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Статті в журналах з теми "Technical education Computer-assisted instruction Case studies"

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Erbes, Stella, Steven Lesky, and Joshua Myers. "Teachers Exploring Mobile Device Integration: A Case Study of Secondary Teachers’ Responses to iPads in the Classroom." Journal of Information Technology Education: Research 15 (2016): 503–16. http://dx.doi.org/10.28945/3574.

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This qualitative study seeks to understand and resolve the difficulties that teachers encounter when integrating mobile devices in classrooms. To address the issue of teacher receptiveness, three undergraduate researchers collaborated with an education professor in spring 2012 to complete a qualitative study with a two-fold purpose: 1) to investigate how two secondary teachers in an independent school responded when adopting a class set of iPads throughout one school cycle (six school days); and 2) to elucidate what a school could do better to support teachers who are piloting mobile device integration. Although previous studies have commonly focused on the impact of 1:1 programs on student achievement, this study focuses on the role of the instructor when designing and delivering instruction with or without iPads. Qualitative data were collected and recorded after a series of observations and interviews with the teachers and the information technology director. All interviews were roughly transcribed and coded systematically so that patterns could be noted. Results found that both instructors commented about their instructional philosophy, instructional objectives, technology support, teacher efficacy, and classroom. At the conclusion of the experiments, the teachers had favorable impressions of the technology, despite initial misgivings and early technical issues.
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Akram, Huma, Sarfraz Aslam, Atif Saleem, and Khalida Parveen. "The Challenges of Online Teaching in COVID-19 Pandemic: A Case Study of Public Universities in Karachi, Pakistan." Journal of Information Technology Education: Research 20 (2021): 263–82. http://dx.doi.org/10.28945/4784.

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Aim/Purpose: This study aims to examine the challenges faculty members face with online teaching practices in public universities in Karachi, Pakistan during the COVID-19 pandemic. Faculty members’ pedagogical experiences were examined by following the approach of the technology acceptance model (TAM) framework presented by Davis in 1986 and 1989. Background: The COVID-19 pandemic has significantly affected educational activities and disrupted the traditional norms of education at colleges and universities in the world, and, as a result, teaching and learning have shifted to online. Accordingly, the outcome of the COVID-19 pandemic has unexpectedly forced educators and educational leaders to analyze pedagogical measures to offer quality education to students and make changes to their curriculum and instruction. Methodology: This study used a mixed-method research design with closed-ended surveys and interviews. The researchers distributed online questionnaires and conducted phone call interviews, followed by simple random sampling approach to strengthen data collection and analysis. The research data were analyzed through descriptive statistical tests, including mean, standard deviation, and Pearson correlation, and thematic analysis. Contribution: By examining the challenges faculty members face with online teaching practices, this study contributes to the literature knowledge to advance the Practical-Knowledge gap (the lack of empirical studies in the context of practice and theoretical perspective) by knowing faculty members’ experiences and attitudes regarding online teaching in public universities in Karachi, Pakistan. The adopted framework of the technology acceptance model provides confirmation of reliability in the context of higher education institutions, which can help explore pedagogical challenges and practices of teachers who teach online in other provinces in Pakistan, cultures, and countries. This study provides suggestions to online teachers in Pakistan to sort out their challenges. Findings: The findings highlight a favorable attitude of faculty members’ usage of virtual platforms for teaching. Likewise, faculty members encountered several challenges that caused restrictions in accomplishing competent teaching and learning. Furthermore, faculty members lacked sound experience in conducting online classes and were not given adequate technical assistance or ICT infrastructure to cope with the technical challenges. Recommendations for Practitioners: It is recommended by this study that teachers should be given adequate professional development opportunities to develop technical and ICT infrastructure competencies to facilitate them to successfully teach online. Recommendation for Researchers: Another study should be conducted at the national level to reinforce the understanding and generalization of this study’s results. Furthermore, this study assessed public universities faculty members’ experiences through self-reported surveys and interviews. However, future researchers should employ other means and methods of examination such as private universities, public universities, primary schools, middle schools, secondary schools, and observations or focus group discussions to broaden the understanding of online teaching practices and challenges in Pakistan. Impact on Society: By examining faculty members’ experiences and challenges of teaching online, this study will help educators and educational leaders to raise the quality of online teaching in Pakistan by knowing the appropriate solutions and recommendations. Future Research: This study examined the adoption of three ICT indicators through pedagogical practices such as perceived usefulness, perceived ease of use, and attitude to use. For future studies, researchers and practitioners should evaluate other indicators such as students’ learning outcomes.
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Dogan, Ibrahim, and Omur Akdemir. "Computer assisted instruction in special education three case studies." Journal of Higher Education and Science 5, no. 2 (2015): 165. http://dx.doi.org/10.5961/jhes.2015.119.

