Computer-based Learning Materials Research Articles

The Description and Justification of the Computer-based Language Learning Materials

The Description and Justification of the Computer-based Language Learning Materials

Using the Statistical Process Control to evaluate the learning process in Higher Education / Aplicación del Control Estadístico de Procesos para la evaluación de procesos de aprendizaje en la Educación Superior

The purpose of this paper is to propose an approach for incorporating Statistical Process Control (SPC) charting technique to monitor and continuously improve the learning processes by monitoring the satisfaction of students who used an interactive computer-based learning material, which was produced to solve problems in the Operation Management course. By applying SPC methods, the authors examine the sources of process variation (common or special causes) and analyse the ability of teaching strategies to ensure the acquisition and development of the competencies and skills demanded in current university studies. A total of 184 students participated in the learning experience. The findings show that the learning process is under control and therefore the variation of process is due to common causes. However, the Capability Analysis carried out, reveals that process has not enough capacity to achieve the specifications required by the teachers involved in the educational project. This quantitative approach will not only allow self-assessment, but can be used for comparative purposes (other teaching strategies, colleges, etc.). Thus, the control charting is a complementary assessment technique that should be included within the current Quality and Learning Assurance Systems at higher education institutions.

Library Services in E-Learning Environment: Its Different Application Area

Electronic learning refers to any learning with the aid of information and communication technology (ICT) such as online learning, webinars, discussion forums, chats, computer-based learning, and educational materials on videos (Wang, 2004). Currently, peoples are directly or indirectly being dependent on the internet learning. In the corona virus pandemic peoples are actually had no option other than doing work or studied through internet. They also enjoy it because of the attractive features of online learning and working. Nowadays ICT is being used in everywhere, of course in education too. E-learning is internet based learning provide faster learning at low cost with high reliability. Development of ICT as well as new educational models require librarian to advance their scope to e-collection and e-services. Today users need to directly access required information on any web enabled devise at any time from any location. Libraries are also migrating towards the digitisation in order to support the e-learning. Only converting traditional library to digital library is not the solution at all in e-learning environment. Libraries must provide digital based services to their users to influence them toward the library. This paper highlights the possible area of library services that enables users to use library resources more enthusiastically in e-learning environment.

ICT TOOLS IN TEACHING LEARNING OF CHEMISTRY: A STUDY OF THE IMPACT ON THE STUDENTS AT SENIOR SECONDARY LEVEL

The present study focuses on the impact of teachers using traditional method and ICT tools on the academic achievement of the students, attitude of the students towards the subject chemistry, attitude of the students towards the use of ICT tools in teaching learning of Chemistry and the impact of the ICT tools on the written communication skills of the students. ICT tools in the present study may be understood as the application of digital equipment to all aspects of teaching and learning. Thus, the components of ICT would be video tapes, audio tapes, CDs, DVDs, television broadcast, video cassettes; computer-based learning materials, teleconferencing, video conferencing, internet, web conferencing etc. Sample for the present study comprised of students of 4 sections of class XII Science enrolled in Jamia Senior Secondary School and Syed Abid Hussain Senior Secondary School. As random assignment of subjects to control and Experimental Groups has not been applied, the present study is Quasi Experimental in nature. Of the many quasi experimental designs, Pretest- Posttest non-equivalent Groups Design was employed for the present study. The following tools were used for attaining the objectives of the study: Attitude Scales: a) Five point Likert scale for measuring Impact of ICT tools on the attitude of students towards chemistry (ATCS) b) Five point Likert scale for measuring Impact of ICT tools on the attitude of student towards the use of ICT tools in teaching learning of chemistry (ATIS). In accordance with the objectives of the study, the obtained data was analyzed using specific statistical techniques, which include computation of mean, S.D, t-test, ANCOVA (analysis of covariance). It was found from the study that traditional method must be used along with suitable ICT tool which may help in improving the teaching learning process and increasing the comprehensibility of the subject Chemistry. Thus, it was inferred that the use of ICT tools in the teaching learning of Chemistry has a positive impact on academic achievement, attitude and communication skills of the students.

