paired t-test). In 1997, 155 students participated. The mean pretest score was 41% (SD, 11%), the mean posttest score was 71% (SD, 13%), and the improvement was significant (P <0.001, paired t-test). The study shows that Urinalysis-Tutor helps medical students learn to interpret the microscopic appearance of urine sediment and that it is feasible to implement this tutorial in a medical school class.
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Astion, M. L., J. Rank, M. H. Wener, P. Torvik, J. B. Schneider, and L. M. Killingsworth. "Electrophoresis-tutor: an image-based personal computer program that teaches clinical interpretation of protein electrophoresis patterns of serum, urine, and cerebrospinal fluid." Clinical Chemistry 41, no. 9 (September 1, 1995): 1328–32. http://dx.doi.org/10.1093/clinchem/41.9.1328.
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Abstract High-resolution protein electrophoresis of serum, urine, and cerebrospinal fluid (CSF) can aid in the diagnosis of multiple myeloma, amyloidosis, macroglobulinemia, multiple sclerosis, and other diseases. Electrophoresis-Tutor is a personal computer program based on approximately 150 digital images that teaches the clinical interpretation of agarose gel electrophoretic patterns. The program is divided into the following sections: introduction, CSF, serum, urine, review of disease states, program navigator, and final exam. The CSF section describes normal and abnormal CSF findings with emphasis on oligoclonal banding, as seen in the CSF of patients with multiple sclerosis. The serum section emphasizes monoclonal gammopathy patterns but also has detailed descriptions of inflammation, liver disease, protein-losing disorders, genetic deficiencies, and other patterns. Monoclonal gammopathy is described in the context of specific associated clinical conditions (e.g., myeloma, amyloidosis). For each monoclonal gammopathy example, results of standard electrophoresis, densitometry, and immunofixation are presented. The review of disease states uses animation to illustrate the development and remission of a variety of pathological patterns. The program navigator allows the user to jump quickly to any place in the program. The optional exam contains 20 questions, and detailed feedback is given after each question. Electrophoresis-Tutor can be used as a stand-alone teaching tool, a companion to traditional instruction, or a reference source.
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Gillis, Philip D. "Refining Computer-Based Invention through Computer-Aided Evaluation and “State-of-the-Art” Tutorial Design." Journal of Educational Technology Systems 13, no. 4 (June 1985): 315–23. http://dx.doi.org/10.2190/vuya-n2mx-qbgm-4fgr.
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The result of utilizing state-of-the-art tutorial research and of making maximum use of the hardware potential of even a microcomputer moves a CAI program far beyond “ad hoc frame-oriented CAI.” Such a system can effectively utilize the potentials inherent in the synthesis of computer technology and sound instructional design in producing a beneficial prewriting experience for the composition student that is not far removed from a similar experience guided by a human tutor. The present article presents the results of a comparison between the effectiveness of two methodologies of eliciting prewriting composition. Method one consisted of CBI that was based upon recent studies in tutoring and CAE techniques; method two consisted of the same methodology with only a different medium employed, that of personal tutoring. The principle question raised was whether or not the CBI method was as good a means of prewriting instruction as that resulting from human tutoring in stimulating prewriting composition.
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Zuidema, Johan, Gellof Kanselaar, H. Wichmann, M. Giezeman, L. Koster, and J. van der Veen. "Vrue Taalprodukties En De Computer." Computer-ondersteund talenonderwijs 33 (January 1, 1989): 33–39. http://dx.doi.org/10.1075/ttwia.33.05zui.
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In second language teaching a great deal of attention is paid to the learning of communicative skills. The computer program PRESTIGE (Productive and Receptive English, a Smart Tutor and Intelligent Generator of Exercises) subscribes to the views currently held in communicative language teaching. Among these are learning the meaning of a word through deduction of the word's meaning from contexts, and emphasizing the use of productive language. The computer program PRESTIGE, written in PROLOG, consists of several parts: A parser, which checks if syntax, spelling and inflection of pupils' input sentences, words, and verbs are correct. The parser is the heart of the program, and is capable of analysing most English sentence structures which are used in the first years of secondary education. A database of descriptions of words and context sentences in everyday English (taken from Collins COBUBLD English Language Dictionary). Both databases can be consulted by the pupil at any moment and thus constitute an extensive help facility. A database of texts. These texts are taken from a method called "Notting Hill Gate" (Malmberg). A generator of exercises. The program is able to generate exercises for both receptive and productive language use. Receptive: a story fragment is selected from the database. For every word, pupils can ask for a description (in English) or for a context sentence in which the word is used. Productive: several different exercises can be generated. They vary from cloze texts: the parser leaves out words that belong to a certain grammatical class (adjectives, prepostions, etc.), to free language productions: writing a composition. Furthermore, exercises can be generated in which interrogative or negative sentences have to be made. When the pupil is writing a composition, the parser checks whether the sentences are grammatically correct. Here as well, all help options from the databases are available. Pupil registration. For every pupil the program keeps track of the words that (s)he has studied, what kind of help (s)he has asked for, and what the results of the exercises are. The advantage of PRESTIGE over existing courseware for second language teaching is the open structure of the program, which makes free input of language possible. In the article the possibilities of the parser are shown and illustrated by examples. The article concludes with a discussion of the uses of PRESTIGE as an intelligent generator of exercises, and some plans for further research.
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Ritter, Markus, Christiane Kallenbach, and James Pankhurst. "The ‘all-inclusive’ tutor – excluding learner autonomy?" ReCALL 11, no. 1 (May 1999): 111–16. http://dx.doi.org/10.1017/s0958344000002147.
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A multimedia learning environment would appear to benefit from an intelligent tutoring system that draws on didactic expertise, knowledge of the program structure, and knowledge of the learner's previous activities. On the other hand, one may argue against a tutor because of the damaging effects on learner autonomy: the tutor may hamper genuine learning by taking the learner by the hand, whereas what the learner needs is to have sufficient space to move freely through material in an explorative rather than an executive mode, generating her own queries and finding her own solutions. It is argued that tutoring may be a necessary stage on the road to autonomy.
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Dewhurst, David, Ian Hughes, and Alan Williams. "An Interactive Computer Program to Replace in Vivo Experiments on Rat Blood Pressure for Teaching Undergraduate Students." Alternatives to Laboratory Animals 24, no. 5 (September 1996): 707–14. http://dx.doi.org/10.1177/026119299602400508.
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An interactive computer program is described, which presents simulated data for a range of tutor-designed, structured investigations performed in vivo in the anaesthetised rat. It is aimed at undergraduate students of pharmacology, and is designed to teach various aspects of cardiovascular pharmacology and to provide an alternative to performing the practical procedure on live animals. In addition to providing simulated data, the program covers several other aspects related to the live practical, for example, UK Home Office Licence requirements, anaesthesia of the animals, cannulation procedures and the apparatus used. It also contains suggested student tasks for each experiment, making it suitable for independent learning. The program is written for IBM-compatible PCs running Windows”’ and makes use of several features to enhance interactivity and presentation, i.e. high-resolution colour graphics, animation, interactive questions (multiple choice, drag and drop, True/False), problem-solving exercises and simulations. It has been evaluated with final year BSc (Hons) Pharmacology students at one UK university, where is was used to prepare students for the live animal practical. The results of this small study were largely favourable.
