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Artículos de revistas sobre el tema "Computer-assisted instruction"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 25 de julio de 2025

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1

Keengwe, Jared, and Farhan Hussein. "Computer-Assisted Instruction." International Journal of Information and Communication Technology Education 9, no. 1 (2013): 70–79. http://dx.doi.org/10.4018/jicte.2013010107.

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The purpose of this study was to examine the relationship in achievement gap between English language learners (ELLs) utilizing computer-assisted instruction (CAI) in the classroom, and ELLs relying solely on traditional classroom instruction. The study findings showed that students using CAI to supplement traditional lectures performed better than the students relying solely on traditional classroom instruction. In addition, using CAI to supplement traditional lectures helped the charter schools to close the educational achievement gap of their students. Based on the findings, there is need f

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2

Lu, Lu, and Peijun Shen. "The Development History and Future Trend of Computer-Assisted Teaching." Highlights in Science, Engineering and Technology 72 (December 15, 2023): 423–28. http://dx.doi.org/10.54097/mn007h87.

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As the world population continues to grow, computer-assisted instruction can help alleviate the educational problems of a large population. Since the first example of computer-assisted instruction, Programmed Logic for Automated Teaching Operations, appeared in the 1960s, computer-assisted instruction's development has constantly been changing. Because of the attention and research of relevant workers, computer-assisted instruction covers more and more fields. Moreover, with the development of artificial intelligence technology, the functions of computer-assisted instruction are increasing, an

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3

Martin, DS. "Computer-assisted instruction." American Journal of Roentgenology 144, no. 1 (1985): 217. http://dx.doi.org/10.2214/ajr.144.1.217.

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4

Adler, Mark, Kevin M. Baumlin, and Lynne D. Richardson. "Computer-assisted Instruction." Academic Emergency Medicine 7, no. 12 (2000): 1440. http://dx.doi.org/10.1111/j.1553-2712.2000.tb00506.x.

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5

Beichner, Robert J. "Computer-Assisted Instruction." Journal of Research on Computing in Education 24, no. 4 (1992): 571–72. http://dx.doi.org/10.1080/08886504.1992.10782028.

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6

Beichner, Robert J. "Computer-Assisted Instruction." Journal of Research on Computing in Education 24, no. 3 (1992): 571–72. http://dx.doi.org/10.1080/08886504.1992.10782632.

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&NA;, &NA;. "COMPUTER-ASSISTED INSTRUCTION." AJN, American Journal of Nursing 92, no. 6 (1992): 76–77. http://dx.doi.org/10.1097/00000446-199206000-00039.

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8

Jirka, Charles C., and Sharon E. Smaldino. "Computer Assisted Instruction." Middle School Journal 20, no. 4 (1989): 26–28. http://dx.doi.org/10.1080/00940771.1989.11495026.

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9

Anderson, Kathy. "Computer-assisted instruction." Journal of Medical Systems 10, no. 2 (1986): 163–71. http://dx.doi.org/10.1007/bf00993122.

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10

Kelly, Luke. "Computer Assisted Instruction." Journal of Physical Education, Recreation & Dance 58, no. 4 (1987): 74–79. http://dx.doi.org/10.1080/07303084.1987.10603873.

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11

Rouse, Deborah P. "Computer-assisted instruction: An effective instructional method." Teaching and Learning in Nursing 2, no. 4 (2007): 138–43. http://dx.doi.org/10.1016/j.teln.2007.07.007.

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12

Colorado, Rafael J. "Computer-Assisted Instruction Research." Journal of Research on Computing in Education 20, no. 3 (1988): 226–33. http://dx.doi.org/10.1080/08886504.1988.10781837.

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13

Klein, P. J. "CARDIOPULMONARY COMPUTER-ASSISTED INSTRUCTION." Cardiopulmonary Physical Therapy Journal 6, no. 4 (1995): 5. http://dx.doi.org/10.1097/01823246-199506040-00005.

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14

Smith, T. Michael, and Kenneth Andrews. "Computer-Assisted Video Instruction:." Computers in the Schools 2, no. 1 (1985): 65–74. http://dx.doi.org/10.1300/j025v02n01_09.

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15

Desch, Larry W. "Pediatric Computer-Assisted Instruction." Archives of Pediatrics & Adolescent Medicine 149, no. 3 (1995): 303. http://dx.doi.org/10.1001/archpedi.1995.02170150083015.