PENGEMBANGAN MEDIA PEMBELAJARAN MATEMATIKA INTERAKTIF BERBASIS KOMPUTER PADA TOPIK BILANGAN BULAT UNTUK SISWA SD PENDIDIKAN MATEMATIKA FKIP UNRI

Problems faced today both teachers and students in learning mathematics, among others: the lack of variation of teaching methods teachers in the delivery of materials for students, still low student motivation in learning, the lack of media used by teachers in delivering the material. From the facts obtained, then the research team tried to provide solutions of these problems is the right to do the development of teaching materials / interactive media-based computer. Computer technology can be utilized to design interactive teaching materials/media. This computer-based interactive teaching material presents digital material with animations that are more interesting and fun for counting times, for, plus and less. The form of research conducted is Research and Development. This development is done based on elementary students’ characteristics. So they are quicker to grasp the lessons of concrete matters combined with animation. Validation results from expert show that computer-based interactive mathematical teaching materials on integer material have been valid (teaching material has been in accordance with the forbidden). The results of trials conducted in the fourth class of elementary school showed that computer-based interactive learning materials on digital material have been practical. It can be concluded that the teaching materials effective in generating student learning activities and can make students learn independent and fun.

Pengembangan Bahan Ajar Ekonomi Berbasis Komputer dengan Model Tutorial Pada Pokok Bahasan Uang dan Perbankan Untuk Siswa Kelas X MA Mu’allimin Nw Pancor

The purpose of this research and development are: 1) to produce computer-based economic teaching materials with tutorial model that will survive and used for subsequent years in grade X students MA Muallimin NW Pancor 2) to know the feasibility of computer-based economic resources developed in the assessment (3) knowing teacher and student responses to computer-based economic learning materials with developed turorial models, and 4) knowing the effectiveness of computer-based economic teaching materials with developed tutorial models. This type of research is a research development with Borg and Gall model that has been modified into eight development steps. Development steps include: 1) potential and problems, 2) data collection, 3) product design, 4) design validation, 5) design revisions, 6) product trials, 7) product revisions, and 8) final product. Data collection was done by observation, questionnaire and test.The result of the research shows that the computer-based economic teaching material with this tutorial model is feasible to be used, it can be seen from the result of the validation of economic material expert of 85.45% (feasible), for the media expert of 86.66% (feasible). furthermore for teacher and student response show positive response seen from result of field trial that result of questionnaire teacher response sebesari 90% and student response equal to 88,90%. For the result of learning activity of student equal to 3,7 and from result of classical student learning completeness show 90,32%, thus computer-based economic resource with this tutorial model effective use. Based on the results of this study is expected for teachers to be able to apply and use this learning materials in the learning process so that students can learn easily and more fun

Methodological Constraints for Detecting the Modality Effect

Introduction. The aim of our research was to investigate the modality effect in more detail by measuring it in a direct way. Two studies were conducted using the same subject and material.Method. Computer-based learning material was presented on several screens, each containing a short text and a picture. Modality was varied by presenting written versus oral text. Presentation time was system-paced and matched the time for oral text presentation. Based on the dual-task approach cognitive load was measured directly in terms of response time towards a stimulus. In study 1, we used a between-subjects design. Participants got the learning material (all screens) either presented visually (picture + written text, N = 24) or audiovisually in a combination of picture and oral text (N = 24). In study 2, we used the same learning material and cognitive load measurements as in study 1. However, instead of a between-subjects design, we varied text modality within participants (N = 34) in such as that each participant received screens with text presented alternately in written and oral form. Starting modality was counterbalanced.Results. In study 1, we found no modality effect with respect to response time and learning outcome whereas in study 2, we found a significant difference in response times between screens with visually and orally presented text in the direction of the modality effect.Conclusion. The results are discussed with regard to error variance in different experimental designs and effect size of the modality effect as well as with regard to capabilities of participants to strategically adjust to disadvantageous instructional conditions.

PENGEMBANGAN BAHAN AJAR INTERAKTIF BERBASIS KOMPUTER POKOK BAHASAN LINGKARAN UNTUK KELAS VIII SEKOLAH MENENGAH PERTAMA

This development research was conducted in order to (1) develop valid and practical computer-based interactive learning materials on circles and (2) identify their effect on the leraning outcomes after they learned the materials at SMP Nurul Iman Palembang. The subjects of this research were the 34 students class VII. 7 of this school. The data were collected from walk through, documentation, observation and language. The average results were 87,11%. The materials were practical as shown by one to one try outs. The stedents achieved an average score of 73,33 that feel in the good range, and were involved the learning activities the very active (66,7%) and active (33,3%) ranges. In small group work, the students achieved an average score of 73,33 (good category) and showed levels of very active (50%). The rest were active (16,67%), fairly active (16,67%) and less active (16,67%) resepectively. Based on field test results, the materials gave effect on the students’ potential and learning outcomes. The final results of the students’ achievement were as follow : very good (20,59%), good (58,8%), adn fair (20,59%). In term of their activity levels, they were grouped into very active (27,45%), active (45,10%) and fairly active (27,45%).  Key words :  interactive learning materials, circles, developments, tangent line on the circle.  DOI: http://dx.doi.org/10.22342/jpm.8.1.1861.55-70 Â

