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Bibliographies thématiques / Computer-assisted instruction. Computer managed instruction

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Littérature scientifique sur le sujet « Computer-assisted instruction. Computer managed instruction »

Auteur : Grafiati

Publié le 4 juin 2021

Mis à jour le 1 février 2022

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Articles de revues sur le sujet "Computer-assisted instruction. Computer managed instruction"

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Hudson, Walter W. « Computer Managed Instruction ». Computers in Human Services 1, n^o 1 (18 janvier 1985) : 117–23. http://dx.doi.org/10.1300/j407v01n01_07.

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Seyfer, Charline, et James D. Russell. « Success story computer managed instruction development ». Performance + Instruction 25, n^o 9 (novembre 1986) : 5–8. http://dx.doi.org/10.1002/pfi.4150250903.

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Marinov, Milko T. « A Global Teaching Strategy in Knowledge‐managed Computer‐assisted Instruction Systems ». Educational and Training Technology International 31, n^o 1 (février 1994) : 31–37. http://dx.doi.org/10.1080/0954730940310105.

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Wee, Mee-Chin, A. Abrizah et Lip Yee Por. « Computer-Managed Instruction (CMI)-Based Online Forums ». Journal of Educational Computing Research 47, n^o 2 (septembre 2012) : 209–33. http://dx.doi.org/10.2190/ec.47.2.e.

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Van Matre, Nick, John Ellis, William Montague et Wallace Wulfeck. « Computer-managed instruction in Naval technical training ». Instructional Science 21, n^o 4 (juillet 1992) : 295–311. http://dx.doi.org/10.1007/bf00128497.

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Day, Rene, et Louise Payne. « Computer-Managed Instruction : An Alternative Teaching Strategy ». Journal of Nursing Education 26, n^o 1 (janvier 1987) : 30–36. http://dx.doi.org/10.3928/0148-4834-19870101-08.

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Carlson, Steven A., et Rita Silverman. « Microcomputers and Computer-Assisted Instruction in Special Classrooms : Do we Need the Teacher ? » Learning Disability Quarterly 9, n^o 2 (mai 1986) : 105–10. http://dx.doi.org/10.2307/1510358.

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As microcomputers in special education classrooms become increasingly common, teachers are faced with having to make decisions about when, under what conditions, and with whom to use microcomputers. This is particularly true when teachers are considering the use of computer-assisted instruction (CAI) with students expected to learn essential skills. In this article the microcomputer is presented as an important but currently limited piece of instructional technology. Guidelines for deciding when and how CAI should be used are offered with an emphasis on the teacher's role as decision maker and instructional manager.

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Szabo, M., et T. C. Montgomerie. « Two Decades of Research on Computer-Managed Instruction ». Journal of Research on Computing in Education 25, n^o 1 (septembre 1992) : 113–33. http://dx.doi.org/10.1080/08886504.1992.10782037.

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Simarmata, Janner, Tonni Limbong, Efendi Napitupulu, S. Sriadhi, A. R S Tambunan, Enny Keristiana Sinaga, Suhairiani . et al. « Learning Application of Multimedia-Based-Computer Network Using Computer Assisted Instruction Method ». International Journal of Engineering & ; Technology 7, n^o 2.13 (15 avril 2018) : 341. http://dx.doi.org/10.14419/ijet.v7i2.13.16916.

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In conventional learning, teachers frequently face difficulties to deliver their materials due to limited time and practical materials in teaching network computer. Conventional teaching process, especially practical materials, has still not yet been optimal. Thus, computer and multimedia based learning is required to help the students. Besides it can reduce costs in practical materials procurement, the students can absorb the given knowledge well without thinking of the costs to buy the practical materials. Computer Assisted Instruction Method can present the learning using various media either by picture or video that can assist the effective learning process and simplify the students to manage the learning speed since it is combined with the multimedia. By doing this, the students can practice the lesson materials, study whenever and wherever they want. Compuer learning application prioritize user interface, user friendly, which can make the students be diligent and passionate in learning.

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Bayhan, Pinar, Pinar Olgun et Nicola J. Yelland. « A Study of Pre-School Teachers' Thoughts about Computer-Assisted Instruction ». Contemporary Issues in Early Childhood 3, n^o 2 (juin 2002) : 298–303. http://dx.doi.org/10.2304/ciec.2002.3.2.11.