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16

Vishwakarma, Bibhakar, and Dazy Zarabi. "Effect of Computer Assisted Instructions on Developing Functional Maths Skills Among Children with Intellectual Disability at Secondary Level." International Journal of Research and Review 10, no. 12 (2023): 305–11. http://dx.doi.org/10.52403/ijrr.20231233.

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Number plays a significant role in our day to day lives. Functional math skills are those skills that an individual need to know in order to live independent in society, to care for themselves, and to make choices about their lives. Teaching math to students with intellectual disability includes learning through concrete experiences and the application of learned skills moreover alternative instructional strategies are crucial for meeting the learning needs of these students. Instructional material and strategies through computer assisted instructions have been found to aid academic achievemen

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17

Torgesen, Joseph K., and Theodore A. Barker. "Computers as Aids in the Prevention and Remediation of Reading Disabilities." Learning Disability Quarterly 18, no. 2 (1995): 76–87. http://dx.doi.org/10.2307/1511196.

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

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18

Olasoji, Ezekiel Olaposi. "Effects of Computer-Assisted Instructional Package on Students' Academic Achievement in Upper Basic Social Studies in Ogbomoso-North, Oyo State, Nigeria." Parrot: A Multi-Disciplinary Journal of the Federal College of Education, Iwo 1, no. 1 (2024): 111–18. https://doi.org/10.5281/zenodo.15106134.

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Computer Assisted Instruction is one of the multimedia instructions that have been empirically proved to enhance students’ performance in Social Studies. This study was designed to investigate the effects of Computer Assisted Instructional Package on students’ academic achievement in Upper Basic Social Studies in Ogbomoso-North, Oyo State, Nigeria. The objectives of this study were to: (i) examine the performance of students taught Social Studies with Computer Assisted Instructional Package; (ii) determine the performance of students taught Social Studies with the conventional meth

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19

Perkins, David, Steward Donaldson, and Judy Zimmerman. "Individual and Dyad-Assisted Instruction." Psychological Reports 62, no. 2 (1988): 407–13. http://dx.doi.org/10.2466/pr0.1988.62.2.407.

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A study was designed to gather preliminary information concerning the effectiveness of small-group (dyad) computer-assisted instruction. Children in Grades 3 to 6 completed 10 lessons designed to teach students the critical elements involved in solving mathematical word problems, i.e., identifying key words, writing equations, and selecting the appropriate mathematical operation. Four instructional conditions were evaluated: (1) one child using a microcomputer, (2) two children (dyad) using one microcomputer, (3) one child using one workbook, and (4) two children (dyad) using one workbook. Chi

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20

Skudrna, Vincent J. "Role of Computer Assisted Instruction (CAI) in an Introductory Computer Concepts Course." Journal of Educational Technology Systems 25, no. 4 (1997): 327–45. http://dx.doi.org/10.2190/8362-cgbb-3d5r-j0uc.

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The primary objective of this article is to discuss the role of Computer Assisted Instruction (CAI) at the undergraduate level via a survey of related literature and specific applications. CAI shares many features with other instructional modes, such as traditional classrooms and programmed instruction (PI). Many characteristics of learners affect their ability to learn and acquire new knowledge. An individual's subject-specific knowledge and general knowledge both affect comprehension. With regard to instructional design, system approaches are sometimes referred to as instructional developmen

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21

Harvey, T. Edward. "Computer-Assisted Spanish-Composition Instruction Survey—1986." CALICO Journal 4, no. 2 (2013): 55–67. http://dx.doi.org/10.1558/cj.v4i2.55-67.

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This study reports on a survey of Spanish instructors' views on the use of computers in Spanish composition instruction. Data are reported for 208 (from a total of 1,678) full-time instructional faculty at universities, two-year colleges, and high schools across the nation. Most respondents taught one-semester courses whose enrollment sizes were increasing. Text use for the majority of programs is three years or less. This corresponds to the advent of process-model texts. Apples and IBM-PCs predominate among the hardware available. The lack of foreign-character support remains the major frustr

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22

Aronberg, D. J., S. S. Rodewald, and R. G. Jost. "Computer-assisted instruction in radiology." Radiology 154, no. 2 (1985): 345–47. http://dx.doi.org/10.1148/radiology.154.2.3880905.