Using a multimedia learning tool to improve creative performance

This study explored the effects of using computer-based multimedia learning materials on creative performance. A multimedia learning tool (MLT) was developed as part of a specific mechanical engineering subject taking into consideration appropriate load on the cognitive system for effective information and creative cognitive processing. The theoretical perspectives and design principles of Cognitive Theory of Multimedia Learning (CTML) shaped the development of the MLT. Students’ creative thinking and product creativity were measured using established creativity instruments namely the Torrance Tests of Creative Thinking (TTCT) and Creative Product Semantic Scale (CPSS). For creative thinking the results showed that the MLT was instrumental for students to generate flexible and original ideas, but not fluent ideas. This was reflected through students’ product creativity which showed novel and aesthetic qualities, but lacked practicality. Students’ perceptions supported the MLT's partial influence especially through the use of animations. The findings suggest possible effects of dynamic learning materials on creative performance which however require further exploration.

Students’ Attitudes towards Computer-assisted Language Learning

Faculty of languages and linguistics at university of Malaya in Malaysia has invested substantially to introduce students to computer-based language learning materials and to integrate technology into existing curriculum. The purpose of this study was to examine the attitudes of students towards use of computer-assisted language learning (CALL). Data was collected from 100 students using a survey questionnaire. Findings of this study indicated that students had moderate attitudes towards CALL. Moreover, study results indicated that perceived usefulness, perceived ease of use, and subjective norms were significant predictors of computer attitudes. Implications for student training and suggestion for further research were provided.

User-Centered Methodological Framework for the Design of Hypermedia-Based CALL Systems

The aim of this research is to improve the educational quality of hypermedia-based CALL systems. It is argued that many of the deficiencies of current systems can be attributed to an insufficient consideration of the needs of users and to the lack of an explicit educational philosophy guiding their design. Accordingly, a methodological framework has been developed which draws on recent developments in the field of human-computer interaction regarding interactive system design and a general constructivist approach to the design of computer-based learning material. The methodological framework involves a number of key features including use of learning scenarios to identify user requirements (Carroll, 1995), the development of prototypes embodying different design options, and a series of formative workshops to evaluate the prototypes. This article reports progress so far in the use of the methodology. The overall results provide broad support for the general approach of basing design on a constructivist model and confirm the general validity of the user-centered, scenario-based methodological approach.

Calibration as side effect? Computer-based learning in driver education and the adequacy of driving-task-related self-assessments

To reduce the high risk of young, novice drivers being involved in traffic accidents, there have been several attempts to utilize computers for driver education. Previous studies have shown promising results concerning the benefits of using computers for the acquisition of driving-task-related cognitive skills. However, these studies' findings are inconclusive regarding whether using computers for driver education affects drivers' calibration skills. Underdeveloped calibration skills are considered to be an important reason explaining why young, novice drivers are at a higher risk of being involved in an accident relative to other drivers. To examine the effects of computer-based learning in driver education on drivers' calibration skills, we provided student drivers (N = 38) with two different types of learning material (computer-based vs. paper-based, approximately 90 min in duration). Two days later, we presented them with a driving simulator task. Right before the test, the participants were asked to predict the likelihood that they would be able to successfully implement their newly acquired competencies. We chose anticipatory recognition of hazardous traffic situations as the learning objective to examine both facets of calibration: accuracy of assessing driving tasks (situational or risk awareness) and accuracy of driving-task-related self-assessments (self-efficacy, state awareness). The analysis of participant's gaze data confirmed our expectation that student drivers who used computer-based learning material would not only detect situation-specific hazard cues sooner but would also demonstrate better comprehension of the information they perceived. Contrary to our expectations, the computer-based learning did not lead to more accurate predictions of test performance. However, it increased the insecurities of the participants, thereby reducing the risk that these student drivers would overestimate their own competence. Because using computers helps student drivers to develop better hazard-perception skills and more defensive self-efficacy expectations, the implementation of computers in driver education is more likely to support safe behavioral patterns in traffic than conventional methods.