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Makhoul, Baha, Elite Olshtain, and Raphiq Ibrahim. "Let's Read Together": A Balanced Computer Assisted Intervention Program and Its Effect on Comprehension amongst at Linguistic Risk Arab First Graders." JOURNAL OF ADVANCES IN LINGUISTICS 5, no. 2 (January 14, 2015): 626–45. http://dx.doi.org/10.24297/jal.v5i2.5185.
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The current study investigated the effectiveness of an early balanced computer-assisted intervention program in promoting comprehension skills among Arabic-speaking first graders from disadvantaged socio-economic background, when taking into account the interplay between risk factors impacting Arabic reading acquisition: Arabic language complexity, poor literacy skills and the cognitive and emotional challenges when commencing formal schooling. Forty at literacy-risk Arab first graders were randomly assigned to either the intervention or a comparison group, each including 20 children. A qualified tutor was assigned to each participants in the intervention group. To assess the childrens progress in the intervention group, measurements were carried across three different periods during the implementation of the program. In addition, comprehension assessments were administrated to both groups prior and after the program commencement and completion, respectively. The intervention group showed greater progress in comprehension skills and vocabulary when compared to the comparison group in all the measurements. The obtained results stress the necessity for early balanced intervention in order to close the gaps in comprehension skills among at-risk children.
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Ayala Doval, Margarita María, and Marcela Georgina Gómez-Zermeño. "SELECTION AND QUALITY OF LEARNING OBJECTS. ARE THEY USABLE AND REUSABLE?" Information Technologies and Learning Tools 59, no. 3 (June 30, 2017): 28. http://dx.doi.org/10.33407/itlt.v59i3.1531.
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This pilot- study focused on the evaluation of Learning Objects for face-to-face and online education, proposing a set of quality indicators for design teams to consider while selecting learning material. The aim was to find out whether the Learning Objects were suitable enough to be used and/or reused. A sample of teachers, tutors and computer technicians of a graduate program in a Colombian university participated in the study. To analyze the data collected, indicators for the evaluation of the quality of Learning Objects were based on three main aspects: the role of the tutor and their previous experience, the design process, and the evaluation of the learning object. Conclusions established that a standardization of Learning Objects may be difficult, however, in order to be usable and reusable, these Learning Objects must all be flexible to adapt to students’ needs.
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Wood, Brent, Lynn Mandel, Doug Schaad, Janet D. Curtis, Charlotte Murray, Virginia Broudy, Terry Gernsheimer, Mark H. Wener, Carol N. Lecrone, and Michael L. Astion. "Teaching the Clinical Interpretation of Peripheral Blood Smears to a Second-Year Medical School Class Using the PeripheralBlood-Tutor Computer Program." American Journal of Clinical Pathology 109, no. 5 (May 1, 1998): 514–20. http://dx.doi.org/10.1093/ajcp/109.5.514.
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Posteraro, Robert H., Russell A. Blinder, and Robert J. Herfkens. "MR-Tutor: A program for teaching the interdependence of factors which influence signal intensity in magnetic resonance imaging." Computerized Medical Imaging and Graphics 13, no. 5 (September 1989): 393–406. http://dx.doi.org/10.1016/0895-6111(89)90226-7.
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Gill, W. Malcolm. "Helping the Academically Handicapped Reader: Peer Tutoring Revisited." Australasian Journal of Special Education 9, no. 1 (May 1985): 16–21. http://dx.doi.org/10.1017/s103001120002128x.
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AbstractThe characteristics of computer-assisted instruction (CAI) which makes it so worthy of consideration for use by the teacher of pupils with special needs, whose time for individual attention with her pupils is limited, are briefly discussed, and comment is made about the limitations of this approach. Attention is drawn to the alternative approach of peer tutoring, where the desirable one-to-one characteristic is attainable, and where there is the possibility that the sensitivity to the quality of the computer program, which is one of the limitations of the approach of CAI, may be contrasted with the not-so-sensitive-to-quality-of-program characteristic of peer tutoring. This possibility is examined in the context of a sample of poor reading Year eight pupils who were given a period of peer tutoring by Year eleven and twelve pupils in the same school, where the demonstrably not high quality program consisted of relatively few meetings between tutor and tutee, of short duration, at which it was expected that there would be talk, reading and being read to. Use of a control group enabled the conclusions to be reached that this peer tutoring resulted in gains for the tutees in reading ability and in attitude towards and behaviour in school, this being suggestive of the power of this low staff input, low cost, low technology technique in the area of special education.
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Sikorski, Eric, and Amanda Palla. "Interactive Demonstration of an AC-130 Aircraft Virtual Reality Part Task Trainer." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 61, no. 1 (September 2017): 395–97. http://dx.doi.org/10.1177/1541931213601580.
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This session will demonstrate a Virtual Reality Part Task Trainer (vrPTT) that was developed under a Department of Defense funded research and development program. The vrPTT consists of Virtual Reality (VR) head mounted display (HMD) goggles and bare-hand motion sensor technology integrated via a high speed gaming computer that hosts an automated, intelligent tutor. Upon donning the VR goggles, the user is immersed into a cockpit of an AC-130 aircraft. The AC-130 system instruments are operationally accurate with selection and feedback indications true to aircraft operational parameters. The demonstration will allow participants to manipulate buttons and switches on a simulated checklist completion task within the immersive vrPTT environment. The Session attendees will gain an understanding of VR’s potential for DoD aircrew training from a human factors psychology and instructional systems design perspective by interacting with a developed capability.
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Tsai, Shu-Chiao. "Courseware integration into task-based learning: a case study of multimedia courseware-supported oral presentations for non-English major students." ReCALL 23, no. 2 (May 16, 2011): 117–34. http://dx.doi.org/10.1017/s0958344011000048.
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AbstractThis study reports on the integration of English for Specific Purposes (ESP) multimedia courseware for oral presentations into a self-learning and elective program for non-English major students in an English as a Foreign Language (EFL) setting. A computer-aided instruction approach, combined with a task-based learning approach, was adopted. Computers played a central role as the means of information delivery. The courseware acted as a silent partner and played the role of a tutor and adjunct teacher to provide students with authentic materials for learning to give English oral presentations in international business and technical settings. It offered a variety of learning activities with instant on-line self-evaluation for students to practice integrative language skills and learn content knowledge. Evaluation of student performance was based upon data from pre- and post-tasks, student questionnaires about concerns, and an open-ended questionnaire. After active participation and self-learning, most of the non-English major students clearly indicated they had made some improvement or progress and felt their learning effectiveness for preparing speech texts was significantly improved. In addition, they had become more concerned about their English ability and the ESP courseware was able to meet their need for greater linguistic support to enhance their language ability.
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Herman, Herman. "THE NEEDS OF COLLABORATION IN OPERATING AN OPEN AND DISTANCE LEARNING INSTITUTION: UT CASE." Jurnal Pendidikan 14, no. 1 (September 4, 2013): 31–37. http://dx.doi.org/10.33830/jp.v14i1.352.2013.
