Computer-aided Learning Package Research Articles

Development and Evaluation of an Interactive Instructional Package for Teaching Engineering Graphics Skills

Exposure to modern pedagogical approaches and methods with appropriate instructional media can enhance the development of high-level critical thinking and technical skills. This study examined the development of an interactive instructional software package for teaching engineering graphics and evaluated its relative effectiveness on second-year undergraduate engineering students' academic achievement, skill transfer, and retention. In this study, the quasi-experimental, pre-test, post-test, control group design was employed. 45 research participants were sampled, employing two-stage stratified sampling technique, which comprises the simple random sampling to assign students into three groups from the study population and systematic sampling with k = 3 to select 15 students from each group to a control group and experimental groups A and B. The control group was exposed to conventional classroom instruction (CI), group A to computer-aided instruction (CAI); and group B to conventional and computer-aided instructions (CCAIs). A computer-aided learning package on engineering graphics was developed using the Camtasia software package, which served as the treatment instrument. The pre-test and post-test data used for analysis stemmed from a validated Engineering Graphics Achievement Test instrument. Analysis of covariance and Sidak post hoc test statistical analysis of the groups' performance provided the results on the comparative effects of the treatment conditions. Findings indicated significant differences between the academic achievement, skill transfer, and retention of students, exposed to CCAIs, and CI or CAI strategies. When used together, a significant improvement in students' academic achievement, transfer, and retention of engineering graphics skills occurred than either the CI or CAI strategy used alone.

Fostering Engineering Laboratory Course Teaching by Embedding an Inquiry-Guided Learning Approach Using Computer-Aided Learning Packages: Evaluation of Learning Outcomes in a Cooling Tower Experiment in the Unit Operations Lab

A Computer-Aided Learning Package as Inquiry-Guided Learning (CALP/IGL) was implemented in a cooling tower experiment for 43 students enrolled in four sections of the Unit Operations Laboratory course in the chemical engineering program at Qatar University. The impact of this approach on the attainment of learning outcomes was evaluated. Results show that CALP/IGL helped improve the attainment level of course learning outcomes by ~35%. The skills improved were mainly those aiming for the students' ability to interpret and discuss the experimental data. The criteria for improvement were mainly the students' ability to explain the chart trends according to the relevant theoretical principles, leading to addressing misconceptual mistakes. It also helped mitigate educational logical fallacies and reduce the academic gap among students of different learning styles and capabilities.

Effect of computer aided learning(CAL) in promoting cognitive learning of sixth grade children of Government schools in Ludhiana district

The thrust of the present study was to study the ‘Effect of Computer aided learning in promoting cognitive learning of sixth grade children of government schools in Ludhiana district’. It used experimental research design to collect the data. The field experiment was conducted to assess the promotion of cognitive learning at first two taxonomic levels i.e. Knowledge and Comprehension (Bloom et al., 1956) through the CAL package introduced under Sarv Shikhya Abhiyan. For this purpose randomized pre-test and post-test research design was used. Two matching groups of 25 students each studying in class 6 in the Government senior secondary schools of two adjoining villages in Ludhiana district were assigned treatment by random methods. The experimental group was taught through CAL and treated as intervention mode 1(IM 1 ), whereas control group was taught through traditional method and treated as intervention mode 2 (IM 2 ). The results revealed that IM 1 i.e. CAL was more effective as compared to IM 2 i.e. traditional teaching method. The gain in cognition scores was found to be significantly higher in case of IM 1 as compared to IM 2 in case of all seven lessons.