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Clauss-Ehlers, Caroline S., and Lynn Pasquerella. "Application of campus instructional support: two case studies." International Journal of Information and Learning Technology 34, no. 4 (2017): 338–50. http://dx.doi.org/10.1108/ijilt-11-2016-0053.

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Purpose The purpose of this paper is to demonstrate how instructional support is a critical tool to promote the use of technology in research and teaching. A Campus-Wide Collaborative Model of Technological Instructional Support (CCMTIS) is presented that incorporates: integration of technology across campus; technical assistance; allocation of funding for technical assistance; support of faculty teaching style; and teaching that enhances learning through the use of technology. Design/methodology/approach The approach presents two case studies, one a large state research university, and the other a small liberal arts college. Findings Four overlapping themes emerge across the two case studies that demonstrate how: technology can connect classroom learning to career considerations and opportunities; develop writing and communication skills; promote career development through access to job search skills; and encourage professional development among faculty and staff. Research limitations/implications The limitations are that only two specific campus environments are examined. That these are differing environments, however, have implications for the model’s application to diverse campus settings. Practical implications A practical application is that the study demonstrates how the CCMTIS model can be applied to both classroom and campus. This has implications for other universities that may seek to replicate the model on their own campuses. Social implications The social implications indicate how learning occurs through an instructional support model that promotes collaboration. At the same time, ethical considerations related to instructional support are presented. Originality/value The manuscript reflects original work based on case studies that reflect the authors’ experiences.
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Kim, Min Kyung, John William McKenna, and Yujeong Park. "The Use of Computer-Assisted Instruction to Improve the Reading Comprehension of Students With Learning Disabilities: An Evaluation of the Evidence Base According to the What Works Clearinghouse Standards." Remedial and Special Education 38, no. 4 (2017): 233–45. http://dx.doi.org/10.1177/0741932517693396.

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The purpose of this study was to investigate the evidence base for using computer-assisted instruction (CAI) to improve the reading comprehension of students with learning disabilities (LD). Twelve peer-reviewed studies (seven comparison group studies, five single-case studies) met selection criteria and were evaluated according to the relevant What Works Clearinghouse (WWC) procedures and standards. Results showed that seven studies (five comparison group and two single-case studies) met WWC standards with or without reservations. Key instructional features employed in CAI studies meeting the WWC standards without reservations included practice opportunities, self-correction and immediate corrective feedback, teacher-directed instruction, and contingencies for enhancing student motivation and engagement. Implications for future research and suggestions for using quality indicators to improve the rigor of future CAI investigations are discussed.
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Sankar, Chetan S., and Howard Clayton. "An Evaluation of Use of Multimedia Case Studies to Improve an Introduction to Information Technology Course." International Journal of Information and Communication Technology Education 6, no. 3 (2010): 25–37. http://dx.doi.org/10.4018/jicte.2010070103.

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For college graduates to be successful in today’s global economy there has been an increasing demand for them to possess business knowledge as well as technical knowledge. To meet the demand, curriculum designers have sought to integrate new technologies, applications, data, and business functions into classrooms so that non-information technology (IT) majors can realize the benefits of IT. This paper discusses the results of research conducted on the use of multimedia case studies to address the curriculum designers’ challenge. The authors have found that students, who are taught using multimedia case studies, perceived a comparatively greater improvement in their higher-order cognitive skills, ease of learning, team working skills, attitude toward information technology, and self-efficacy. This suggests a need for further research into adopting such instructional materials for teaching non-IT majors and for developing other innovative instructional materials.
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Schooley, Benjamin, Akanksha Singh, Neşet Hikmet, Robert Brookshire, and Nitin Patel. "Integrated Digital Patient Education at the Bedside for Patients with Chronic Conditions: Observational Study." JMIR mHealth and uHealth 8, no. 12 (2020): e22947. http://dx.doi.org/10.2196/22947.