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This article discusses the importance of building collaboration among agencies in managing student support service for the distance student in Universitas Terbuka/UT (Indonesia Open University/IOU). As a mass-scale university with the number of students more than 600 thousand scattered in 37 provinces in Indonesia and overseas, heterogeneous socio-cultural background, offering more than 200 study program, and semester test held simultaneously, UT should be able to recruit thousands of tutors, invigilator, and executive personnel to conduct academic activities in those region. UT should manage course development team (curriculum developers, modules developers, content experts, media specialists, and art designers, linguists, and also graphics developers). UT should also provide classrooms for academic activities, lab and computer to facilitate student support service. This condition implies that the availability of human resources and infrastructure, including a computer lab connected to the internet in each unit of study is a necessity. Therefore, in order to improve the quality of distance learning and to accelerate change of learning style from traditional-based to e-learning-based, collaboration between UT with local agencies is a must to ensure the availability of human resources and e-learning facilities.
Artikel ini membahas tentang peranan kolaborasi antar lembaga dalam upaya meningkatkan kualitas pelayanan bagi mahasiswa peserta program pendidikan jarak jauh di Universitas Terbuka (UT). Model perkuliahan sistem jarak jauh mengharuskan pesertanya mempraktekkan belajar mandiri, menggunakan modul sebagai bahan belajar utama, dan memanfaatkan ICT sebagai media dalam proses pembelajaran. Bahan ajar dalam bentuk cetak dan non-cetak dikembangkan oleh tim pengembang yang meliputi pengembang kurikulum, pengembang modul, ahli materi, ahli media, ahli bahasa, dan ahli grafik. Bantuan belajar disediakan dalam bentuk tutorial secara tatap muka dan online bagi mahasiswa di setiap unit belajar di dalam dan luar negeri. Sebagai sebuah perguruan tinggi berskala massal dengan jumlah mahasiswa lebih dari 600 ribu, mahasiswanya tersebar di 37 propinsi di Indonesia dan luar negeri, menawarkan lebih dari 100 program studi, serta ujian semester dilaksanakan secara serentak, maka UT harus mampu merekrut ribuan tenaga akademik (tutor), pengawas ujian, dan tenaga pelaksana ujian semester di setiap wilayah unit belajar. Untuk melaksanakan ujian semester dan memberikan layanan bantuan belajar, UT juga harus mampu menyediakan pusat unit belajar di daerah (regional center), ribuan ruang ujian, ruang untuk tutorial serta fasilitas lab computer. Karena itu, kolaborasi antara UT dengan instansi pemerintah dan non-pemerintah di daerah harus dilakukan untuk menjamin kelangsungan kegiatan akademik di daerah. Demikian pula, ketersediaan SDM berbasis ICT yang berkualitas dan infrastruktur termasuk lab komputer yang terkoneksi dengan internet di setiap unit belajar harus menjadi prioritas demi terciptanya pembelajaran berbasis e-learning bagi mahasiswa UT di daerah.
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Picarsic, JenniferL, CathyP Chen, BradleyM Clifford, MatthewJ O′Leary, and DouglasJ Hartman. "Improving medical students' understanding of pediatric diseases through an innovative and tailored web-based digital pathology program with philips pathology Tutor (Formerly PathXL)." Journal of Pathology Informatics 10, no. 1 (2019): 18. http://dx.doi.org/10.4103/jpi.jpi_15_19.
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Sun, Peter, Nancy Morrow-Howell, Elizabeth Pawloski, and Emma Swinford. "Older Adults’ Attitudes Toward Virtual Volunteering During the COVID-19 Pandemic." Innovation in Aging 4, Supplement_1 (December 1, 2020): 954. http://dx.doi.org/10.1093/geroni/igaa057.3489.
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Abstract This study explored older adults’ attitudes toward virtual volunteering during the COVID-19 pandemic. A 22-item survey was administered to 229 volunteers who previously worked with children through the Oasis Intergenerational Tutoring program in St. Louis. Questions focused on technology use patterns and attitudes toward virtual volunteering. Most respondents have used a computer, a smartphone, and the Internet before at home (90.3%), but 22.8% of respondents feel uncomfortable or very uncomfortable when using the Internet. Video conferencing software such as Zoom or Skype was not used before by 14.0% of the respondents, the top reasons being because they prefer other forms of communication (48.4%) or find it too difficult to keep up with technology (19.4%). If tutoring becomes virtual-only, 60.6% of the participants responded they were somewhat likely or very likely to participate, with significant variation by school districts (X2 = 21.92, p < .05, Cramer’s V = 0.33) ranging from 42.6% to 96.0% (Bonferroni post hoc p < .05). Tutors from school districts that were less likely to tutor virtually had lower levels of education and higher levels of discomfort when using the Internet. The respondents also voiced that while virtual tutoring may eliminate barriers to in-person tutoring, such as commuting to schools and inclement weather, they were concerned about establishing a personal connection with their students online. These findings suggest that tutors anticipate both benefits and challenges with virtual volunteering and efforts to engage older adults virtually should factor in prior use of technology and variations by geography.
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Daru, April Firman. "MEMBANGUN ALAT BANTU AJAR PEMBELAJARAN PERAKITAN PC BERBASIS MULTIMEDIA DENGAN PENDEKATAN TUTORIAL." Jurnal Transformatika 8, no. 1 (July 30, 2010): 25. http://dx.doi.org/10.26623/transformatika.v8i1.44.
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<p>Model pembelajaran berbasis komputer adalah penggerak yang unggul untuk membantu siswa belajar melakukan tugas-tugas secara mandiri maupun secara kelompok, menggunakan sumber-sumber dari dunia maya maupun lokal dalam menambah wawasan berpikir siswa. Pembelajaran dengan sistem berbantuan komputer efektif dan menguntungkan sebagai model pembelajaran mandiri.</p><p>Berbagai jenis aplikasi teknologi berbasis komputer dalam pengajaran urnumnya dikenal dengan Computer-Assisted Instruction (CAI) atau pengajaran dengan bantuan komputer. Salah satu model dan CAI ini adalah tutorial, yaitu suatu program pengajaran yang mengikuti sistem tutor yang dilakukan oleh pengajar atau instruktur.</p><p>Oleh karena itu, penting untuk mengembangkan media pengajaran berbasis multimedia dengan pendekatan tutorial yang dapat digunakan oleh guru untuk membuat siswa memahami bahan ajar. Salah satunya adalah PC subjek Perakitan. Ini memberikan kebebasan dan fleksibilitas bagi mereka untuk memahaminya. PC perakitan media pembelajaran dengan basis multimedia adalah media pengajaran dalam proses belajar mengajar.</p><p>Laporan ini akan memaparkan tahapan-tahapan proses analisa sistem pembelajaran berbasis teknologi multimedia yang menggunakan metode Rekayasa Sistem Berbasis Komputer dengan strategi pengembangan Instructional Multimedia Design berdasarkan metode Rekayasa Sistem berbasis Komputerberdasarkan prinsip-prinsip rekayasa perangkat lunak (Software Engineering) melalui tahapan pengembangan yang terdiri dari Planning, Analizing, design, Implementation, Testing and Evaluation.</p>
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Mayer, Naomi, Sigal Portnoy, Ram Palti, and Yafa Levanon. "The Efficacy of Tele-Rehabilitation Program for Improving Upper Limb Function among Adults Following Elbow Fractures: A Pilot Study." Applied Sciences 11, no. 4 (February 14, 2021): 1708. http://dx.doi.org/10.3390/app11041708.