Enquiry based learning in chemical engineering curriculum supported by computer aided delivery

Traditional curriculum delivery in higher education has long been considered ineffective in promoting deep learning. Enquiry based learning (EBL) provides an opportunity to develop important professional attributes within the subject-specific content. Computer-aided learning packages can be a useful tool in supporting the development of these skills, as they enable students to explore and gain experience of new software environments in subject-specific context. The development of case studies delivered in Stages 1 and 2 of a chemical engineering degree programme, utilising a number of different software packages is described. The Stage 1 case study develops fundamental principles of chemical engineering whilst Stage 2 case studies concentrate on separation processes and the reactor engineering aspect at the same time requiring the application of the knowledge of statistics and design of experiments, respectively. Student evaluation via questionnaires, focus groups and comments from individual reflective reports, submitted as part of the assessment of the Stage 1 case study activity, demonstrate the impact of these case studies on student learning and their behaviour. Students consider these case studies useful in strengthening their knowledge of the relevant areas of chemical engineering as well as helping them develop skills they consider important from employability point of view.

Undergraduate teaching in geriatric medicine using computer-aided learning improves student performance in examinations

computer-aided learning (CAL) is increasingly used to deliver teaching, but few studies have evaluated its impact on learning within geriatric medicine. We developed and implemented CAL packages on falls and continence, and evaluated their effect on student performance in two medical schools. traditional ward based and didactic teaching was replaced by blended learning (CAL package combined with traditional teaching methods). Examination scores were compared for cohorts of medical students receiving traditional learning and those receiving blended learning. Control questions were included to provide data on cohort differences. in both medical schools, there was a trend towards improved scores following blended learning, with a smaller number of students achieving low scores (P < 0.01). Feedback from students about the CAL packages was positive. blended learning was associated with improvement in student examination performance, regardless of the setting or the methods adopted, and without increasing teaching time. Our findings support the use of CAL in teaching geriatric medicine, and this method has been adopted for teaching other topics in the undergraduate curriculum.

Preparing Veterinary Students for Extramural Clinical Placement Training: Issues Identified and a Possible Solution

Extramural clinical placement training is an important part of many veterinary degree programs and provides students with valuable learning experiences in private practice, often focusing on the management of typical first-opinion cases. In the United Kingdom, the Royal College of Veterinary Surgeons (RCVS) has a mandatory requirement that students take 26 weeks of clinical placement or extramural studies (EMS) before graduation. However, if students are to maximize their learning opportunities during these placements, it is important that they be adequately prepared. In response to recent topical issues surrounding EMS in the United Kingdom, the current project undertook an iterative consultation process with key stakeholders, including students and placement providers, to identify key issues associated with students attending placements. These findings then informed the development and content of a computer-aided learning (CAL) package titled "The EMS Driving Licence" that aimed to improve the preparation of students for placements. The CAL package included sections covering the main identified areas of concern: Preparation (including what to take), Working With People (staff and clients), Professionalism (including confidentiality), Frequently Asked Questions (from students), and Top Tips (from practitioners). The CAL package was evaluated by students, and feedback was gathered by means of a questionnaire. Students recognized that the content addressed many of their concerns, and all reported that they would recommend the package to others. The CAL package has been made available to all UK veterinary schools and has received backing from the RCVS as part of their current recommendations on EMS to the UK veterinary profession.

Development and Evaluation of an Online Computer-Aided Learning (CAL) Package to Promote Small-Animal Welfare

The aims of the study, conducted as a student research project in the 2004-5 session, were to develop an interactive, online computer-aided learning (CAL) package on the topic of small-animal husbandry; to validate the resource as a suitable lecture replacement for first-year veterinary students; and to raise awareness of current guidelines and legislation relating to small-animal housing among local catteries and kennels and in the wider community. Quantitative feedback was collected from student and teaching staff using paper-based questionnaires. Qualitative feedback was gathered from open questionnaire responses and through focus-group discussions with students. Student examination marks were compared for 2004 and 2005, allowing a comparison of student performance before and after the replacement of the traditional lecture with the CAL package. Ethical approval for the study was granted by the faculty's Ethics Committee. The CAL package on small-animal housing was well received by teaching staff and students; student performance in examinations improved after the introduction of the CAL program, suggesting that it provides a suitable alternative to didactic teaching. The creation and distribution of the CAL package on CD-ROM and its availability via the Internet are intended to contribute to small-animal welfare education in local catteries and kennels and further afield. The package sets a precedent for the development of more Internet-based, student-authored CAL packages in the future, providing additional resources for independent learning.