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Background Patient education delivered by a health care provider increases patients’ understanding and adherence to medical instructions, which helps to improve patient health. Multiple challenges exist to delivering effective patient education to patients with multiple chronic conditions, including giving the necessary time, range, and types of learning materials, and assessing the level of understanding. To help overcome these challenges, it is important to study new electronic means to assist in patient education, such as the use of mobile devices, interactive media, 3-dimensional images, and multimedia educational content at the bedside. Objective The goal of this study was to address the need for blended learning strategies combining technical and workflow integration of digital patient education systems for patients with chronic conditions within and across the regular process of care. Studies are needed to evaluate the utility and benefits of these technologies for providers and patients alike. Methods A mixed-methods approach was employed including survey administration to 178 patients after they received digital patient education in person with a health care provider, and qualitative interviews with 16 nurse educators who used the mobile digital health education technology to deliver instruction to patients. Patient survey data were analyzed using chi-square statistical tests. Qualitative interviews were analyzed for user acceptance and perceived value themes. Results Patients who were counseled using a blended digital health education approach reported improved understanding of educational content (P=.034) and chronic health conditions (P<.001), were more motivated to care for themselves at home (P<.001), were more likely to say that they felt capable of making health care decisions with their doctors (P<.001) and on their own (P=.001), and were more likely to report their intention to follow their doctor’s instructions (P<.001) than were patients whose education was not computer-based. Nurse educators felt that the digital education system and content enhanced their education efforts and could be easily integrated into the outpatient clinical workflow. Conclusions Patient education for individuals with chronic conditions may be more effective than traditional formats when provided in blended digital formats supervised by a health care provider.
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Azad, Tanjina. "Impact of Technology in the Classroom: An Insight into Students' and Teachers' Psychological Perspectives." Inverge Journal of Social Sciences 2, no. 2 (2023): 66–83. https://doi.org/10.63544/ijss.v2i2.30.

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The integration of technology in the classroom has become increasingly popular, with many educators seeing it as a way to enhance teaching and learning. However, there is a need to understand how technology is being used and how it is impacting both students and teachers. This qualitative study aimed to explore students' and teachers' perspectives on the use of technology in the classroom. Semi-structured interviews were conducted with eight teachers and ten students in a high school in the United States. The interviews were analysed using thematic analysis. The findings revealed that technology was perceived as a valuable tool for enhancing learning, but that there were also challenges associated with its use, such as technical difficulties and distractions. Additionally, students and teachers had differing opinions on how technology should be used in the classroom, with some students preferring a more traditional approach to learning. 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Barton, Erin E., James E. Pustejovsky, Daniel M. Maggin, and Brian Reichow. "Technology-Aided Instruction and Intervention for Students With ASD: A Meta-Analysis Using Novel Methods of Estimating Effect Sizes for Single-Case Research." Remedial and Special Education 38, no. 6 (2017): 371–86. http://dx.doi.org/10.1177/0741932517729508.

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The adoption of methods and strategies validated through rigorous, experimentally oriented research is a core professional value of special education. We conducted a systematic review and meta-analysis examining the experimental literature on Technology-Aided Instruction and Intervention (TAII) using research identified as part of the National Autism Professional Development Project. We applied novel between-case effect size methods to the TAII single-case research base. In addition, we used meta-analytic methodologies to examine the methodological quality of the research, calculate average effect sizes to quantify the level of evidence for TAII, and compare effect sizes across single-case and group-based experimental research. Results identified one category of TAII—computer-assisted instruction—as an evidence-based practice across both single-case and group studies. The remaining two categories of TAII—augmentative and alternative communication and virtual reality—were not identified as evidence-based using What Works Clearinghouse summary ratings.
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Walker, Stephanie. "Computer-Assisted Library Instruction and Face-to-Face Library Instruction Prove Equally Effective for Teaching Basic Library Skills in Academic Libraries." Evidence Based Library and Information Practice 3, no. 1 (2008): 57. http://dx.doi.org/10.18438/b8b62p.

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A review of: 
 Zhang, Li, Watson, Erin M. and Banfield, Laura. "The Efficacy of Computer-Assisted Instruction Versus Face-to-Face Instruction in Academic Libraries: A Systematic Review." The Journal of Academic Librarianship 33.4 (July 2007): 478-484.
 
 Objective – To conduct a systematic review of several studies comparing the efficacy of face-to-face versus computer-assisted instruction (CAI) for teaching basic library skills to patrons of academic libraries.
 
 Design – Systematic review of existing studies (randomised controlled trials and controlled trials). 
 
 Setting - College and university libraries 
 
 Subjects – The subjects studied were patrons of any type of academic library, whether university, college, or other post-secondary institution, receiving instruction in basic library skills. Ten studies were included in the review, of which seven were done in the United States, two in Australia, and one in Canada. The total number of subjects in all of the studies under review was 1283. Nine of the studies focused on undergraduates enrolled in specific courses (undergraduate courses ranging widely in subject area, or in one case a first year experience program); the other study focused on library instruction methods taught to students in a graduate research methods course, yet the study was still intended to measure the efficacy of library instruction methods, yet the study was still intended to measure the efficacy of library instruction methods. 
 