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Background: Active mobilization post-elbow fractures reduces the incidence of complications. Occupational therapists use tele-rehabilitation, incorporating technology into their practices. There is a lack of evidence-based trials regarding the integration of tele-rehabilitation during treatment. We therefore aimed to compare tele-rehabilitation treatment outcomes with conventional rehabilitation in improving the upper limb function post-elbow fractures. Methods: Eighteen participants post-elbow surgery due to fracture were divided into two groups according to age and fracture type. The groups received one month of treatment: the tele-rehabilitation group (N = 9, median age 33.0 ± 27.9 years, range 18.5–61.0) received 1–2 tele-rehabilitation treatments per week via a biofeedback system of elbow motion (the ArmTutor and 3D Tutor systems, MediTouch Ltd., Netanya, Israel) and 1–2 treatments in an outpatient clinic, and the control group (N = 9, median age 60.0 ± 37.0 years, range 20.5–73.0) received 3–4 treatments per week in the clinic. Both groups were instructed to self-practice at home. Four evaluations were performed: before and after the intervention, and 3 months and 1 year from surgery. The outcome measures included the Jebsen–Taylor hand function test; the disabilities of the arm, shoulder, and hand questionnaire; the patient-rated elbow evaluation; satisfaction; passive and active range of motion (ROM); and strength measurements. Results: Findings demonstrated a significant improvement in the ROM and in functional assessments in both groups. No statistically significant differences were found between the groups. The subjects in the tele-rehabilitation group reported a higher level of satisfaction and needed less help from a family member during practice. Conclusions: Tele-rehabilitation programs could be incorporated in the framework of treatment following elbow fractures. Tele-rehabilitation is a cost-effective treatment, suitable for patients with accessibility difficulties or who have difficulty arriving at the clinic.
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McShane, Marjorie. "Parameterizing mental model ascription across intelligent agents." Interaction Studies 15, no. 3 (December 31, 2014): 404–25. http://dx.doi.org/10.1075/is.15.3.03mcs.
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Mental model ascription – also called mindreading – is the process of inferring the mental states of others, which happens as a matter of course in social interactions. But although ubiquitous, mindreading is presumably a highly variable process: people mindread to different extents and with different results. We hypothesize that human mindreading ability relies on a large number of personal and contextual features: the inherent abilities of specific individuals, their current physical and mental states, their knowledge of the domain of discourse, their familiarity with the interlocutor, the risks associated with an incorrect assessment of intent, and so on. This paper presents a theory of mindreading that models diverse artificial intelligent agents using an inventory of parameters and value sets that represent traits of humans and features of discourse contexts. Examples are drawn from Maryland Virtual Patient, a prototype system that will permit medical trainees to diagnose and treat cognitively modeled virtual patients with the optional assistance of a virtual tutor. Since real patients vary greatly with respect to physiological and cognitive features, so must a society of virtual patients. Modeling such variation is one of the goals of the overall OntoAgent program of research and development.
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JAŚKOWSKI, JĘDRZEJ M., JAROSŁAW SOBOLEWSKI, MARIA WIECZORKIEWICZ, MAREK GEHRKE, and MAGDALENA HERUDZIŃSKA. "Modern techniques of teaching bovine rectal palpation: opportunities, benefits and disadvantages of new educational devices." Medycyna Weterynaryjna 76, no. 01 (2020): 6324–2020. http://dx.doi.org/10.21521/mw.6324.
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Rectal palpation has been an integral part of a clinical examination of large animals. This seemingly easy technique can pose certain difficulties for veterinarians and therefore requires considerable training. The rectal examination course included in the traditional program of veterinary studies is mainly based on practical classes with live animals. However, there is a common belief that the use of live patients is burdened with certain disadvantages in the form of a lack of control over the student’s actions. What is more, a rectal palpation can have a negative effect on the animal organism. Following the increased focus on animal welfare in society and taking into account both ethical and medical concerns, a number of alternative teaching devices have appeared on the market in order to replace or significantly reduce the participation of live animals in the didactic process. Breed’n Betsy – one of the first simulators – is used to teach the diagnosis of the oestrus cycle and pregnancy phase as well as the artificial insemination or the embryo transfer. The appliance was soon followed by more technically advanced didactic equipment. Simulators, such as Haptic Cow, use virtual reality and haptic technology. The computer-generated, virtual objects representing the cow’s anatomical structure are displayed on the screen. This technique enables the tutor to follow student’s movements “inside the cow” and provide them with immediate instructions. Numerous studies indicate that the use of simulators, integrated with the traditional teaching techniques, brings highly satisfactory results.
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Hossain, Amir. "Assessing the Results of Higher Secondary Level and Its Equivalence Examinations: An Empirical Study." Global Research in Higher Education 4, no. 2 (March 27, 2021): p1. http://dx.doi.org/10.22158/grhe.v4n2p1.
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This study aims to look at an assessment of the results of higher secondary level and its equivalence examinations of 2018 to unveil a 21st-century education system of Bangladesh. It aims to focus on the comparative discussion of the pass rate of different education boards. It would like to find out noticeable reasons for unsatisfactory results of HSC level learners under the ten education boards. The creative system, ICT, English, Science and Mathematics, financial constraints, lack of private tutor and teacher, strict evaluation of scripts, question paper leak, nepotism, and copying in the examination hall are responsible for unsatisfactory results. On the other hand, this paper would like to foster some important aspects for satisfactory results, including to ban question paper leak, to ban copying in the examination hall, and to ban coaching center, to train teachers, to recruit subject-wise expert teachers, to take the frequent test, to create corruption-free education, to motivate learners for creative writing, to establish English language club, to modify syllabus design and lesson plan, to provide funding opportunities and computer training program. For data collection and questionnaire survey, the researcher goes to three colleges in the Gazipur district of Bangladesh. Thirty participants, including students, teachers, and guardians are requested to take part in the test so that the real picture of the results of higher secondary level and its equivalence examinations can be exposed. Thus, it would like to show a novel dimension of Bangladesh education system.
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Hijón-Neira, Raquel, Cornelia Connolly, Daniel Palacios-Alonso, and Oriol Borrás-Gené. "A Guided Scratch Visual Execution Environment to Introduce Programming Concepts to CS1 Students." Information 12, no. 9 (September 17, 2021): 378. http://dx.doi.org/10.3390/info12090378.