Training Veterinary Personnel for Effective Identification and Diagnosis of Exotic Animal Diseases

The requirements for exotic animal disease (EAD) training were considered at a workshop organized for those with responsibilities for EAD response management in the different states of Australia, with the objective of identifying the optimum strategy for training veterinarians to identify and act upon EADs. It was concluded that there should be specialized within-country training in EAD recognition for an elite group of diagnostic veterinarians who are required to recognize the major exotic diseases of animals, instigate the correct procedures to confirm the diagnosis of the disease, and undertake appropriate measures for effective initial management of the disease. The use of live, deliberately infected animals for demonstration purposes is not currently supported by any research indicating an improved learning outcome compared with that from alternatives, such as videos, necropsy specimens, and dedicated computer-aided learning packages. Therefore, ethical requirements to minimize the use of animals in teaching and research may prevent live-animal use. It is concluded that training should take place within each country via a course of instruction that includes an initial intensive course followed by continued professional development, with examination of knowledge at the end of each.

Will Pathology Teaching Flourish in an Integrated Medical Curriculum?

To The Editor: The structure of modern-day medical school curricula places great emphasis on the integration between basic science and clinical medicine. Hence new integrated teaching methodologies that include system-, case- and problem-based learning (PBL) have been adopted. Such methodologies are likely to shape the future for medical teaching in Libya [1]. In this article we focus on the issues surrounding the teaching of pathology within the integrated curriculum. The introduction of an integrated curriculum could potentially result in the loss of pathology as an independent subject, and the concern of pathologists regarding the reduction of time spent teaching pathology is well recognised [2–5]. Much of this concern is based on the common misconception that teachers must increase their amount of teaching in order for learners to increase their amount of learning. However, learning is enhanced more by quality, nature and relevance of teaching rather than by quantity [6]. Therefore, in order to deliver quality teaching, it is necessary to establish measurable learning outcomes which define what qualifying medical students need to know, what skills they require and attitudes they should develop by the end of the course. Some pathologists are arguing that the loss of pathology as an independent subject will reduce student exposure and discourage new graduates to embrace pathology as a career. However, many of the newer curricula incorporate student-selected components, which encourage students to study in-depth areas of the course that interest them. Such a slot in pathology, for example, would provide ample opportunity for pathologists to engage with and inspire students. Furthermore, there is evidence to suggest that new teaching methods such as PBL can help to increase student awareness and consideration of pathology as a career [7]. With regards to autopsy, its value in undergraduate teaching is generally accepted. However the retention of organs is becoming increasingly difficult as a consequence of societal pressure for obvious reasons. Fortunately, pathology is a greatly visual subject and therefore its teaching lends itself nicely to the use of information technology (IT). Currently, there are many professional web-based resources which can facilitate learning through the use of images of gross and microscopic pathology. Furthermore, IT and computer-aided learning packages give students the ability to study at their own pace and to conduct self assessments at various stages, providing instantaneous individual feedback on progress while encouraging active independent learning. Therefore, the use of IT resources in delivering the modern curriculum is essential [8–10]. Shortage of Pathology teaching staff has been cited as a hurdle for not embracing PBL in Pathology [11]. However, it is well established that PBL facilitators do not necessarily need to be medically qualified [12]. Although the interaction between staff and students is greatly increased where pathologists facilitate small groups, there is no absolute requirement for all tutors to be senior staff. Junior staff and senior students can be a valuable and inexpensive resource. However, in order for pathology tutors to effectively deliver the curriculum, they must learn and adopt new skills in facilitating student learning rather than in traditional teaching. To conclude, it is vital for pathologists to be proactive in shaping the new curriculum and ensuring extensive pathology input into all aspects of the undergraduate course. One way in which pathologists can improve integrated teaching and enhance pathology input is by defining the knowledge and skills that are essential for a student to possess and to incorporate these into the new curriculum by actively engaging with course organisers. How pathology might fare in the new environment will depend on the enthusiasm with which pathologists seek to be part of it.