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In this research, pre-school teachers' thoughts about computer-assisted instruction, and the positions of pre-schools regarding the use of computers are studied. The sample of the study consisted of 22 managers and 111 pre-school teachers in 22 schools in Ankara, Turkey. A questionnaire was given to the teachers. A ‘General Information Form’ was also given to managers in order to determine the extent of the use of computers in pre-schools. Fisher chi-square and chi-square statistical techniques were used to analyse the data. A significant difference between the teachers' education levels and the use of computers in pre-school was found. The view that there are negative effects of computers on children's social development was found. The perception that computer-assisted instruction is a luxury in pre-schools in Turkey was also found.

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Thèses sur le sujet "Computer-assisted instruction. Computer managed instruction"

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Chang, Huo-Tsan. « The diffusion of instructional technology : computer-based training instructional developer competencies / ». The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487262825076789.

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Sauls, Maxwell Martin. « A study of the integration of technology in the school arts classroom ». Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/7364.

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This study explores the use of Information and Communications Technology (ICT) and Educational Technology (ET) as an educational resource in the school Arts classroom. Many teachers lack the qualifications to teach the Performing Arts (PA) of the Curriculum and Policy Statement (CAPS). Therefore, teachers rely on curriculum documentation and textbooks to help guide planning of lessons and the execution thereof. Technology as a resource tool can assist teachers as they incorporate an overwhelming amount of content/concepts in lessons. In this way they could improve classroom practice in the PA disciplines. With the emergence of Operation Phakisa: ICT in Education (Department of Education [DoE] 2015), the researcher acknowledges that the integration of ET is unavoidable. Moreover, the research highlights the importance of engaging with the rising hegemony of ICT as the defining characteristic of the information society. Literature supporting the inclusivity of media and media-related resources in education are discussed. In addition, the literature review focuses on a wide variety of ET and concludes with the implementation of ET in a South African context. Teachers from the Foundation Phase (FP), Intermediate Phase (IP) and Senior Phase (SP), namely grade R – 7, were invited to participate in the study where they were observed during contact time drawing on technology to aid teaching pedagogy. The research design involved a qualitative inquiry with aspects of crystallization where the data was collected through observations, interviews and teacher’s self-assessment. The findings suggest that teachers received little or no training in one or more PA disciplines. The integration of technology in the teaching pedagogy led to an enhanced learning environment where the teacher could actively engage learners in meaningful activities. The findings furthermore revealed that the use of technology was not uniform and did not lead to neat conclusion. Instead the researcher found that a great deal of divergence in the use of technology. This divergence was found across art disciplines and the use of technology also differed among teachers. Finally, individual teachers also differed in their use of technology across the art disciplines that they taught. The learners benefited from the use of technology insofar as they displayed a better understanding of the concepts in subsequent lessons. Furthermore, by the end of the study, teachers had begun to implement the new teaching style in learning areas other than the PA.

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Ashmore, Barbara A. « The relationship between models of student laptop computer use and teacher instructional behavior ». Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc2917/.

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This study investigated the relationship between four models of student laptop computer use and three components of teacher instructional behavior: planning, implementation of instruction, and evaluation of instruction. The four models of use: full access, dispersed, class set, and mixed, represented the numerous ways teachers in public and private schools and school districts nationwide implemented student use of laptop computers. Teacher planning behavior was investigated with regard to time, frequency, complexity, difficulty, the need for revision, and use of technological resources and materials. Implementation of instruction was examined with regard to student grouping, instructional strategies, instructional content/subject matter, teacher and student roles, assignments and learning tasks, and instructional activities. The evaluation of instruction component was examined with regard to assessment tasks, grading, and assessment of homework. Using a researcher-designed questionnaire, data was gathered in a single-stage cross-sectional survey from 356 teachers working in 74 public and private schools nationwide. Results indicated models of student laptop computer use had differential effects on teacher instructional behaviors. On average, teachers found planning to be more arduous, but more collegial, especially in the mixed model. The full access and mixed models were more likely to advance a constructivist approach to teacher instructional behaviors with regard to implementation and evaluation of instruction. Results from this study had implications for future research. The effects of student laptop computer use on the full access and mixed models of use should be given further study with regard to the implementation and evaluation of instruction.

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Christy, Sheila Ann Colley. « Future developments of computer network technologies in K-12 educational environments / ». free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9842520.

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Sawyer, William Gregory. « The Effects of a Computer-Assisted and Managed Learning Program on Test Outcomes in a Basic Communication Course ». Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc330966/.