 Methods – One included study was a randomised controlled trial; the other nine were controlled trials. The date range under consideration was for studies done between 1990 and 2005. All original studies were required to compare the efficacy of face-to-face versus CAI instruction. Both information skills and students’ reactions to receiving the instruction were considered. To identify appropriate studies, searches were done across the following library and education-related databases: LISA, ERIC, and Library Literature. The authors screened the 728 unique studies’ bibliographic information for relevance against four criteria: studies had to be of a particular type of design (randomised controlled trials, controlled trials, cohort studies, and case studies), with a sample size greater than one and with pre- and post-test measurements; study participants had to be academic library patrons; the study needed to compare CAI and face-to-face instruction; and both the students’ information skills and reactions to the instruction had to be measured. This left 40 unique studies, which were then retrieved in full text. Next, studies were selected to meet the inclusion criteria further using the QUOROM format, a reporting structure used for improving the quality of reports of meta-analyses of randomised trials (Moher, David et al 1896 - 1900). Evaluation of methodological quality was then done using a dual method: authors Watson and Zhang assessed the studies independently, each using the “Checklist for Study Quality” developed by Downs and Black (Downs, Sara H. and Black, Nick 377-384), adapted slightly to remove non-relevant questions. After analysis, when additional information was needed, original study authors were contacted. Finally, ten studies were included in the analysis. 
 
 The instruction sessions covered many topics, such as catalog use, reading citations, awareness of library services and collections, basic searching of bibliographic databases, and more. But all could qualify as basic, rather than advanced, library instruction. All studies did pre- and post-tests of students’ skills – some immediately after instruction, and others with a time lapse of up to six weeks. Most authors created their own tests, though one adapted an existing scale. Individual performance improvement was not studied in many cases due to privacy concerns. 
 
 Main Results - Nine of the ten studies found CAI and face-to-face instruction equally effective; the tenth study found face-to-face instruction more effective. The students’ reaction to instruction methods varied – some students felt more satisfied with face-to-face instruction and felt that they learned better, while other studies found that students receiving CAI felt more confident. Some found no difference in confidence. 
 
 It was impossible to carry out a meta-analysis of the studies, as the skills taught, methods used, and evaluation tools in each case varied widely, and the data provided by the ten studies lacked sufficient detail to allow meta-analysis. As well, there were major methodological differences in the studies – some studies allowed participants the opportunities for hands-on practice; others did not. The CAI tutorials also varied – some were clearly interactive, and in other studies, it was not certain that the tutorial allowed for interactivity. 
 
 The authors of the systematic review identified possible problems with the selected studies as well. All studies were evaluated according to four criteria on the modified Downs-Black scale: reporting, external validity, and two measures of internal validity (possible bias and possible confounding). A perfect score would have been 25; the mean score was 17.3. Areas where authors lost points included areas such as failure to estimate data variability, failure to report participants lost to follow-up, failure to have blind marking of pre- and post-tests, failure to allocate participants randomly, and a variety of other areas. As well, few studies examined participants’ confidence level with computers before they participated in instruction.
 
 Conclusion – Based on this systematic review, CAI and face-to-face instruction appear to be equally effective in teaching students basic library skills. The authors of the study are reluctant to state this categorically, and issue several caveats: a) only one trial was randomised; b) seven of the studies were conducted in the USA, with the others being from Canada and Australia, and learning and teaching styles could be very different in other countries; c) the students were largely undergraduates, and the authors are curious as to whether results would be similar with faculty, staff, or older groups (though of course, not all undergraduates are traditional undergraduates); d) the tests ranged widely in design, and were largely developed individually, and the authors recommend developing a validated test; and e) if the pre- and post-tests are identical and given in rapid succession, this could skew results.
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Дисертації з теми "Technical education Computer-assisted instruction Case studies"

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Bain, Yvonne Catherine. "Learning through online discussion : case studies of higher education student's experiences." Thesis, University of Aberdeen, 2011. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=167158.

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Although much has been written about learning in online discussion, the research literature reveals the need for further empirical research to be carried out.  For example, the use of online discussion is often seen as a means by which students can engage in a socially constructivist approach to learning, (Pena-Shaff et al., 2005; Hudson et al., 2006; Schrire, 2006) whilst others raise questions about the depth of engagement and the preparedness to learn in this socially constructivist context (Hawkey, 2003; Roberts and Lund, 2007).  The need to gain further understanding of learning through discussion is raised by Ravenscroft (2005); McConnell (2006); Goodyear and Ellis (2008).  This study adds to empirical research by exploring students’ engagement with online discussion at an individual and course level. Two key research questions are: What are the different approaches taken by students when responding to learning activities which ask them to engage in online discussion?  What are students’ perceptions of how their engagement in online discussion impacts on their learning and the learning of others?  The study is qualitative, phenomenographic in nature drawing on six case studies of Higher Education students’ engagement with online discussion.  A rich set of empirical data is gathered within the case studies.  A grounded approach to data collection and analysis is used, including the analysis of interview data in order to hear the students’ voices about their experiences.  The findings from the analysis of the case studies reveal different strategies that students use when engaging in online discussion, and diverse students’ views of learning through online discussion, even from within the same course context.  A framework for learning through online discussion emerges from the discussion.
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黃美玲 and Mei-ling Emily Wong. "Leadership in a technology enriched school: an exploratory case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31256491.