Web-Based Interactive Computer-Aided Learning Package on Open-Channel Flow: Innovations, Challenges, and Experiences

In this paper, the development and implementation of a web-based interactive computer-aided learning package on open-channel flow is delineated. The principal purpose of the tool is to support classroom teaching for a better understanding of the basic principles and practical aspects of the theories on open-channel flow. Several up-to-date expert-system shell and web-production software are employed during its development. Various theories on open-channel flow, design, and interactive “What-if” analysis on various design parameters are performed using this package through an active and dynamic learning environment. Through evaluation of its learning effectiveness and teaching efficiency, in comparison with traditional course delivery, pertinent innovations, challenges and experiences on the possible impact the Internet is having in the field of engineering education are discussed. It is shown that, if used appropriately, web-based learning has the potential to enhance both learning effectiveness and teach...

Teaching of Materials and Welding Engineering to Today's Postgraduate Mechanical Engineers

Rapid advances in technology have blurred traditional boundaries between engineering disciplines and forced mechanical engineering graduate courses to embrace new subject areas. These are not negative influences, but are simply a healthy response to rapidly advancing technologies. A particular example is the combining in one study program, studies of different engineering and structural materials (including composite materials, ceramics, polymers, etc.) and methods and technologies of brazing, joining by welding, bonding by glue, etc of these materials. Among all engineering programs, materials and mechanical engineering requires huge laboratories and expensive facilities, as students need to develop practical experience. In order to maintain an educational standard and quality, a university is forced to look for alternatives to handson practical laboratories. One of the alternatives is to utilize a wide variety of computer-aided learning packages and the simulation of physical-chemical processes in a welding pool and near to its border. This paper sets forth a case for integrating aspects of materials and joining technologies throughout a graduate curriculum.

Development of instructional, interactive, multimedia anatomy dissection software: A student‐led initiative

Although dissection provides an unparalleled means of teaching gross anatomy, it constitutes a significant logistical and financial investment for educational institutions. The increasing availability and waning cost of computer equipment has enabled many institutions to supplement their anatomy curriculum with Computer Aided Learning (CAL) software. At the Royal College of Surgeons in Ireland, two undergraduate medical students designed and produced instructional anatomy dissection software for use by first and second year medical students. The software consists of full-motion, narrated, QuickTime MPG movies presented in a Macromedia environment. Forty-four movies, between 1-11 min in duration, were produced. Each movie corresponds to a dissection class and precisely demonstrates the dissection and educational objectives for that class. The software is distributed to students free of charge and they are encouraged to install it on their Apple iBook computers. Results of a student evaluation indicated that the software was useful, easy to use, and improved the students' experience in the dissection classes. The evaluation also indicated that only a minority of students regularly used the software or had it installed on their laptop computers. Accordingly, effort should also be directed toward making the software more accessible and increasing students' comfort and familiarity with novel instructional media. The successful design and implementation of this software demonstrates that CAL software can be employed to augment, enhance and improve anatomy instruction. In addition, effective, high quality, instructional multimedia software can be tailored to an educational institution's requirements and produced by novice programmers at minimal cost.

The state of readiness of student health professionals for web-based learning environments

The health professions are increasing the placement of students within working environments in other institutions and the community. The aim of this study was to assess the readiness for online and web-based learning of future health professionals at the University of Sheffield prior to the establishment of a national web-based Inter-professional Learning Network (WILeN). A link to a short survey was distributed to the Medical Faculty at Sheffield and 191 valid responses were received. Only 62 per cent of students had access to an Internet-connected computer at home. Most students (95.8%) checked their e-mail every few days or more, with slightly less (82.8%) using the web frequently. Relevant technologies were often never used, including internet relay chat, message forums and video conferencing. However, 66 per cent of students had used computer aided learning packages. Future use of online continuing professional education material is likely to be limited.