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First-year computer science (CS1) university students traditionally have difficulties understanding how to program. This paper describes research introducing CS1 students to programming concepts using a Scratch programming language guided visual execution environment (VEE). The concepts addressed are those from an introductory programming course (sequences, variables, operators, conditionals, loops, and events and parallelism). The VEE guides novice students through programming concepts, explaining and guiding interactive exercises executed in Scratch by using metaphors and serious games. The objective of this study is, firstly, to investigate if a cohort of 124 CS1 students, from three distinct groups, studying at the same university, are able to improve their programming skills guided by the VEE. Secondly, is the improvement different for various programming concepts? All the CS1 students were taught the module by the same tutor in four 2-h sessions (8 h), and a qualitative research approach was adopted. The results show students significantly improved their programming knowledge, and this improvement is significant for all the programming concepts, although greater for certain concepts such as operators, conditionals, and loops than others. It also shows that students lacked initial knowledge of events and parallelism, though most had used Scratch during their high school years. The sequence concept was the most popular concept known to them. A collateral finding in this study is how the students’ previous knowledge and learning gaps affected grades they required to access and begin study at the university level.
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Rahimi, Assoc Prof Dr Ali. "From the editor." Global Journal of Foreign Language Teaching 6, no. 4 (November 11, 2016): 176. http://dx.doi.org/10.18844/gjflt.v6i4.1679.
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Message from Editor Dear Readers,It is a great honor for us to publish August 2016 Vol 6 No 4 of Global Journal of Foreign Language Teaching (GJFLT).Please follow the link below:http://www.gjflt.eu/Global Journal of Foreign Language Teaching welcomes original empirical investigations and comprehensive literature review articles focusing on foreign language teaching and topics related to linguistics. GJFLT is an international journal published quarterly and it is a platform for presenting and discussing the emerging developments in foreign language teaching in an international arena.The scope of the journal includes, but is not limited to; the following major topics: Cultural studies, Curriculum Development and Syllabus Design, Discourse Analysis and Critical Discourse Analysis (CDA), General Linguistics, Globalization Studies and world English’s, Independent/Autonomous Learning, Information and Computer Technology in TEFL, Innovation in language, Teaching and learning, Intercultural Education, Language acquisition and learning, Language curriculum development, Language education, Language program evaluation, Language Testing and Assessment, Literacy and language learning, Literature, Mobile Language Learning, Pragmatics, Second Language, Second Language Acquisition, Second Language Acquisition Theory, Digital Literacy Skills, Second Language Learners, Second Language Learning, Second language Pedagogy, Second Language Proficiency, Second Language Speech, Second Language Teaching, Second Language Training, Second Language Tutor, Second language Vocabulary Learning, Teaching English as a Foreign/ Second Language, Teaching Language Skills, Translation Studies, Applied linguistics, Cognitive linguistics.Teachers’ Beliefs and Students’ Experiences, Indonesian University Students’ Vocabulary Mastery, Multiple Language Learning, Idiom Transformation and Modification, Computer-Assisted Language Learning, Writing Achievement, Complex Sentence Structures in Patients with Schizophrenia, and The Effect of Second Life on Speaking Achievement have been included in this issue. The topics of the next issue will be different. We are trying to serve you with our journal with a rich knowledge through which different kinds of topics will be discussed in 2017 issues.We present many thanks to all the contributors who helped us to publish this issue.Best regards,Associate Professor Dr. Ali Rahimi,Editor – in Chief, Bangkok University
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Clausing, Gerhard, and Cecil Wood. "The Computer-Tutor in Media-Aided Language Programs." IALLT Journal of Language Learning Technologies 8, no. 3 (January 18, 2019): 11–20. http://dx.doi.org/10.17161/iallt.v8i3.8902.
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Rahimi, Assoc Prof Dr Ali. "From the Editor." Global Journal of Foreign Language Teaching 6, no. 2 (December 1, 2016): 63. http://dx.doi.org/10.18844/gjflt.v6i2.1233.
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Message from Editor Dear Readers,It is a great honor for us to publish the sixth issue of Global Journal of Foreign Language Teaching (GJFLT).Please follow the link below:http://sproc.org/ojs/index.php/GJFLTGlobal Journal of Foreign Language Teaching welcomes original empirical investigations and comprehensive literature review articles focusing on foreign language teaching and topics related to linguistics. GJFLT is an international journal published quarterly and it is a platform for presenting and discussing the emerging developments in foreign language teaching in an international arena.The scope of the journal includes, but is not limited to; the following major topics: Cultural studies, Curriculum Development and Syllabus Design, Discourse Analysis and Critical Discourse Analysis (CDA), General Linguistics, Globalization Studies and world English’s, Independent/Autonomous Learning, Information and Computer Technology in TEFL, Innovation in language, Teaching and learning, Intercultural Education, Language acquisition and learning, Language curriculum development, Language education, Language program evaluation, Language Testing and Assessment, Literacy and language learning, Literature, Mobile Language Learning, Pragmatics, Second Language, Second Language Acquisition, Second Language Acquisition Theory, Digital Literacy Skills, Second Language Learners, Second Language Learning, Second language Pedagogy, Second Language Proficiency, Second Language Speech, Second Language Teaching, Second Language Training, Second Language Tutor, Second language Vocabulary Learning, Teaching English as a Foreign/ Second Language, Teaching Language Skills, Translation Studies, Applied linguistics, Cognitive linguistics.Linguistic clichés, teaching English as a foreign language, corpus-based language teaching, TESOL, language acquisition and elementary literacy teaching topics have been included in this issue. The topics of the next issue will be different. You can make sure that we will be trying to serve you with our journal with a rich knowledge through which different kinds of topics are discussed in 2016 Volume.We present many thanks to all the contributors who helped us to publish this issue. Best regards,Assoc. Prof. Dr. Ali Rahimi,Editor – in Chief, Bangkok University
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Rahimi, Assoc Prof Dr Ali. "From the editor." Global Journal of Foreign Language Teaching 6, no. 3 (May 3, 2017): 111. http://dx.doi.org/10.18844/gjflt.v6i3.1664.
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From the Editor Assoc. Prof. Dr. Ali RahimiMessage from EditorDear Readers,It is a great honor for us to publish August 2016 - Vol 6, No 3 of Global Journal of Foreign Language Teaching (GJFLT).Please follow the link below:http://www.gjflt.eu/Global Journal of Foreign Language Teaching welcomes original empirical investigations and comprehensive literature review articles focusing on foreign language teaching and topics related to linguistics. GJFLT is an international journal published quarterly and it is a platform for presenting and discussing the emerging developments in foreign language teaching in an international arena.The scope of the journal includes, but is not limited to the following major topics: Cultural studies, Curriculum Development and Syllabus Design, Discourse Analysis and Critical Discourse Analysis (CDA), General Linguistics, Globalization Studies and world English’s, Independent/Autonomous Learning, Information and Computer Technology in TEFL, Innovation in language, Teaching and learning, Intercultural Education, Language acquisition and learning, Language curriculum development, Language education, Language program evaluation, Language Testing and Assessment, Literacy and language learning, Literature, Mobile Language Learning, Pragmatics, Second Language, Second Language Acquisition, Second Language Acquisition Theory, Digital Literacy Skills, Second Language Learners, Second Language Learning, Second language Pedagogy, Second Language Proficiency, Second Language Speech, Second Language Teaching, Second Language Training, Second Language Tutor, Second language Vocabulary Learning, Teaching English as a Foreign/ Second Language, Teaching Language Skills, Translation Studies, Applied linguistics, Cognitive linguistics. Keyword and Full Video Captioning in Listening Comprehension, Infants’ Acquisition of Words Before Concepts, Pragmatics, Task Complexity , Language Use of Patients With Early-Onset Alzheimer’s Disease, Headings in Theses and Research Articles in Applied Linguistics, and Developing Intercultural Competence have been included in this issue. The topics of the next issue will be different. We are trying to serve you with our journal with a rich knowledge through which different kinds of topics will be discussed in 2017 issues.We present many thanks to all the contributors who helped us to publish this issue.Best regards,Associate Professor Dr. Ali Rahimi,Editor – in Chief, Bangkok University
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Higgins, Kyle, and Randy Boone. "Technology as a Tutor, Tool, and Agent for Reading." Journal of Special Education Technology 12, no. 1 (March 1993): 28–37. http://dx.doi.org/10.1177/016264349301200102.