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The problem of this investigation was concerned with the effects that a computer-assisted and managed learning program had on the test outcomes of college students enrolled in a basic communication course. The purpose of the study was to determine the effects of participation in a computer-assisted and managed learning on the test outcomes of college students enrolled in a basic communication course. In order to facilitate the experiment, four hypotheses were formulated: 1. There will be significant differences in the posttest scores among the three groups. More specifically (a) the computer-assisted and managed learning (CAML) group will have significantly higher posttest scores than the teacher-assisted learning (TAL) group and the control group. 2. Computer apprehension will be significantly lower for students assigned to the CAML program, than students assigned to the TAL or control groups. 3. Computer complexity will be significantly lower for students assigned to the CAML group, than the students assigned to the TAL or control groups. 4. Computer utility will be significantly higher for students assigned to the CAML group, than students assigned to the TAL or control groups. Two experimental and one control group was used in the study. The experimental groups consisted of CAML (computer-assisted and managed learning) and TAL (teacher assisted learning). The control group was not treated with assisted instruction or practice testing. There were significant differences found among the posttest scores of the three groups. Students assigned to the CAML and TAL groups did have significantly higher posttest scores than students assigned to the control group. Although there were observable differences in the posttest scores between CAML and TAL, the differences were not statistically significant. Computer apprehension was significantly lower for the CAML group than the TAL or Control groups. Computer complexity was significantly lower for CAML than the TAL or Control groups. Computer utility scores were higher in CAML than the TAL or Control groups. The data supported the hypotheses. Several recommendations were made. A computer assisted and managed learning program should be used as a supplemental instructional, review and testing method in communication. Further research should be conducted in order to design a computer final exam for the basic communication course for purposes of review and CLEP testing. In addition, more terminals need to be employed for maximum efficiency.

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Henley, Joan G. « An examination of current uses of computer tools in elementary classrooms for a seven-county rural area in south central Missouri / ». free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3012976.

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Hu, Jing Humphrey. « A study of DECtalk used with the courseware authoring system ». Virtual Press, 1986. http://liblink.bsu.edu/uhtbin/catkey/450106.

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The purpose of this study is to use Dimension Authoring Language (DAL) to write a Computer-Based Education (CBE) program which can control the DECtalk device and to use GIGI. utility programs and graphics editors, to improve DAL graphic capability. CBE embodies the idea of using computers as a tool in teaching by computer. Also the CBE control programs can keep track of students' record in the instructor's area. This way, instructors can improve lecture materials according to those records. The first chapter explains. what CBE is and its applications in education. The second chapter explains how DAL works and how to solve some of the language's technical problems. The third chapter explains how DECtalk works and how we can control this device in DAL programs. Since pictures can improve CBE programs, the fourth chapter explains picture files and graphic editors. Some problems related to DAL, DECtalk, and picture files are solved in this paper. However, there are several problems which still remain unsolved.Ball State UniversityMuncie, IN 47306

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Sandhu, Tahir S. Drake Frederick D. « Beyond American Memory technologies of library and office automation and their impact on multimedia computing for public education in the United States, 1963-present / ». Normal, Ill. Illinois State University, 2001. http://wwwlib.umi.com/cr/ilstu/fullcit?p3006627.

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Thesis (D.A.)--Illinois State University, 2001.
Title from title page screen, viewed April 18, 2006. Dissertation Committee: Frederick D. Drake (chair), Lawrence McBride, John B. Freed. Includes bibliographical references (leaves 351-398) and abstract. Also available in print.

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Thitima, Theeratanonda Klass Patricia Harrington. « The use of computer technology by Thai private vocational school administrators ». Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064542.

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Thesis (Ph. D.)--Illinois State University, 2002.
Title from title page screen, viewed January 26, 2006. Dissertation Committee: Patricia H. Klass (chair), Darryl A. Pifer, Glenn Schlichting, Mark Walbert. Includes bibliographical references (leaves 137-143) and abstract. Also available in print.

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Desai, Mayur S. « Longitudinal Study to Assess the Impact of Instructor-Based Training Versus Computer-Based Training on User Performance : A Field Experiment ». Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278808/.

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The purpose of this study is to investigate the relationships between selected end-user training programs corporations provide to their employees and subsequent employee performance based on these opportunities.

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Livres sur le sujet "Computer-assisted instruction. Computer managed instruction"

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Kemner-Richardson, Sue. Computer-assisted instruction : Decision handbook. Brooks Air Force Base, Tex : Air Force Human Resources Laboratory, Air Force Systems Command, 1985.