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Atchade, Pierre Jacques. "A qualitative study of distance learners' perceptions of learning computer technology delivered through two-way audio video conferencing and online instruction." Ann Arbor, MI : UMI Dissertation Services, 2002. http://0-proquest.umi.com.aupac.lib.athabascau.ca/pqdweb?did=726373631&sid=1&Fmt=6&clientId=12302&RQT=309&VName=PQD.

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Van, Alstyne Audrey May. "Computers in the home curriculum project : an atttitude and gender study." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/31215.

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Computers are a valuable tool for education. Studies have proven that the computer can assist in the development of a positive self-concept and a positive attitude toward school. Computers can increase student-teacher interaction and achievement by individualizing the learning process. The research clearly documents the dominance of males in the computer field. Home economics educators have the ability to assist individuals and families in using this tool to their best advantage. This research study included 224 students at Sir Charles Tupper School in Vancouver, B.C. The students were thirteen or fourteen years of age and in grade nine or ten. The study was conducted between September 1989 and February 1990. The purpose of this study was to determine if the integration of computers into home economics can encourage attitude changes and promote equitable computer use between male and female students. This study will test the assertion of previous research that indicates females are less interested in computers and less likely to use computers than males. Can females do as well as males and males as well as females when given the opportunity to study personally relevant material under the supervision of a female role model? Of the 224 students in the study, 185 were in the control group and 39 were in the treatment group. The treatment involved participation in the new course, Computers in the Home. This course studies the impact of computers on family life, and explores personal and home computer applications. The survey was designed to assess student attitudes toward the computer and how they may have changed as a result of the course. Student responses to the survey were analyzed using SPSS-X and Chi-Square analyses were performed to determine any significant differences. During the period of study, the enrollment patterns in both Computer Science and Computers in the Home refute the majority of research in that more females than males were enrolled in these computer classes. It was expected and postulated that students enrolled in Computers in the Home would have been exposed to a different experience than those not enrolled. Unfortunately, there was no significant difference between the attitudes of the students enrolled in the course and students not enrolled in Computers in the Home. Although empirical observation throughout the study period lead the researcher to believe there were differences, statistical analysis of the survey responses did not support this observation. Males overtly displayed their enjoyment—they were more adventurous, aggressive and curious. Female students were quieter and tended to be more covert toward this machine. Since no difference in attitude was found, this research study has shown that females are as interested and use computers as often as male students at Sir Charles Tupper School. Although females react differently toward computers, the general trend appears to be moving toward more equitable computer experiences for all.<br>Education, Faculty of<br>Curriculum and Pedagogy (EDCP), Department of<br>Graduate
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Casey, Cheryl. "Computer-Based Instruction as a Form of Differentiated Instruction in a Traditional, Teacher-led, Low-Income, High School Biology Classroom." PDXScholar, 2018. https://pdxscholar.library.pdx.edu/open_access_etds/4437.