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The use of computer-based technology in teaching reading with students with disabilities is outlined in this article. Research from the last 10 years is presented and discussed using the metaphors of Tutor, Tool, and Agent as categories of instructional purpose. Although the new multimedia technologies now dominate much of the discussion and investigation concerning technology and reading instruction, drill and practice and tutorial computer assisted instructional programs are the most thoroughly researched area of computer use in reading and provide most of the substantive data that is supportive of computer use for students in special education.
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Rahimi, Assoc Prof Dr Ali. "Message from Editor." Global Journal of Foreign Language Teaching 6, no. 1 (August 1, 2016): 01. http://dx.doi.org/10.18844/gjflt.v6i1.973.
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Dear Readers,It is the great honor for us to publish sixth issue of Global Journal of Foreign Language Teaching (GJFLT). Global Journal of Foreign Language Teaching welcomes original empirical investigations and comprehensive literature review articles focusing on foreign language teaching and topics related with linguistics. GJFLT is an international journal published quarterly and it is devoted to be a joint platform for presenting and discussing the emerging developments on foreign language teaching in an international arena.The scope of the journal includes, but is not limited to; the following major topics as they relate to: Cultural studies, Curriculum Development and Syllabus Design, Discourse Analysis and Critical Discourse Analysis (CDA), General Linguistics, Globalization Studies and world English’s, Independent/Autonomous Learning, Information and Computer Technology in TEFL, Innovation in language, Teaching and learning, Intercultural Education, Language acquisition and learning, Language curriculum development, Language education, Language program evaluation, Language Testing and Assessment, Literacy and language learning, Literature, Mobile Language Learning, Pragmatics, Second Language, Second Language Acquisition, Second Language Acquisition Theory, Digital Literacy Skills, Second Language Learners, Second Language Learning, Second language Pedagogy, Second Language Proficiency, Second Language Speech, Second Language Teaching, Second Language Training, Second Language Tutor, Second language Vocabulary Learning, Teaching English as a Foreign/ Second Language, Teaching Language Skills, Translation Studies, Applied linguistics, Cognitive linguistics.Linguistic clichés, teaching English as a foreign language, corpus-based language teaching, TESOL, language acquisition and elementary literacy teaching topics have been included into this issue. The topics of the next issue will be different. You can make sure that we will be trying to serve you with our journal with a rich knowledge in which different kinds of topics are discussed in 2016 Volume.A total number of ten (10) manuscripts were submitted for this issue and each paper has been subjected to double-blind peer review process by the reviewers specialized in the related field. At the end of the review process, a total number of six (6) high quality research papers were selected and accepted for publication.We present many thanks to all the contributors who helped us to publish this issue. Best regards,Assoc. Prof. Dr. Ali RahimiEditor – in Chief
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Rahimi, Assoc Prof Dr Ali. "Message from editor." Global Journal of Foreign Language Teaching 7, no. 1 (September 12, 2017): 1. http://dx.doi.org/10.18844/gjflt.v7i1.2409.
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Dear Readers,
It is a great honor for us to publish seventh volume, first issue of Global Journal of Foreign Language Teaching (GJFLT).
Global Journal of Foreign Language Teaching (GJFLT) welcomes original empirical investigations and comprehensive literature review articles focusing on foreign language teaching and topics related to linguistics. The journal is an international journal published quarterly and it is a platform for presenting and discussing the emerging developments in foreign language teaching in an international arena.
The scope of the journal includes, but is not limited to; the following major topics; cultural studies, curriculum development and syllabus design, discourse analysis and critical discourse analysis (CDA), general linguistics, globalization studies and world English’s, independent/autonomous Learning, Information and computer technology in TEFL, innovation in language, teaching and learning, intercultural education, language acquisition and learning, language curriculum development, language education, language program evaluation, language testing and assessment, literacy and language learning, literature, mobile language learning, pragmatics, second language, second language acquisition, second language acquisition theory, digital literacy skills, second language learners, second language learning, second language pedagogy, second language proficiency, second language speech, second language teaching, second language training, second language tutor, second language vocabulary learning, teaching English as a foreign/ second language, teaching language skills, translation studies, applied linguistics, cognitive linguistics.
Metaphors of English as a foreign language, instructors’ ideas on the use of code-switching in EFL in Turkey, relationship between Iranian EFL Teachers' attitudes towards Iranian ''Prospect'' series and their TKT, Test-taking strategies and Iranian EFL learners’ vocabulary and structure test performance, Charles Taylor’s ontological hermeneutics and the question of existence in Marilynne Robinson’s Lila, infants’ word acquisition, bio-cognitive aspects of simple and progressive verb forms usage, learning style preferences of Persian learners and relationship between cultural awareness and Iranian EFL Learners' motivation topics are included in this issue.
The topics of the next issue will be different. We are trying to serve you with our journal with a rich knowledge through which different kinds of topics will be discussed in 2017 issues.
We present many thanks to all the contributors who helped us to publish this issue.
Best regards,
Prof. Dr. Ali Rahimi
Editor – in Chief, Bangkok University
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Chalif, David J., Craig R. Dufresne, Joseph Ransohoff, and Joseph A. McCarthy. "Three-Dimensional Computed Tomographic Reconstructions of Intracranial Meningiomas." Neurosurgery 23, no. 5 (November 1, 1988): 570–75. http://dx.doi.org/10.1227/00006123-198811000-00005.
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Abstract In a series of four patients with intracranial meningiomas, three-dimensional computed tomographic (CT) reconstructions were a useful diagnostic and surgical adjunct. Three-dimensional images are created from standard CT data by a boundary-detecting computer software program. Three-dimensional images of tumor invading or adjacent to the bony calvarium are projected about the x, y, and z axes. Axial and sagittal sections delineate the lesions. The images created allow a surgical view of the meningiomas in three-dimensional space and demonstrate the relationship of these masses to the skull. The use of three-dimensional reconstructions in craniofacial surgery and in neurosurgery is reviewed.
