Computer-based Courseware Research Articles

Exploiting Available Technology

Even with quite modest computer installations, it is possible to implement a wide range of useful classroom applications through the exploitation of readily accessible word processors and facilitative language tools. Reading and text manipulation activities, derived from materials already incorporated into the curriculum, can be run on virtually any computer platform and require of the developer only minimal computer-based competence. Exploiting computer technology in foreign language teaching need not involve inordinate investments in hardware, software, training or preparation time. It is, in fact, quite possible to obtain significant pedagogical benefits from computer-based courseware without recourse to expensive, complex, hi-tech programs.

Computer-based courseware for teaching commuication skills in health care

No abstract available

Loops—limited object oriented patient simulator: Design criteria for a patient simulation model

Economic realities forced the development of computer-based courseware to supplement large-scale exercises in prehospital management of large accidents. The patient simulator is one part of a command and decision training system. This paper presents the design criteria and some clinical aspects of the patient simulator part of this program series. As the aim of the programs is to teach and train actions within the first few hours of the accident, the `physiology' of the simulated patient can be reduced to quite a limited number of parameters. The simulation combines traditional simulation techniques with some table driven probabilistic methods and some fuzzy logic. The interprocess communication techniques and the platform considerations are discussed to the extent that they determine model parameters.

Computer-based courseware: a comparative review of the learner's experience

A number of classifications have been developed for computer-mediated learning for accountants. In this paper a novel approach is taken by paying less attention to the content and more to the learner experience of such courses, and specifically their degree of control over the learning process. A framework is described for helping those with the responsibility for identifying and selecting computer-mediated learning courseware for accounting, finance and management training. The framework is based on the concept of making explicit the educational design of the learning programme and using this as an important criterion for choosing the most appropriate computermediated environment.

Overview and examples of instructional modules

The fundamental instructional design concepts underlying the systematic development of new computer-based courseware are defined and illustrated. The advantages of the electronic chalkboard and electronic studyguide are discussed.

Survey on present and potential instructional use of computers in psychology

A survey of academic psychologists was taken to determine present use of computers in instruction, willingness to use good education software, and kinds of potential uses of computers in psychology courses. A majority of the respondents reported using computers in instruction. Respondents indicated substantial willingness to adopt computer-based courseware. Respondents believed that a variety of uses, including classroom demonstrations and student experiments, would facilitate student learning. The results of the survey are compared with the instructional modules the task force is developing.

Design and Initial Evaluation of Mixed-Fidelity Courseware for Maintenance Training

Results are reported of a project which involved the design of computer-based courseware for maintenance training. The courseware includes a training simulation which combines two levels of fidelity. The microprocessor-based courseware was developed for troubleshooting training on an electronic telephone switchboard at the U.S. Army Signal School in Fort Gordon, Georgia. Initial evaluation of the courseware demonstrated that computer-based simulation can be effectively used to supplement or partially replace “hands-on” practice with real equipment. Practice on the simulation, interspersed with real equipment practice, added a new and valuable dimension to the diagnostic training.