Computer-assisted Learning Approach Research Articles

EXPLORING COMPUTER ASSISTED LEARNING FOR LOW ACHIEVING CHILDREN: A COMPARATIVE ANALYSIS STUDY

Learning assistance or support is essential for a learner regardless of their cognitive ability and learning preference. Computer assisted learning (CAL) is one of the facilitation that widely explored as alternative learning assistances with different concepts, approaches, contents and target users. The main concern of this study is to explore and identify learning concepts and approaches that have been employed in previous research for normal and learning disabilities learners. In relation with the intention, 15 articles from past five years (2010 – 2014) are selected for review and analysis processes in this comparative analysis study. The finding shows some similarities and differences of CAL concept and approach for both type of learners. Some insights and suggestions are drawn based on the extracted concepts and approaches specifically for low achieving children as their learning assistance in primary school.

Development of Interactive Courseware for Learning Basic Computer System Components

A computer assisted learning approach was developed to enhance course material for students to learn about computer components, through the use of multimedia courseware. Recent advances in software authoring packages have made the production of CD-ROMs an efficient and effective educational strategy. Problem statement: This study reports on the development an evaluation of this courseware related to the learning basic computer system components through the use of courseware (iC-COM). The purpose of the study was to evaluate a courseware for learning basic computer system components. The basic components of iC-COM included an interface, graphics, sound effects, narration and video. Approach: The iC-COM was developed based on the ADDIE instructional system design model. The research instrument was the courseware evaluation in the form of questionnaire that consisted of various attributes included content, interactivity, navigation and screen design which distributed to 50 computer system and support programme students of Kolej Komuniti Jasin. Results: Based on the results, it was shown that the analysis results of each questionnaire item mean ranged from 3.5 to 3.8. Conclusion/Recommendations: For future enhancement, it is recommended that iC-COM will be integrated into web-based platform so it can be accessed easily anywhere.

A learner-control instructional multimedia program is as effective as a program-control version in undergraduate orthodontic teaching

A randomised controlled trial (RCT) was conducted in a dental school in Belgium. Undergraduate dental students were randomly assigned to a learner-control, multimedia learning-environment, courseware package (module) or the same module but structured in a program-control form. The learning objectives of learner- and program-control versions of the appliances module were identical. Both groups received the same materials covering the principles of orthodontic appliances that are normally provided at this stage of the undergraduate orthodontic curriculum. Both modules have didactic, interactive and simple animation components. Students were evaluated by means of a 15-item multiple-choice test covering knowledge, understanding and application. They were carried out at baseline and 15 min after finishing studying the modules. The tests were assessed by calculating the total score of the correct answers. Of 39 undergraduate dental students invited to take part, 30 students participated, 15 in each group. There was no significant difference in prior knowledge in the groups at baseline. Although both groups significantly improved their scores after studying the course, no significant difference was found between both groups in relation to answers to questions about knowledge, understanding and application. In this study, the learner-control instructional multimedia program was found to be as effective as the program-control version when teaching principles of the orthodontic appliances to undergraduate students. Future work should focus on how to improve the value of computer-assisted learning (CAL), and comparative evaluations are still needed of how different CAL approaches compare with or complement one another.

Stimulus Control with Computer Assisted Learning

Computer Assisted Learning (CAL) has been shown to be an efficient learningteaching procedure. Although there is an extensive educational software tradition using CAL approaches, few of them have demonstrated a better student performance than standard drill and practice methods. The purpose of this study was (a) to evaluate the effectiveness of the “Let’s Play With :::” software program, and (b) to evaluate the effectiveness of a prompt (i.e. a blinking object) used in the program. The educational software “Let’s Play With :::” was designed to teach basic concepts involving shapes and body positions to preschool students. The software structure follows a behavioral design and uses a stimulus control procedure. The study was carried out with 64 preschool students in the Cadiz (Spain) School District. Statistically significant differences were found between the experimental group and a control group.

Designing multimedia instruction in dentistry: need for sequencing model

When designing any piece of instruction, multimedia or other, the designer must answer two important issues: (i) how the instructional events should be sequenced over time (sequencing); (ii) how the interrelationships among these ideas should be taught to the students (synthesis). Two fundamental levels of instructional design strategies have been identified to provide sequence and synthesis: ‘macro’ and ‘micro’ strategies. Instructional designers use macro strategies to structure a number of different content ideas. Macro strategies are concerned with the organisation of memory. Many of the prescriptions about sequencing are at the macro level. Some of the well‐known sequencing strategies are: spiral curriculum; progressive differentiation; hierarchical sequencing; shortest path sequencing and elaboration sequencing.When using the multimedia environment as a learning tool, are these four basic macro strategies effective in providing sequence and synthesis of theoretical as well as clinical knowledge for dental students? Or is there a need to create a new clinical macro‐sequencing model for instructional multimedia programs in dentistry? We concluded that further research is needed on the methods, strategies and models that induce a cognitive process when adopting a computer‐assisted learning approach. A possible approach will be discussed.

Information skills, searching behaviour and cognitive styles for student-centred learning: a computer-assisted learning approach

Undergraduates were tested to establish how they searched databases, the effectiveness of their searches and their satis faction with them. The students' cognitive and learning styles were determined by the Lancaster Approaches to Studying Inventory and Riding's Cognitive Styles Analysis tests. There were significant differences in the searching behaviour and the effectiveness of the searches carried out by students with different learning and cognitive styles. Computer-assisted learning (CAL) packages were devel oped for three departments. The effectiveness of the pack ages was evaluated. Significant differences were found in the ways students with different learning styles used the packages. Based on the experience gained, guidelines for the teaching of information skills and the production and use of packages were prepared.About two-thirds of the searches had serious weaknesses, indicating a need for effective training. It appears that choice of searching strategies, search effectiveness and use of CAL packages are all affected by the cognitive and learning styles of the searcher. Therefore, students should be made aware of their own styles and, if appropriate, how to adopt more effec tive strategies. Information skills training and, in particular, CAL packages for this purpose should be designed to accom modate different cognitive and learning styles.

The evaluation of three computer-assisted learning packages for general dental practitioners.

Two studies were undertaken to determine the acceptability of computer-assisted learning (CAL) to general dental practitioners. The first was a single programme in two parts designed to give experience in orthodontic cases assessment and treatment planning, developed at the Bristol Dental School. The second contained two modules, one on the planning and management of dental biopsy and the other on surgical endodontics, developed within the Leeds Dental Institute. An identical self-administered questionnaire was completed by participants in the evaluation study. Knowledge and skill gains were indicated following study of the modules. The modules were also found to be easy to use and useful. The CAL approach was rated positively compared to audio tapes, books and journals, but a less consistent pictures when CAL was compared with videotapes. The study provides evidence for the acceptability and potential of the CAL approach to general dental practitioners.