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Shamir, Adina, David Tzuriel, and Ronit Guy. "Computer-Supported Collaborative Learning: Cognitive Effects of a Peer Mediation Intervention." Journal of Cognitive Education and Psychology 6, no. 3 (January 2007): 373–94. http://dx.doi.org/10.1891/194589507787382052.
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The Peer Mediation with Young Children (PMYC) was investigated in computerized versus noncomputerized environments using process (e.g., mediation strategies) and performance variables (e.g., cognitive modifiability) as outcome measures. The sample consisted of 108 pupils drawn from fourth- (tutors) and first-grade (tutored) classes randomly assigned to experimental (n = 27) and control (n = 27) dyads. Dyads in each group were randomly assigned to either computerized or noncomputerized learning environments. Experimental tutors received training in the PMYC program whereas control tutors received general preparation for peer tutoring. Following the PMYC program, each dyad was assigned to a collaborative learning situation in which the older child taught his/her partner a problem solving task. All children were tested on a set of cognitive measures before and after the PMYC program. The findings showed that the experimental tutors used significantly higher levels of mediation strategies and achieved higher cognitive modifiability than did the control children in both learning environments. Children tutored in the computerized environment achieved higher cognitive modifiability than children tutored in the noncomputerized environment. The findings are discussed in light of Vygotsky and Feuerstein’s theories and recent research on peer-assisted learning.
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Duong, Duc H., Robert C. Rostomily, David R. Haynor, G. Evren Keles, and Mitchel S. Berger. "Measurement of tumor resection volumes from computerized images." Journal of Neurosurgery 77, no. 1 (July 1992): 151–54. http://dx.doi.org/10.3171/jns.1992.77.1.0151.
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✓ The authors describe a method for quantitation of the area and volume of the resection cavity in patients who have undergone surgery for brain tumors. Using a slide scanner and Image 1.27, a public domain program for the Apple Macintosh II computer, computerized tomography scans and magnetic resonance images can be digitized and analyzed for a particular region of interest, such as the area and volume of tumor on preoperative and postresection scans. Phantom scans were used to analyze the accuracy of the program and the program users. User error was estimated at 2%, program error was 4.5%. This methodology is proposed as a means of retrospectively calculating the extent of tumor resection.
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Budiastra, A. A. Ketut, Hanafi Hanafi, and Ade Mardiana. "ANALISIS PENYELENGGARAAN & LAYANAN MATAKULIAH PRAKTEK UNTUK DAERAH 3T." Jurnal Pendidikan 20, no. 2 (September 5, 2019): 157–71. http://dx.doi.org/10.33830/jp.v20i2.259.2019.
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This qualitative descriptive study aimed to analyze the implementation of Professional Capability Strengthening (PKP) courses for undergraduate student teacher of Universitas Terbuka, living in the outermost, frontier, and disadvantaged (3T) areas in Indonesia. A sample of 65 students was selected using a purposive sampling technique from four regions, namely: Lampung, Serang, Bogor, and Mataram. A total of 8 tutors and 4 program coordinators were interviewed to triangulate the data. The results indicates that in general students are successful to complete PKP courses because they were class teachers. In addition, the support of tutors, peers, school principals, and heads of regional technical implementation units (UPTD) are important factors in facilitating the completion of student teachers’ course assignments. During the learning process students reported some diffculties, such as limited reference books, and lack of skills in making reports and operating computers, which needs to be addressed by the academic administration.
Penelitian ini dimaksudkan untuk menganisis penyelenggaraan dan layanan matakuliah praktek Pemantapan Kemampuan Profesional (PKP) untuk mahasiswa yang berada di daerah terluar, terdepan, tertinggal (3T). Penelitian ini merupakan penelitian deskriptif kualitatif. Populasi penelitian ini adalah mahasiswa program S1 PGSD UT di wilayah 3T di wilayah UPBJJ-UT Lampung, Serang, Bogor, dan Mataram. Sampel diambil dengan menggunakan teknik purposif sampling sebanyak 65 orang di empat UPBJJ-UT tersebut. Sebagai data pembanding 8 orang tutor dan 4 orang koordinator program diwawancarai secara mendalam. Hasil kajian menunjukkan bahwa pada umumnya mahasiswa tidak mengalami kesulitan untuk mengikuti matakuliah PKP karena mereka adalah guru kelas. Di samping itu, dukungan tutor, teman sejawat, kepala sekolah, kepala unit pelaksana teknis daerah (UPTD) sangat membantu mahasiswa untuk menyelesaikan tugas-tugas perkuliahannya. Namun demikian, ada beberapa kendala yang dialami mahasiswa, antara lain terbatasnya buku rujukan yang dimiliki dan kurang terampil dalam membuat laporan dan mengoperasikan komputer. Kendala ini perlu mendapat perhatian dan pemecahan oleh pengelola akademik.
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Legkonogikh, A. N., O. Yu Sorochkina, S. B. Smirnova, and N. I. Legkonogikh. "Effectiveness of using computer technologies for distance work of tutor-psychologist." Alma mater. Vestnik Vysshey Shkoly, no. 1 (January 2021): 71–76. http://dx.doi.org/10.20339/am.01-21.071.
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Researched is the problem of the use of computer technologies in the activities of a teacher-psychologist in remote interaction with students with the aim of formation of effective learning process. The relevance of the issue lies in the complexity of the current social, economic and geopolitical situation, which ambiguously affects the educational process and the work of teachers in the current conditions. By creating specialized constructs using computer technologies, a teacher-psychologist can work much more widely and with the greatest coverage with those subjects of the educational process who are interested in this or for whom psychological support is an important element of normal life, stabilizing their psychological state and comfortable behavior in society. The research is aimed at studying the experience of teachers-psychologists in regional universities who present specialized computer programs for remote testing of students and teachers (students and faculty), as well as evaluating these constructs and developing recommendations for diversifying solutions in adapting such tests to real University practice in order to increase their effectiveness. In conclusion, we developed a construct for evaluating the effectiveness of remote work of a teacher-psychologist in higher education when analyzing psychological problems of university audience.
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Chukhray, Andrey, and Olena Havrylenko. "The method of student's query analysis while intelligent computer tutoring in SQL." RADIOELECTRONIC AND COMPUTER SYSTEMS, no. 2 (June 2, 2021): 78–86. http://dx.doi.org/10.32620/reks.2021.2.07.
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Recently, IT specialties have become one of the most demanded specialties in the world labor market. Simultaneously the traditional teaching in conditions of mass production, even with a professional teacher, has a significant drawback – the fundamental impossibility of adapting to each student. Since the 60s of the twentieth century, researchers worldwide have been developing various computer-tutoring tools that have, less or more, adaptive functions. Nevertheless, the task of the perfect computer tutor development is still far from being solved. The article's research subject is the process of student requests analyzing during intelligent computer tutoring in SQL. The main goal is to develop a method for analyzing the student's SQL queries. The purposes: to form a general scheme and features of the method for analyzing student’s SQL queries based on the principles of technical diagnostics and methods of lexical, syntactic analysis of computer programs; to develop methods for parse tree construction; to create methods for comparing reference and real SQL queries according to their similarity rate; to demonstrate the function ability of the developed methods on specific examples. The methods used computer programs the automatic testing method, the computer programs lexical and syntactic analysis methods, the computer programs parsing trees construction methods, the objects diagnosing method based on comparison with a reference, the strings analysis methods, the method of q-grams. The following results were obtained: the student’s SQL queries analysis method was formed based on a system approach including automatic testing on real data, building query-parsing trees, comparison with a reference, and comprehensive determination of the queries similarity rate. The scientific novelty is the improvement of the method for the student's SQL query analysis during intelligent computer training in SQL query composition.