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In 2015 the U.S. continues to struggle with academic achievement in public schools. Average test scores from 15 year olds taking the Program for International Student Assessment placed the U.S. as 38th out of 71 countries (Drew Devlin, 2017). It is common to discuss elimination of the achievement gap as the single most effective way to improve the U.S.'s mediocre standing among the highest scoring countries in the world in primary and secondary student test scores (McGhee,2004; Flemming 2012). In the broadest sense of the term the "achievement gap" refers to the difference in academic success between different groups of students. It is often used to describe the lower performance of underprivileged student populations (National Education Association, 2004). Attempts to understand why this GAP exists and how educators may narrow such GAPs, researchers have identified both large class size and lack of personalized instruction as two conditions that commonly accompany lower academic achieving student populations (Lee and Buxton, 2008). Although there is a wealth of literature attempting to assess the effect of class size, few studies have defined small and large class sizes. In her research, Sarah Leahy (2006) defines a small class as one containing between 13 and 17 students and a regular class as one containing between 22 and 25. For the purposes of this research, a large classroom is defined as one with over 25 students. In theory, computer-based instruction (CBI) offers great potential to expand on the concept of personalized instruction. However, there is very little research available that describes how this tool can be used to effectively enhance the classroom learning process. This study examines the impact of providing computer-based instruction (CBI) or teacher-led instruction on students of various achievement levels enrolled in a traditional, high school biology classroom. The high school in which this research as conducted is a Title One (low income) identified school. 111 from four sections of freshman high school biology, were randomly divided into two learning groups per section. Both groups in each section were taught one 50-minute lesson on cellular biology. One group received the lesson from CBI while the other group from teacher-led instruction. The impact on learning was measured by the change in pre- and post-test scores. All students in each section received the same lesson content which was provided in the same classroom concurrently. Data from 82 students that returned signed parental consent forms and took the pre-test on day one, the lesson on day two, and the post-test on day three, were analyzed in this study. Results: The twenty students ranked as high academic achievers scored the highest correct answers on pre- and post-tests (mean 7.1 and 9.4 respectively). Improvement in test scores, measured as mean number of additional correct answers on the post-test, for the high achievers was equal whether they received CBI or teacher-led instruction (+1.72 and +1.75 respectively). Twenty-seven middle ranked academic achieving students also showed a statistically equal degree of improvement from each instructional platform. However, middle students that scored the highest pre-test scores also produced the highest improvement from CBI. The thirty-five low academic achieving students produced the highest improvement in test scores overall from teacher-led instruction and produced a mean negative change in post-test scores from CBI (mean +2.13 and -.68 respectively). Findings from this study suggest that in a classroom setting, higher academic achieving students will learn equally well from CBI or from a teacher while lower achievers benefit more from small group, teacher-led instruction.
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Lui, Kwong Man, and 呂廣文. "Patterns of discussion in computer-assisted collaborative learning in pupils with mental handicap." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958102.

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Seto, Wood-hung Andy, and 司徒活雄. "Information and communication technology-supported pedagogical practices in a local secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30415597.

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Mowes, Delvaline Lucia. "An Evaluation of student support services in open and distance learning at the University of Namibia." Thesis, Stellenbosch : University of Stellenbosch, 2005. http://hdl.handle.net/10019.1/1263.

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Distance education and open and flexible learning policies have done much to extend accessibility to higher education throughout the world. However, distance education is not just a move away from learning in the classroom. It is a complete paradigm shift and when delivering learning materials outside the classroom across any distance, it is important that technologies and techniques support students. Against this background, the case has been made that the provision of student support services, according to the diverse needs and expectations of adult distance education students, should be an integral part of the provision of open and distance learning. The focal point of this study was to evaluate student support services, provided at the northern campus of the University of Namibia, from a student perspective. A combination of both quantitative and qualitative methodologies was chosen and data were collected by means of a literature review and a questionnaire, supplemented with open-ended questions. The subjects of the study were second- and third-year B.Ed. students from the northern campus of the University of Namibia. The results of this study have provided evidence that adult distance education students indeed value the provision of student support services. Specifically, students in this study placed the greatest importance on student support services related to getting started with their studies, for example orientation sessions about available student support services and contact and communication with tutors and fellow students by means of vacation schools, face-to-face tutorials on Saturdays at regional centres and support through study groups. One of the conclusions of the study was that the institutional policy and the role of management are crucial in the establishment of an effective student support model to facilitate distance learning. The following recommendations were formulated: The University’s Centre for External Studies (CES) should conduct periodic and regular evaluation studies of its distance education students to design, develop and provide student support services that will be tailored to students’ specific needs and expectations. CES should pay attention to support services that help reduce barriers if it is to attain its mission of making quality higher education more accessible. CES should provide adequate training to tutors to prepare them for the special challenges presented by open and distance learning. CES should design and implement an appropriate Information and Communication Technology (ICT) course to empower distance education students adequately for the use of modern ICT.
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Ip, Kin-sheung, and 葉建常. "Teachers' perspectives on the role of leadership in promoting effective ICT integration in a school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B40040252.

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Snow, Janet P. "Information and communication technology driven teaching and learning opportunities in support of environmental education processes : a case of the eno-environment online programme at Treverton Preparatory School, South Africa /." Thesis, Rhodes University, 2008. http://eprints.ru.ac.za/1623/.

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Книги з теми "Technical education Computer-assisted instruction Case studies"

1

Mizell, Al P., and Anthony A. Piña. Real-life distance education: Case studies in practice. IAP-Information Age Publishing Inc., 2014.

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Cornelia, Lippert Renate, ed. Computer₋based education and training in South Africa: Past imperfect, present continuous! future imperative? : a collection of case studies. J.L. van Schaik, 1993.

