Application Of Computer-assisted Instruction Research Articles

Application of Computer-Assisted Instruction in Hypermedia Learning

Various types of applications of computer-aided technology have begun to be used in the learning process. The application when viewed from the way it is presented and the goals to be achieved include tutorials, namely the presentation of the material in stages, a drill that aims to help students master the material that has been learned before, as well as simulations and games, namely exercises in applying the knowledge and skills that have just been learned. One form of computer-based learning media that can be used is hypermedia. Hypermedia refers to computer software that uses elements of text, graphics, video, and audio that are connected, which can make it easier for users to switch to information. Communication between students and computers in Computer Assisted Instruction includes several stages, namely: (1) The computer presents the subject matter, (2) The learner studies the material, (3) the computer asks questions, (4) The learner gives a response, (5) The computer checks the response, if it is judged to be correct, the computer presents the next material, but if it is judged to be wrong, the computer gives the correct answer along with the explanation. The application of Computer Assisted Instruction in the development of learning hypermedia produces a product, namely learning hypermedia on digital image material. In testing the effectiveness of hypermedia products, students are carried out through post-testing. The results of the post-test obtained 75% of the results stated that the digital image learning hypermedia product was effective for use.

Computer assisted instruction (CAI)-based learning: instructional need for pupils’ conceptual understanding of water cycle?

This study is aimed to identify the Computer Assisted Instruction (CAI) based on learning as an instructional need for students’ conceptual understanding about water cycle. Qualitative descriptive method was used in this study. The data collection used mini interviews and test. Participants were three students average 11-13 years old from different schools. The multimedia-based CAI application used by the researcher to understand pupils’ conceptual understanding of the water cycle is implemented on laptops or desktop computers used Windows operating system. The result showed that pupils’ conceptual understanding of the water cycle are still lack and have many misconceptions can be seen from the results of students’ test when drew water cycle. The sustainable development will be achieved if the instructional needs through improvement of CAI are fulfilled.

The Computer Assisted Instruction Model Based on a Combination of Tutorial Model and Drill and Practice Model in the Instructional Design of Database Systems in Information Technology Colleges

The traditional face-to-face teaching methods in the class that emphasize teaching-centered learning systems caused teachers to be unable to deliver teaching material thoroughly because of the limited time. The Computer Assisted Instruction (CAI) model presents learning by using a variety of media, both in the form of text, images, and in the way of interactive videos, so that it helps the learning process effectively and helps students to set the pace of learning independently anytime and anywhere. Interconnection of the CAI model with online-based technology also helps students improve their learning creativity, because diverse learning resources support it. This paper presents CAI conceptual models based on a combination of Tutorial models and Drill and Practice models, which are supported by online technology to provide conceptual understanding at the beginning of learning and offer exercises to develop creativity and test students' abilities in the final stages of learning Database Systems. The evaluation results on limited trials show that the CAI model design based on a combination of Tutorial models and Drill and Practice models much motivates students to learn and improve mastery of competencies in the Database System. Another finding in this paper is the need to provide adequate guidance for the application of CAI in its use, and the obligation to provide more effective designs when CAI applications are designed to connect to systems that offer to teach resources online, so students really can use CAI as an auxiliary media active learning for independent learning.

Applying Computer Assisted Instruction Technology to Assist Hurdle Running Teaching: An Approach of Physical Education Network Teaching Resources Based on Massive Open Online Course and Flipped Classroom

Computer Assisted instruction (CAI) can make up for many shortcomings of traditional teaching by using flipped classroom teaching model based on Massive Open Online Course (MOOC). As an important part of track and field courses in physical education, teachers or coaches in traditional hurdle teaching adopt the way of teacher demonstration and student practice. The teaching means are too simple, and the teaching effect is not good. Based on CAI technology, CAI courseware is designed by using multimedia such as text, picture, animation and video, which makes the teaching process vivid and can overcome the teaching difficulties and highlight the teaching focus. Teaching practice has proved that the application of CAI in hurdle race can effectively improve teaching efficiency and quality.

Design of a Student’s Online Examination System Based on Web

With the popularization and application of CAI (Computer-Assisted-Instruction), as an auxiliary module, online examination system attaches close attention. This paper describes the design and implementation of an online examination system for students based on Web. The online examination system, used for college students, adopts B/S structure based on WAMP development environment. Functional modules such as examining on line, automatic assembling examination paper, automatic scoring and so on, are implemented in the online examination system. Through the browser, students can access the examination system server, request the appropriate subject papers online. If the answer is complete and submitted within the prescribed examination time, the score will be created by the system automatically, and sent back to students. For the ability of addition and management of multiple subjects, the system can be commonly used for most of on line examinations.

Research on CAI Application Based on Information Technology

The purpose of this article is to familiarize EFL teachers with the effectiveness of using the art of discourse with computer-assisted instruction (CAI) due to its advantages of multimedia, instantaneousness, interaction, flexibility and variety. CAI and the art of discourse are integrated to enhance the effect of college EFL teaching and learning.