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Eileen, Schwartz, dir. The computer in the classroom. Santa Cruz, Calif : Mitchell Pub., 1988.

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Eileen, Schwartz, dir. The computer in the classroom. 2^e éd. New York : Mitchell McGraw-Hill, 1992.

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Killion, Thomas H. Common computer-based training system : A recommended approach. Brooks Air Force Base, Tex : Air Force Human Resources Laboratory, Air Force Systems Command, 1987.

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Logan, Robert K. Research questions on the impact of computers in the classroom. Toronto, Ont : Ontario Ministry of Education, 1986.

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Son, Pyŏng-gil. Kyosu-haksŭp ŭl wihan toguyong sopʻŭtʻŭweŏ hwaryong pangan yŏnʼgu. Sŏul-si : Hanʼguk Kyoyuk Kaebarwŏn, 1993.

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Simpósio Brasileiro de Informática na Educação (5th 1994 Porto Alegre, Brazil). Anais do V Simpósio Brasileiro de Informática na Educação. Porto Alegre : Sociedade Brasileira de Computação, 1994.

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Veṅkaṭarāva, Pī. Saṅganakaśikṣā : Computer education. Navadehalī : Nyū Bhāratīya Buk Kārporeśana, 2010.

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Branch, Alberta Curriculum Support. A strategic plan for microcomputers in schools. [Edmonton, Alta.] : Alberta Education, Curriculum Support Branch, 1987.

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International ADCIS Conference (28th 1986 Washington, D.C.). 28th ADCIS Conference proceedings : Washington, D.C. - Crystal City, November 10 thru 13, 1986. Bellingham, Wash : ADCIS, Western Washington University, 1986.

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Chapitres de livres sur le sujet "Computer-assisted instruction. Computer managed instruction"

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Schifman, Richard S., Stefan van As, Joseph Ganci, Phillipp Kerman, Jeff McGuire et Wade Wells. « What is Computer-managed Instruction ? » Dans The Ultimate Authorware Attain Tutorial, 213–18. Berlin, Heidelberg : Springer Berlin Heidelberg, 1999. http://dx.doi.org/10.1007/978-3-642-59881-4_11.

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Schifman, Richard S., Stefan van As, Joseph Ganci, Phillip Kerman, Jeff McGuire et Wade Wells. « Was versteht man unter Computer-Managed Instruction ? » Dans Authorware Attain Praxis, 257–63. Berlin, Heidelberg : Springer Berlin Heidelberg, 2000. http://dx.doi.org/10.1007/978-3-642-59579-0_11.

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Kalman, Calvin S. « Computer-Assisted Instruction ». Dans Innovation and Change in Professional Education, 235–55. Cham : Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-66140-7_11.

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Bolwell, Christine. « Evaluating Computer-Assisted Instruction ». Dans Nursing and Computers, 574–80. New York, NY : Springer New York, 1998. http://dx.doi.org/10.1007/978-1-4612-2182-1_77.

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Lehrer, Richard. « Computer-Assisted Strategic Instruction ». Dans Cognitive Strategy Research, 303–20. New York, NY : Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4613-8838-8_12.

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Grobe, Susan J. « Computer-Assisted Instruction : An Alternative ». Dans Nursing and Computers, 401–14. New York, NY : Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4612-3622-1_41.

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Fisher, Gene L., et Lori S. Fisher. « A workstation-based course management and instruction system ». Dans Computer Assisted Learning, 102–16. Berlin, Heidelberg : Springer Berlin Heidelberg, 1989. http://dx.doi.org/10.1007/3-540-51142-3_54.

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Spaai, Gerard W. G. « Feedback in Computer-Assisted Instruction : Complexity and Corrective Efficiency ». Dans Dialogue and Instruction, 167–78. Berlin, Heidelberg : Springer Berlin Heidelberg, 1995. http://dx.doi.org/10.1007/978-3-642-57827-4_12.

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Höfer, Ulrike, Thomas Langen, Justin Nziki, Frank Zeitler, Jürgen Hesser, Ulrich Müller, Wolfram Voelker et Reinhard Männer. « CathI — catheter instruction system ». Dans CARS 2002 Computer Assisted Radiology and Surgery, 101–6. Berlin, Heidelberg : Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/978-3-642-56168-9_17.

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Karsh, Kathryn G., et Alan C. Repp. « Computer-Assisted Instruction : Potential and Reality ». Dans Learning Disabilities, 452–77. New York, NY : Springer New York, 1992. http://dx.doi.org/10.1007/978-1-4613-9133-3_15.