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23

FitzGerald, Patricia A., Patricia Arnott, and Deborah Richards. "Computer‐Assisted Instruction in Libraries:." Library Hi Tech 4, no. 2 (1986): 29–37. http://dx.doi.org/10.1108/eb047644.

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24

Haynes, Jacqueline A., and David B. Malouf. "Computer Assisted Instruction Needs Help." Academic Therapy 22, no. 2 (1986): 157–64. http://dx.doi.org/10.1177/105345128602200205.

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25

VAN DONGEN, CAROL J. "CREATING RELEVANT COMPUTER-ASSISTED INSTRUCTION." Nurse Educator 10, no. 1 (1985): 21–25. http://dx.doi.org/10.1097/00006223-198501000-00013.

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26

Evans, RD, and S. Brotman. "Computer-assisted instruction in trauma." Annals of Emergency Medicine 14, no. 5 (1985): 492–93. http://dx.doi.org/10.1016/s0196-0644(85)80335-8.

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27

Dunton, C. J., D. DiMarco, C. Grotkowski, B. Atkinson, J. Tursi, and E. Hernandez. "Computer assisted instruction in colposcopy." Gynecologic Oncology 40, no. 2 (1991): 175. http://dx.doi.org/10.1016/0090-8258(91)90144-t.

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28

apostolides, Z. "Computer assisted instruction in biochemistry." Biochemical Education 15, no. 3 (1987): 129–33. http://dx.doi.org/10.1016/0307-4412(87)90042-2.

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29

Niemeyer, Chris. "Authorware for computer‐assisted instruction." Library Hi Tech 15, no. 1/2 (1997): 133–44. http://dx.doi.org/10.1108/07378839710307494.

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30

Sankar, Y. "Evaluation of Computer‐Assisted Instruction." PLET: Programmed Learning & Educational Technology 25, no. 4 (1988): 314–21. http://dx.doi.org/10.1080/1355800880250407.

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31

Gordon, Michael, Gordon Ewy, Joel Felner, et al. "Computer assisted instruction in cardiology." Journal of the American College of Cardiology 15, no. 2 (1990): A267. http://dx.doi.org/10.1016/0735-1097(90)92783-x.

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32

Gordon, Michael S., Gordon Ewy, Joel Felner, et al. "Patient-centered computer assisted instruction." Journal of the American College of Cardiology 17, no. 2 (1991): A10. http://dx.doi.org/10.1016/0735-1097(91)91007-2.

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33

Hu, Amanda, Patricia A. Shewokis, Kimberly Ting, and Kevin Fung. "Motivation in computer-assisted instruction." Laryngoscope 126 (June 16, 2016): S5—S13. http://dx.doi.org/10.1002/lary.26040.

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34

清水, 康敬. "Computer Assisted Instruction in Japan." Journal of Jsee 36, no. 4 (1988): 4_65–66. http://dx.doi.org/10.4307/jsee1953.36.4_4_65.

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35

Ugwuanyi, Christian Sunday, and Chinedu I. O. Okeke. "Enhancing University Students’ Achievement in Physics using Computer-Assisted Instruction." International Journal of Higher Education 9, no. 5 (2020): 115. http://dx.doi.org/10.5430/ijhe.v9n5p115.

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Twenty-first century classrooms have come with a lot of changes in instructional delivery at various levels of education. However, most lecturers in Nigerian universities still adopt the traditional method of instruction not minding the demands of the twenty-first century classrooms. As a result of this, there is a dearth of empirical evidence on the impact of computer-assisted instruction on the students’ achievement in physics. This study, therefore, sought the efficacy of computer-assisted instruction (CAI) on students’ achievement in physics. A randomized controlled trial experimental desi

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36

Lin, Cheng-Yao, Yi-Yin Ko, and Yu-Chun Kuo. "Changes in Pre-Service Teachers’ Algebraic Misconceptions by Using Computer-Assisted Instruction." International Journal for Technology in Mathematics Education 21, no. 3 (2014): 89–101. http://dx.doi.org/10.1564/174427114838794361.