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Lebedenko, I., B. Gavrikov, and T. Borisova. "Method of Quatitative Evaluation of the Size and Density of the Tumor During Adaptive Radiotherapy Using CT Images." Medical Radiology and radiation safety 64, no. 6 (November 10, 2019): 64–69. http://dx.doi.org/10.12737/1024-6177-2019-64-6-64-69.
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Purpose: Clinically available quantitative method for assessing the dynamics of the size and physical density (in g/cm3) of the tumor in adaptive radiotherapy for cancer patients and any cases of visualization of tumor boundaries including the cases when the border of a tumor is not clearly visualized.
Material and methods: A preliminary analysis of the images transmitted over the CT network was carried out in the Eclipse planning system (PS). The radiotherapy treatment planning using electron accelerators with a multi-leaf collimator( Varian (USA)) was carried out at the Eclipse PS. The image quality control of Light Speed RT 16 (manufactured by GE) X-ray computed tomography scanner was performed using the multi-modular phantom Catphan® 504. The assessment of the densitometric characteristics CT imaging made using eight tissue-equivalent a test object with mass densities from 0.03 to 1.37 g/cm3 which corresponding to the density of biological tissues of the human body. To quantify the size and density of the tumor in a dynamic mode, we have written and used our own Matlab program installed on a separate computer. For lossless compression of graphic information, the PNG-image scale (raster graphic information storage format) is used, which is equivalent to the scale of the original DICOM file at the Eclipse PS. A program consists of subroutines that include calibration, contour integration, and integration along a horizontal line.
Results: The quantitative information content of the method is shown. The method is used in clinical practice.
Conclusions: A clinically available quantitative method for assessing dynamics of the size and physical density of the tumor has been developed and proposed for use in adaptive radiatiotherapy for cancer patients for any cases of visualization of tumor boundaries. When a positive dynamics in the tumor, the integral index is greater than 1 (M > 1), when a negative dynamics (in the absence of response to treatment) M ≤ 1. Quantitative characteristics are objective, do not depend on the subjective assessments of personnel and can serve as a basis for rescheduling exposure plans.
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Li, Hao, Yu-Ping Wang, and Tai-Jiang Mu. "Synthesizing Robot Programs with Interactive Tutor Mode." International Journal of Automation and Computing 16, no. 4 (November 6, 2018): 462–74. http://dx.doi.org/10.1007/s11633-018-1154-7.
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Michael, Joel. "IN PURSUIT OF MEANINGFUL LEARNING." Advances in Physiology Education 25, no. 3 (September 2001): 145–58. http://dx.doi.org/10.1152/advances.2001.25.3.145.
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The Bernard Distinguished Lecturers are individuals who have a history of experience and expertise in teaching that impacts multiple levels of health science education. Dr. Joel Michael more than meets these criteria. Joel earned a BS in biology from CalTech and a PhD in physiology from MIT following which he vigorously pursued his fascination with the mammalian central nervous system under continuous National Institutes of Health funding for a 15-yr period. At the same time, he became increasingly involved in teaching physiology, with the computer being his bridge between laboratory science and classroom teaching. Soon after incorporating computers into his laboratory, he began developing computer-based learning resources for his students. Observing students using these resources to solve problems led to an interest in the learning process itself. This in turn led to a research and development program, funded by the Office of Naval Research (ONR), that applied artificial intelligence to develop smart computer tutors. The impact of problem solving on student learning became the defining theme of National Science Foundation (NSF)-supported research in health science education that gradually moved all of Dr. Michael’s academic efforts from neurophysiology to physiology education by the early 1980’s. More recently, Joel has been instrumental in developing and maintaining the Physiology Education Research Consortium, a group of physiology teachers from around the nation who collaborate on diverse projects designed to enhance learning of the life sciences. In addition to research in education and learning science, Dr. Michael has devoted much of his time to helping physiology teachers adopt modern approaches to helping students learn. He has organized and presented faculty development workshops at many national and international venues. The topics for these workshops have included computer-based education, active learning, problem-based learning, and the use of general models in teaching physiology.
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Sölétormos, György, and Vibeke Schiøler. "Description of a Computer Program to Assess Cancer Antigen 15.3, Carcinoembryonic Antigen, and Tissue Polypeptide Antigen Information during Monitoring of Metastatic Breast Cancer." Clinical Chemistry 46, no. 8 (August 1, 2000): 1106–13. http://dx.doi.org/10.1093/clinchem/46.8.1106.
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Abstract It is time-consuming to process and compare the clinical and marker information registered during monitoring of breast cancer patients. To facilitate the assessment, we developed a computer program for interpreting consecutive measurements. The intraindividual biological variation, the analytical precision profile, the cutoff limit, and the detection limit for each marker are entered and stored in the program. The assessment procedure for marker signals considers the analytical and biological variation of the applied markers. The software package contains a database that can store the interpretation of the measurements as evaluation codes together with patient demographics, information about treatment type, dates for treatment periods, control periods, and evaluation codes for clinical activity of disease. The consecutive concentrations for a patient are imported temporarily into the program from outside sources and presented graphically. Marker concentrations to be compared are selected with the computer mouse and the significance of the difference is calculated by the program. The program has an option for calculating the lead time of marker signals vs clinical information. The program facilitates the monitoring of individual breast cancer patients with tumor marker measurements. It may also be implemented in trials investigating the utility of potential new markers in breast cancer as well as in other malignancies.
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Warschauer, Mark. "INTELLIGENT LANGUAGE TUTORS: THEORY SHAPING TECHNOLOGY.V. Melissa Holland, Jonathan D. Kaplan, & Michelle R. Sams (Eds.). Mahwah, NJ: Erlbaum, 1995. Pp. xviii + 384. $79.95 cloth, $39.95 paper." Studies in Second Language Acquisition 20, no. 3 (September 1998): 445–46. http://dx.doi.org/10.1017/s0272263198273074.
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This book presents and discusses efforts to develop Intelligent Computer Assisted Language Learning (ICALL) programs based on advances in artificial intelligence (AI) and natural language processing (NLP). Sixteen of the book's 20 chapters provide descriptions of particular ICALL programs, divided into three categories: text-based language tutors and learning environments, dialogue-based language games, and graphics-based language tutors and learning environments. Four chapters at the end offer general commentary on ICALL from the perspectives of experimental psychology (by Brian MacWhinney), linguistics and AI (by Alan Bailin), second language acquisition theory (by Nina Garret), and educational theory (by Rebecca Oxford).