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Actes de conférences sur le sujet "Computer-assisted instruction. Computer managed instruction"

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Maurer, Herman A. « Authoring systems for computer assisted instruction ». Dans the 1985 ACM annual conference. New York, New York, USA : ACM Press, 1985. http://dx.doi.org/10.1145/320435.320596.

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Zhang, Sumei. « Computer-Assisted Instruction in Probability and Statistics ». Dans 2007 First IEEE International Symposium on Information Technologies and Applications in Education. IEEE, 2007. http://dx.doi.org/10.1109/isitae.2007.4409339.

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« Application of Computer Assisted Instruction in P.E.Teaching ». Dans 2020 International Conference on Educational Science. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0000389.

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Wan Pu, Hao Kong et Wang Lisha. « Computer assisted instruction system analysis and research ». Dans 2010 2nd International Conference on Computer Engineering and Technology. IEEE, 2010. http://dx.doi.org/10.1109/iccet.2010.5485673.

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Zhiqiang Li. « Study on system of Intelligent Computer Assisted Instruction ». Dans 2011 International Conference on Computer Science and Service System (CSSS). IEEE, 2011. http://dx.doi.org/10.1109/csss.2011.5974485.

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Shuang, Li. « Multimedia Computer Assisted Instruction in College English Teaching ». Dans 2012 Fourth International Conference on Computational and Information Sciences (ICCIS). IEEE, 2012. http://dx.doi.org/10.1109/iccis.2012.188.

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Hu Jinming. « Design and implementation of computer assisted instruction sysem ». Dans 2010 2nd International Conference on Computer Engineering and Technology. IEEE, 2010. http://dx.doi.org/10.1109/iccet.2010.5486078.

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Wang, Shaohui, Jihong Cheng, Rui Yang, Jinghong Hao et Li Mei. « Application of Computer-Assisted Instruction in Horticulture Teaching ». Dans 2014 International Conference on e-Education, e-Business and Information Management (ICEEIM 2014). Paris, France : Atlantis Press, 2014. http://dx.doi.org/10.2991/iceeim-14.2014.39.

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Zahorian, Stephen, Radim Belohlavek, Scott Craver, Roy McGrann et Lei Yu. « Work in progress - bringing SOCRATES into computer-assisted instruction ». Dans 2008 IEEE Frontiers in Education Conference (FIE). IEEE, 2008. http://dx.doi.org/10.1109/fie.2008.4720325.

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Zhang, Na. « Computer-assisted methodology in Sino English extensive reading instruction ». Dans 2012 2nd International Conference on Consumer Electronics, Communications and Networks (CECNet). IEEE, 2012. http://dx.doi.org/10.1109/cecnet.2012.6202120.

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Rapports d'organisations sur le sujet "Computer-assisted instruction. Computer managed instruction"

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Walker, Bonnie L., Lisa Kupper, Derrick Walton et Ray Kirchner. Computer-Managed Instruction for Tank Commanders : 19K BNCOC MicroTICCIT Site Manager and Operator's Manual. Fort Belvoir, VA : Defense Technical Information Center, juin 1986. http://dx.doi.org/10.21236/ada170878.

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Walker, Bonnie L., Rocco P. Russo, Lisa Kupper, Derrick Walton et Ray Kirchner. Computer-Managed Instruction for Tank Commanders : 19K BNCOC Computer- Based Management System Description and Documentation. Fort Belvoir, VA : Defense Technical Information Center, juin 1986. http://dx.doi.org/10.21236/ada170949.

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Kemner-Richardson, S., J. P. Lamos et A. S. West. Computer-Assisted Instruction : Decision Handbook. Fort Belvoir, VA : Defense Technical Information Center, avril 1985. http://dx.doi.org/10.21236/ada154646.

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Evers, Linda M. Prototype Methodology for Designing and Developing Computer-Assisted Instruction. Fort Belvoir, VA : Defense Technical Information Center, août 1986. http://dx.doi.org/10.21236/ada179568.

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McFarland, Mary. An Analysis of the Relationship Between Learning Style Perceptual Preferences and Attitudes Toward Computer-Assisted Instruction. Portland State University Library, janvier 2000. http://dx.doi.org/10.15760/etd.1228.

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Evaluating the impact of computer-assisted instruction and learning in China. International Initiative for Impact Evaluation, février 2017. http://dx.doi.org/10.23846/pb201702.

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