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In order to carry out current reforms regarding algebra and technology in elementary school mathematics successfully, pre-service elementary mathematics teachers must be equipped with adequate understandings of algebraic concepts and self-confidence in using computers for their future teaching. This paper examines the differences in preservice teachers’ misconceptions of algebra and their attitudes towards using computers in teaching mathematics between computer-assisted instruction and lecture instruction. The results of the study suggest that pre-service teachers in both instructions have si

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37

Veenstra, Baukje, Paul L. C. van Geert, and Bieuwe F. van der Meulen. "Computer versus human-based support: Effect on computer game performances in (in)effectively learning pre-schoolers." Educational and Child Psychology 27, no. 4 (2010): 56–72. http://dx.doi.org/10.53841/bpsecp.2010.27.4.56.

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This research focuses on the effects of human versus computer instruction on improving the learning behaviour of pre-school children. One-hundred-and-eighty-four unresponsive, impulsive or reflective Dutch pre-schoolers were randomly assigned to one of the four instruction conditions (computer-assisted instruction, adult-assisted instruction, both or no instruction). The children played a computer game focused on improving learning behaviour during two or three sessions. The results show that the preschooler’s behaviour during the game corresponds to regular learning behaviour. Impulsive child

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38

Choi, Soo-Young. "APPLICATION OF COMPONENT DISPLAY THEORY IN DESIGNING AND DEVELOPING CALI." CALICO Journal 3, no. 4 (2013): 40–45. http://dx.doi.org/10.1558/cj.v3i4.40-45.

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Component Display Theory—(Merrill 1983; Merrill, Kowallis, and Wilson 1981) has been developed to be an analytical theory-based instructional design guide. It was the rationale underlying the design of the TICCIT computer-assisted learning system. It forms also a major foundation for hundreds of hours of instruction designed by Courseware, Inc. This paper discusses step-by-step procedures of its use in designing a goal-oriented Computer Assisted Language Instruction (CALI), and in quantifying the effectiveness of the instruction as a preliminary evaluation tool.

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Munyakazi, Jean Paul, Josiane Mukagihana, Theophile Nsengimana, Concilie Mukamwambali, and Olivier Habimana. "Impacts of Computer-Assisted Instructions on Students' Academic Performance of Biology within Secondary Schools." International Journal of Learning and Development 12, no. 2 (2022): 81. http://dx.doi.org/10.5296/ijld.v12i2.19766.

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Computer-assisted instructions (CAI) not only motivate students to learn but also enable learners to learn by interacting with instructional tools that allow learners to react the way they would react in real situations. This study sought to investigate the impact of computer-assisted instruction on learners' achievement of biology with a focus on cell division topics. The study adopted a quasi-experimental design. The population of this study was all upper secondary students that have Biology in their learning subjects within the Nyagatare district. To get a sample, researchers purposively se

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Longmuir, Kenneth J. "Interactive computer-assisted instruction in acid-base physiology for mobile computer platforms." Advances in Physiology Education 38, no. 1 (2014): 34–41. http://dx.doi.org/10.1152/advan.00083.2013.

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In this project, the traditional lecture hall presentation of acid-base physiology in the first-year medical school curriculum was replaced by interactive, computer-assisted instruction designed primarily for the iPad and other mobile computer platforms. Three learning modules were developed, each with ∼20 screens of information, on the subjects of the CO2-bicarbonate buffer system, other body buffer systems, and acid-base disorders. Five clinical case modules were also developed. For the learning modules, the interactive, active learning activities were primarily step-by-step learner control

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41

Whyte, Michael M., Dolores M. Karolick, Milton C. Nielsen, Gregory D. Elder, and W. Thomas Hawley. "Cognitive Styles and Feedback in Computer-Assisted Instruction." Journal of Educational Computing Research 12, no. 2 (1995): 195–203. http://dx.doi.org/10.2190/m2av-gehe-cm9g-j9p7.

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Feedback during student practice is considered a fundamental component of well-designed computer-assisted instruction (CAI). This project focuses on the appropriate applications of feedback in a CAI lesson which teaches knowledge bases and concepts. The student's learning style/characteristics are a factor in the process. The project follows a 4 × 2 design which includes a pretest, intervention, posttest, and delayed posttest model. The factors of the design are feedback (KCR, KCRI, KOR, KORI) and learner characteristics (field dependent, field independent). The learners, freshmen cadets at th

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42

Widya Lestari, Aprillia, and Fenny Thresia. "THE EFFECT OF COMPUTER ASSISTANT INSTRUCTION ( CAI ) ON ADVANCED READING." Intensive Journal 4, no. 1 (2021): 27. http://dx.doi.org/10.31602/intensive.v4i1.4750.