Pedagogics of Chemical Bonding in Chemistry; Perspectives and Potential for Progress: The Case of Zimbabwe Secondary Education

In this study, the pedagogics of chemical bonding in Chemistry at Secondary school level, perspectives and potential for progress was investigated. The study was premised on the qualitative design methodology grounded and informed by the interpretive paradigm. It was guided by the constructivist theoretical framework acting as a lens through which we viewed our study. Eight (8) Bachelors degree holders, having taught chemistry at Advanced Level for at least 2 years, were purposively selected to comprise a sample of participants. Narrative interviews, followed by focus group discussions to validate the procedure, were carried out. Thematic approach data analysis from audio-taped -transcriptions-resulted in main themes and sub-themes being drawn out. It was found out that teachers teach for examination purposes, hence this followed a simplistic pedagogical approach resulting in misconceptions of chemical bonding being formed by learners. Rigid and dichotomous approach to ionic and covalent bonding, as outlined in textbooks and by teachers, forgetting its continuum scale, resulted in misconceptions in the understanding of chemical bonding. Teachers were found to be contributing factors by virtue of incompetence. Therefore use of learner centred pedagogical bottom-up approach was highlighted. Application of computer-assisted instruction on conceptual understanding of chemical bonding by competent teachers was inexorable.

The Application of Web-based Computer-assisted Instruction Courseware within Health Assessment

Abstract Health assessment is a clinical nursing course and places emphasis on clinical skills. The application of computer-assisted instruction in the field of nursing teaching solved the problems in the traditional lecture class. This article stated teaching experience of web-based computer-assisted instruction, based upon a two-year study of computer-assisted instruction courseware use within the course health assessment. The computer-assisted instruction courseware could develop teaching structure, simulate clinical situations, create teaching situations and facilitate students study.

Development of CAI Presentations for Science Teaching and Overview of Research Findings

Research suggests that information and communication technologies (ICT) used in the form of computer assisted instruction (CAI) may benefit student learning. There is, however, limited research about the application of CAI in non-Western educational contexts. Here I describe the use of CAI in the learning of science in India. Evaluation of student learning by quantitative and qualitative means suggests that CAI has led to enhanced learning for a variety of science topics in this educational setting. I also reflect on issues germane to the Indian context and provide guidelines for the use of CAI in science instruction in countries for which ICT facilities in schools are somewhat compromised.

Using the Computer to Teach and Learn Social Policy

Summary This is a report of applications of computer-assisted instruction of social welfare policy content and computer simulations of social welfare policy processes. The applications were carried out in a university setting with graduate social work students and in the field with licensing workers in child welfare. These experiences, including their advantages and disadvantages, are described and evaluated and the implications of their use is discussed.

Sexual Abuse Assessment Training

This article describes computer-assisted instruction (CAI) and four instructional models; drill and practice, tutorial, socratic and simulation. The advantages of CAI are discussed including the issue of effectiveness followed by examples of CAI applications in human services. A CAI program developed by the author and students to train new child protection workers in child sexual abuse assessment is presented. The three technologies employed to develop CAI are highlighted; instructional, content and computer. This article concludes with a vision of the future for CAi in human services.

Computer-Based Drill and Practice in Arithmetic: Widening the Gap Between High- and Low-Achieving Students

Precollege schools use their computers predominantly for drill and practice in arithmetic. It has been shown by research to be the most effective application of CAI (Computer-Assisted Instruction). The present study used naturalistic methods to examine differential effectiveness of CAI in arithmetic for high- and low-achieving students. Seven elementary school students with varied backgrounds with regard to socioeconomic status (SES), grade level, type of school, and achievements in arithmetic participated in the study. The study identifies strategies that students use to advance effectively through the levels of the CAI practice with material not yet studied in class. The study also discusses software- and hardware-related errors that students make while working with the CAI system. In many cases, these errors are unrelated to the knowledge of arithmetic. It seems that the low achievers, more than the high achievers, are prone to make these types of errors, which are partly responsible for ineffective CAI work. The study concludes that the higher achieving students observed were much more able than the observed low achievers to adjust to the special environment of computer work and to derive great benefits from it.

Application of CAI (Computer-assisted Instruction) to Education of Diabetic Patients

Application of CAI (Computer-assisted Instruction) to Education of Diabetic Patients

Computer-Based Drill and Practice in Arithmetic: Widening the Gap between High- and Low-Achieving Students

Precollege schools use their computers predominantly for drill and practice in arithmetic. It has been shown by research to be the most effective application of CAI (Computer-Assisted Instruction). The present study used naturalistic methods to examine differential effectiveness of CAI in arithmetic for high- and low-achieving students. Seven elementary school students with varied backgrounds with regard to socioeconomic status (SES), grade level, type of school, and achievements in arithmetic participated in the study. The study identifies strategies that students use to advance effectively through the levels of the CAI practice with material not yet studied in class. The study also discusses software- and hardware-related errors that students make while working with the CAI system. In many cases, these errors are unrelated to the knowledge of arithmetic. It seems that the low achievers, more than the high achievers, are prone to make these types of errors, which are partly responsible for ineffective CAI work. The study concludes that the higher achieving students observed were much more able than the observed low achievers to adjust to the special environment of computer work and to derive great benefits from it.