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John, Olson. Case studies of microcomputers in the classroom: Questions for curriculum and teacher education. Ministry of Education, 1986.

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4

Kozma, Robert B., and Shafika Isaacs. Transforming education: The power of ICT policies. UNESCO, 2011.

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Díaz, Amparo Camacho. La informática educativa en el Caribe colombiano: Un estudio en instituciones oficiales de educación básica y media. Universidad del Norte, Centro de Estudios Regionales, 2001.

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6

Marcus-Quinn, Ann. The digital learning revolution in Ireland: Case studies from the National Learning Resources Service. Cambridge Scholars Pub., 2012.

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Carchidi, Daniel M. The virtual delivery and virtual organization of postsecondary education. RoutledgeFalmer, 2002.

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8

Peñalvo, Francisco José García, and Antonio M. Seoane Pardo. Online tutor 2.0: Methodologies and case studies for successful learning. Information Science Reference, an imprint of IGI Global, 2014.

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New York) Sloan Summer Workshop on Asynchonous Learning Networks (2nd 2000 Lake George. Learning effectiveness, faculty satisfaction, and cost effectiveness: Proceedings of the 2000 Sloan Summer Workshop on Asynchonous Learning Networks. Edited by Sloan Center for OnLine Education. SCOLE, 2001.

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Ricci, Laura, Valentina Valle Baroz, and Anna Baldazzi. E-learning quality assurance: A multi-perspective approach. Gangemi, 2011.

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Wulansari, Rizky Ema, Siska Miga Dewi, Rizkayeni Marta, Rizki Hardian Sakti, Primawati, and Chau Trung Tin. "Designing the Computer Assisted Instruction (CAI) Integrated Case Method-Flipped Classroom on Engineering Education." In Proceedings of the 9th International Conference on Technical and Vocational Education and Training (ICTVET 2022). Atlantis Press SARL, 2023. http://dx.doi.org/10.2991/978-2-38476-050-3_22.

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McHugh, Sallie K., Farish Mulkey, Alex Preston Byrd, and Andrew Thoron. "Instructional Methods in School-Based Agricultural Education." In Emerging Research in Agricultural Teacher Education. IGI Global, 2024. http://dx.doi.org/10.4018/979-8-3693-2766-1.ch003.

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This chapter outlines common teaching methodologies and techniques utilized in the profession from problem solving, inquiry-based instruction, subject-matter approach to teaching to more techniques outlined by Ball and Knobloch. Investigations within the discipline are centered around teaching methodologies in a quasi-experimental design. Comparison of a problem-solving approach, computer-assisted instruction, inquiry-based instruction to a subject matter approach or traditional methodology is typical. This chapter will outline those studies, highlight conclusions, and synthesize recommendations. Finally, the chapter will propose a new direction for preparation of preservice teachers that could be worthy of investigation and outline future studies that will promote past research knowledge to propel the profession in seeking methodologically sound practices in the current educational structure within career, technical, and agricultural education.
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Horsch A., Hellerhoff P., Hogg M., et al. "Concepts of a Web-based Open Distributed Textbook for the Multimodal Diagnostics of Gastrointestinal Tumours with MRI, CT and Video-endoscopy Addressing Students of Medicine and Students of Medical Informatics as two Different Target Groups." In Studies in Health Technology and Informatics. IOS Press, 1998. https://doi.org/10.3233/978-1-60750-896-0-793.

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Multimodal diagnostics of gastrointestinal tumours with MRI, CT and video-endoscopy is a rapidly changing domain. The education at our universities should overcome the obstacles of traditional learning based on paper media and oral lectures with retention rates of 10-30% only. The paper presents the objectives and the results of the design phase of the project ODITEBl - Open Distributed TExt Book, for Computer-Assisted Instruction in the domain mentioned above. The main objective is to produce an electronic interactive textbook in order to shift education to more efficient learning settings with higher retention rates. The main concepts are 1) three-layer architecture (dynamic case layer, intermediate query layer, static instruction layer) 2) case pool distribution 3) active learners experience (interactive exploration of original image data).
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Тези доповідей конференцій з теми "Technical education Computer-assisted instruction Case studies"

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Vlada, Marin, and Adrian Adascalitei. "COMPUTERS: AS DIGITAL FACILITIES FOR SCIENTIFIC RESEARCH AND AS TOOLS FOR ENHANCED LEARNING IN HIGHER EDUCATION." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-138.