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The study was conducted to find out the significant influence of Computer Assisted Instruction (CAI) on advanced reading at fourth semester of English Department Muhammadiyah University of Metro. Computer Assisted Instruction (CAI) is a technique to give instruction by using computer to the students and instructional approach where a computer is used to evaluate the learning outcomes. This research is an experimental research and the subject of the research are 40 students at fourth semester of English department. There are two 20 students for control group and 20 students for experimental gro

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43

Darmawan, Deni, Pipih Setiawati, Didi Supriadie, and Muthia Alinawati. "PENGGUNAAN MULTIMEDIA PEMBELAJARAN INTERAKTIF UNTUK MENINGKATKAN KETERAMPILAN MENULIS ENGLISHSIMPLE SENTENCESPADA MATA KULIAH BASIC WRITING DI STKIP GARUT." PEDAGOGIA 15, no. 1 (2017): 109. http://dx.doi.org/10.17509/pedagogia.v15i1.6576.

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Basic Writing is the first basic writing course for students in English Education Program of STKIP Garut, which is aimed to develop students' writing English skill. The efforts have been developed to improve the learning on Basic writing course and one of them is the use of multimedia. The research questions of this research were: 1). does the use of Computer-Assisted Instruction can improve the students' writing skill?, 2). does the conventional media also improve the students' writing skill?, 3). Is there any significant of improvement between the use of Computer-Assisted Instruction and con

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Zhou, Wenbo, Lei Shi, and Jian Chen. "Design and Implementation of the Online Computer-Assisted Instruction System Based on Object-Oriented Analysis Technology." International Journal of Emerging Technologies in Learning (iJET) 13, no. 10 (2018): 183. http://dx.doi.org/10.3991/ijet.v13i10.9462.

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The online computer-assisted instruction system has changed the way of knowledge acquisition, and makes knowledge transmission faster, and more con-venient and efficient. This study discusses the key technologies of online com-puter-assisted instruction system with such methods as literature research, system analysis and empirical research, analyzes the requirement of online computer-assisted instruction system with object-oriented analysis method, determines the main functions of online computer-assisted instruction system, and designs the model of online computer-assisted instruction system

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Calhoun, Jason H., Ben L. Allen, Jennifer Meek-Chilton, and Ron Clark. "Computer-Assisted Instruction in Orthopedic Biomechanics." Orthopedic Clinics of North America 17, no. 4 (1986): 599–604. http://dx.doi.org/10.1016/s0030-5898(20)32306-3.

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Ferguson, N. H., and S. R. Chapman. "Computer-Assisted Instruction for Introductory Genetics." Journal of Natural Resources and Life Sciences Education 22, no. 2 (1993): 145–48. http://dx.doi.org/10.2134/jnrlse.1993.0145.

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Larsen, Mark D. "PERSISTENT PROBLEMS OF COMPUTER-ASSISTED INSTRUCTION." CALICO Journal 1, no. 5 (2013): 31–34. http://dx.doi.org/10.1558/cj.v1i5.31-34.

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The advent of computers divided the humanists into camps for and against the new technology. This article summarizes the arguments of both camps then suggests that recent technological advances have helped to overcome some of the arguments against the use of computers and have even added new visual and audio dimensions to its potential. The computer age has arrived, and education must meet the challenge or the students will be the losers.

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Thede, Linda Q., Susan Taft, and Harriet Coeling. "Computer-Assisted Instruction: A Learner's Viewpoint." Journal of Nursing Education 33, no. 7 (1994): 299–305. http://dx.doi.org/10.3928/0148-4834-19940901-05.

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Noonan, John V. "Feedback Procedures in Computer-Assisted Instruction." Journal of Research on Computing in Education 20, no. 1 (1986): 10–20. http://dx.doi.org/10.1080/08886504.1986.11008431.

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Higgins,, Susan A. K., and David Thorne. "Developmental Considerations for Computer-Assisted Instruction." Laboratory Medicine 29, no. 6 (1998): 366–70. http://dx.doi.org/10.1093/labmed/29.6.366.

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