TUTOR301-a successful application of CAI for electrical engineering problem solving

A computer-assisted instruction (CAI) system was developed to teach electrical engineering problem solving at West Point, in an introductory course for nonengineers. The system, known as TUTOR301, takes the place of an individual tutor or coach in problem-solving methods. The simple form of solution text used minimized faculty time required to prepare solution scripts for the computer. The system's basic solution structure and program structure are described along with results gathered from five semesters of using this system.< <ETX xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">&gt;</ETX>

Designing the group use videodisc: Socializing communication technology

This paper describes the application of a videodisc in a communication curriculum designed to examine the social relevance of television news programming. In general, students found the technology easy to use, working with other people preferable to working alone with a machine and the group process valuable in examining what contributes to the importance of a news story. Faculty perceived the group approach as a better use of class time and a more efficient use of financial resources when contrasted with individualized instruction. However, they also felt that the individualized approach to computer-assisted instruction was more beneficial to the student and would better prepare the stuzlent for lifelong learning. This apparent paradox, the videodisc as an enhancement to computer-assisted instruction, mid technology's influence on the student-faculty relationship are discussed. INTRODUCTION Over the last four years the numher of computers in the classroom has risen from approximately 30,000 to more than 1.1 million units (Watkins, 1985). Applications of computer-assisted instruction have been found for nearly every cognate area in education. Although many computers have been placed in the classroom, their place in the educational process remains a topic of debate. The concerns of educators range from the large budgetary commitment schocigs must make, typically at the expense of other human or technological resources, to the effects machine-based learning has on the facultystudent relationship. Perhaps an even more central issue is which instructional design strategies make most effective use of the new technologies. The purpose of this paper is to describe the creation of a corputer-controlled videodisc and the instructional design strategy that

An evaluation of computer-assisted instruction in radiology.

The effectiveness of computer-assisted instruction in two radiologic topics was investigated. A group of fourth-year medical students received computer-assisted instruction while a control group received the same material by way of a conventional lecture. Each group was tested before and after instruction, and the group mean scores were compared. Student attitudes were elicited by questionnaire. Computer-assisted instruction was as effective as the lecture in improving the students' test performance. Subjectively, computer-assisted instruction was rated superior by the students because of its interactive nature. Applications of computer-assisted instruction in radiology education are discussed.

Instructional uses of computing in the health sciences. An annotated bibliography.

Literature on the use of computers for instruction in the medical and health professions was surveyed for a 20-year period. More than 150 articles were located dealing with actual or proposed applications of computer-assisted instruction (CAI) to the education of physicians, nurses, dentists, pharmacists, and allied health professionals. The resulting bibliography provides an overview of the history of CAI and a summary of CAI activities as reflected in the published literature.

Computer Assisted Instruction Applications in Psychomotor Skill Development

Psychomotor coordination and tracking skills can be effectively taught using computerized monitoring techniques, in which a numerical analysis of the student's control outputs is combined with supplemental training displays. Such computer assisted instruction (CAI) can equal one-on-one guidance by an experienced instructor when applied to a simple psychomotor task. In current research a three-limb coordination task involving throttle, clutch and gear shifting controls was used. CAI effectiveness in both rate of learning and in the eventual persistence of learning was affected by the specific types of performance monitoring used, and the specific form of Information feedback employed. It was possible to demonstrate distinctly different learning curves for several alternative feedback and instruction strategies.

Objective and alternatives for a computer assisted instruction system for the visually handicapped

In computer assisted instruction (CAI), a dialogue of information can be maintained between the computer and a learner without dependence upon normal vision. This is possible because there are several media alternatives for information input to the learner. These alternatives include large print (visual), braille (tactile), the OPTACON reading system (tactile), and auding (auditory). The criteria used to evaluate each medium for information input include the percentage of the visually handicapped population that can use the medium, the requirements for recoding information for the medium, learner skill development for using the recoded information, the words-per-minute information transfer of the medium, and its instructional effectiveness. The criteria used to evaluate each medium for CAI application are the following: the technological feasibility of integrating it into a CAI system; the recoding of the instructional material for use through the medium; and the cost of the medium. The following discussion is divided into three main sections: the primary design objective of computer assisted instruction for the visually handicapped, alternatives to visual communication, and selection of a nonvisual medium for computer assisted instruction.