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Complexity of learning causes at all stages of development of human society, the search for new methods, new tools, new resources for relevant efficiency in education. Until now developed new theories and methods developed by educators and psychologists were reformed and modernized education systems of the countries have adapted curriculum learning goals were always set new directions in scientific research. Over time, changes in all scientific theories, methods and techniques of investigation of development of human knowledge that influence the overall development of human society. To achieve development and efficiency in life, one must continually adapt to the changes of knowledge. In education, particularly learning and improvement, the emergence of new information and communication technologies (ICT) to improve pedagogical theories and psychological forces pupils / students, teachers, parents and professionals to adapt to these changes. What do pupils and students? What do teachers and parents? What do experts? What are governments? An Example. INTIME Project (1999-2001). "The mission of INTIME is to help educators improve student learning at all levels (PK thru University work) and in all content areas. We work with PK thru 12th grade teachers and university faculty to accomplish this mission. We use contemporary technology, high quality conceptual models, online streaming videos, case studies and probing questions analysis to help educators learn the skills necessary for improving student learning". Technology as Facilitator of Quality Education Model: A Model (by William P. Callahan and Thomas J. Switzer, College of Education, University of Northern): o COMPUTER: means for forming a new vision of education, research and innovation. o TECHNOLOGY: mediator of quality education. o STUDENTS: active participants in their own learning process. Computer Aided Learning Many educational projects that use computer and software are the result of complex ideas and exploratory actions immediately after 2000. Already there were many changes in education by supporting it with systems, programs and applications, including the development of IDD shape (Open Distance Learning). At that time - the transition from Web 1.0 to Web 2.0 technology, the terms "e-Learning" and "Educational Software" appeared more often in various articles, studies, reports, etc.. Today, some experts in e-learning and educational software actually admit that at the time concepts were not clear and do not understand the context of their use in education and training. After 10 years, by following some step-difficult-sometimes even e-Learning products and educational software incorporates not only expertise in informatics and IT professionals, especially teachers and teaching scenarios for learning: IAC (Computer Aided Training). Systemic approach to learning and teaching strategy Computer assisted learning systems approach to training enables a new vision that psycho-pedagogy one theorized in recent years, but which becomes operative when teaching strategy is combined with multimedia technologies. While in training designed as a system can be determined: for the system (training objectives), the processes by which it is achieved for (type of activities, learning situations in which students must participate to achieve the targets) and the results that they want to reach (translated into effective procurement categories of students), educational software design allows even cover the main elements of the system, helping to optimize the learning process. News trends New trends in education highlights the need for a teaching tool that involves both players learning process: teachers and students.Changing the paradigm shift from learning and knowledge acquisition in the development of skills, values and attitudes necessary focus on training activities and voluntary dominant active participation of students to the needs, interests and their learning profiles. Differentiated Instruction and its contextualization is particularly useful support in using computers in the classroom. The Power of Learning "Teaching is more than imparting knowledge, it is inspiring change. Learning is more than absorbing facts, it is acquiring understanding." William Arthur Ward Knowledge and lifelong learning frees you from ignorance and superficiality. Today, technology and software resources help business efficiency and a better job in this regard. "Educational content it should encourage students to create their own knowledge by experiment, not by learning a text by heart." Radu Jugureanu The responsibility for education is nowadays shared: collaborative demarches and adequate commitment from all stakeholders is very much increasing the effects of education as a whole, oriented towards preparing competitive human resources equipped with competences for the 21st Century: cooperation, communication, critical thinking, creativity, innovation. In the United States and also in UNESCO strategies these are referred to as the 21st Century Skills. The European Union in the Lisbon framework outlines eight domains of Key Competences for Lifelong Learning. These 21st Century Skills are critically important to support the challenges of the modern workplace and its dynamic and the rapidly changing knowledge society. There is a growing and widely accepted understanding that a different set of skills need to be developed by our students in our school systems. Highly structured and disciplined schooling systems do not necessarily prepare students well for the dynamics and challenges of the 21st century workplace and society. For Dr. Howard Gardner (American Psychologist and Educator), intelligence is (Building the 21st-Century Mind: www.howardgardner.com, Gardner, 2009): o the ability to create an effective product or offer a service that is valued in a culture; o a set of skills that make it possible for a person to solve problems in life; o the potential for finding or creating solutions for problems, which involves gathering new knowledge. Skills are critically important to support the challenges of the modern workplace and its dynamic and the rapidly changing knowledge society. There is a growing and widely accepted understanding that a different set of skills need to be developed by our students in our school systems. Highly structured and disciplined schooling systems do not necessarily prepare students well for the dynamics and challenges of the 21st century workplace and society. More self-motivated, individualized, group and collaborative learning processes, supported by ICT will contribute significantly to the preparation of a more agile modern workforce (Hamilton, &amp; O'Duffy 2009).
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