A Comparison of Pupil Learning and Achievement in Computer Aided Learning and Traditionally Taught Situations with Special Reference to Cognitive Style and Gender Issues

This article is concerned with comparing learning and achievement in the context of computer aided learning (CAL) and traditionally taught environments. The results of a small‐scale study involving 49 Year 10 pupils from a school in the north‐east of England are reported. Cognitive style, gender, attitude to CAL, and test results from a unit of work that used a CAL package and one that used traditional teaching material are analysed and conclusions are drawn. The study was too small to enable generalisations to be made although it did provide an informed picture suggesting that there are differences in how well a pupil may learn and perform in different teaching situations and that these differences are more marked for pupils of certain cognitive styles and/or gender.

Evaluation of a web‐based resource to support a molecular biology practical class—does computer‐aided learning really work?

AbstractIn view of the increasing usage of information technology in learning and teaching there is an increasing need for meaningful evaluation of the effectiveness of information technology‐based media. The aim of this study was to investigate whether a web‐based computer‐aided learning (CAL) package enhances the learning outcomes of a laboratory‐based molecular biology class. A multiplex PCR practical exercise to detect genetically modified sequences in soybean DNA was carried out by students using either traditional (non‐electronic) teaching and learning resources or a web‐based CAL resource. The learning outcomes were evaluated by pre‐ and post‐class subject‐based comparative tests with self‐assessed confidence ratings and questionnaires. Scores relating to four modes of student learning style were assessed by questionnaire and these were correlated with the effectiveness of the support resource used. There was a significantly greater improvement in knowledge‐based test performance and self‐assessed confidence rating by students using CAL‐based learning support versus those using traditional resources. Learning style score did not correlate with the enhancement in performance by students supported by the CAL package, although one learning style did favor a response to the traditional support package. We conclude that compared with a non‐electronic alternative, the use of CAL can enhance learning and teaching outcomes in a laboratory‐based molecular biology class.

A novel approach for teaching aseptic processing to pharmacy undergraduates

Abstract Focal points

Clinical decision-making – can a computer aided learning package help?

Aim The aim of this study was to determine whether an educational intervention delivered by a computer aided learning package improved the sensitivity and specificity of dentists' restorative treatment decisions. Method The study was a randomised controlled study using a Solomon three-group design. Ninety-five dentists were randomly allocated to the three study groups. One group of dentists read the radiographs pre and post an educational intervention, a second group read the radiographs once, after the intervention, and a third group read the radiographs twice, but received no intervention. On each occasion the dentists read 24 surfaces on each of 15 radiographs and made 360 decisions on how certain they were about restoring the tooth surface. Comparisons of mean sensitivity, specificity and areas under ROC curves were made within and between the study groups. Kappa values were used to assess changes in the level of agreement between dentists. Results There were no significant changes in sensitivity, specificity or area under ROC curves caused by the intervention. There was no evidence that the level of agreement between the dentists improved after the intervention. Conclusion A computer aided learning package had no effect on dentists' treatment decision-making behaviour.

Clinical decision-making – can a computer aided learning package help?

Clinical decision-making – can a computer aided learning package help?

Was it good for them? Reflections on the use of MENTOR and changes in course design using general performance measures

This paper considers the use of general performance measures in evaluating specific planning and design decisions in higher education and reflects on the students' learning process. Specifically, it concerns the use of the MENTOR multimedia computer aided learning package for helping students learn about OR as part of a general business degree. It includes the transfer of responsibility for a learning module to a new staff member and a change from a single tutor to a system involving multiple tutors. Student satisfaction measures, learning outcome measures and MENTOR usage patterns are examined in monitoring the effects of the changes in course delivery. The results raise some questions about the effectiveness of general performance measures in supporting specific decisions relating to course design and planning.

Strategies for Teaching Mixed-Attainment Groups in Engineering Education

This paper outlines delivery of a second-year undergraduate module in electronic engineering. A package of learning materials, including an open-ended mathematical CAL (computer-aided learning) package, was used to support students whose ability, ambitions and subsequent programmes vary widely. Discussion focuses on the nature of student responses and ways in which delivery of the module can be improved.