Promoting CLT within a Computer Assisted Learning Environment: A Survey of the Communicative English Course of FLTC

This study is based on a survey of the Communicative English Language Certificate (CELC) course run by the Foreign Language Training Center (FLTC), a Project under the Ministry of Education, Bangladesh. FLTC is working to promote the teaching and learning of English through its eleven computer-based and state of the art language laboratories. As Computer Assisted Language Learning (CALL) is becoming increasingly popular in many EFL/ESL contexts, the fully computer based language teaching facilities offered by FLTC can be seen as a significant step towards implementing CALL in the soil of Bangladesh. However, any language course using technology alone may not always ensure the best practices of language teaching and learning; the advantages of technological advancements are to be adapted according to the pedagogic needs of the concerned language course. This paper, therefore, seeks to explore how aspects of CALL are being integrated within a framework of Communicative Language Teaching (CLT). The survey was conducted on 425 learners who had completed the CELC course at the selected four centers of FLTC. This study provides a brief overview of how computers are being used for teaching communicative English. It is found that the trainees gave a positive response about the contents, facilities, and organization of the course but not completely satisfied with the teaching techniques and participants’ role as independent learners. It is recommended that there is a need for making the computer based learning materials more accessible to the learners so that they can use them more independently in and outside the language lab.

Development and Evaluation of an Educational Computer Game for a Certification Examination

Professional certification has become one of the important criteria for people to apply job positions in industries. Recently, computer-based learning has been widely adopted for helping students prepare for various professional certifications. However, most of the computer-based learning materials are not attractive to students, such that their learning performance is significantly affected owing to the lack of learning interests. Researchers have presented that joyful game-based learning can increase learner’s motive and pleasure. Therefore, this study builds a certification tutorial system containing two different modules that are the traditional e-version and the joyful game-based version. Moreover, an experiment has been conducted to explore the participants’ engagement and learning effectiveness of the proposed approach. Some terms are explained that the “prior knowledge” is represented by the “pre-test,” and the “level of effort” (equivalent to the “engagement”) is represented by the “experience” which is the cumulative number of correct answers. The result indicates that the traditional e-version may be slightly helpful for those participants with higher/middle prior knowledge and level of effort, and the joyful game-based version may be more helpful for those participants with lower prior knowledge and level of effort.

Evaluation of Computer-Based Learning Materials in Agricultural Information Dissemination in Sri Lanka

Cyber extension, in which computer technology is used to disseminate agricultural information was initiated in 2004 in Sri Lanka with a set of agriculture related Computer-Based Learning Materials (CBLMs) produced and distributed among 45 Cyber Extension Units (CEUs) in the country. However, formal research carried out to test these CBLMs at the field level was very limited. Hence, the objectives of the study were to (i) identify the present status of using CBLMs in agricultural extension in Sri Lanka, and (ii) to evaluate CBLMs used in agricultural extension. Thirteen CEUs were selected using stratified random sampling. Extension officers (n=40) and farmers (n=70), who were exposed to CBLMs were interviewed using two pre-tested interview schedules, to evaluate the content, user-interface, motivation, and media use of CBLMs. Data analysis was done using descriptive statistics and mean comparisons. Officers were found to be using CBLMs for both receiving and disseminating agricultural information, whilst farmers mainly used them for receiving such information. Use of CBLMs by the officers was positively related to their education (r=0.457, p= 0.003) and computer experience (r=0.418, p=0.007). The majority (76.1%) of the high users were Agricultural Instructors (p=0.000). Use of CBLMs by farmers too was positively related to their education (r = 0.319 p = 0.046). Out of those who had been exposed to cyber extension, the majority of farmers (96.9%) and officers (80%) rated CBLMs as highly effective in terms of delivering agricultural information. Farmers rated CBLMs ahead of officers (t = 3.01, p=0.003). The CBLMs presently used at CEUs are effective in terms of delivering agricultural information. It is important to provide computer training to extension officers attached to the CEUs. DOI: <a href="http://dx.doi.org/10.4038/tar.v21i1.2588">http://dx.doi.org/10.4038/tar.v21i1.2588</a> <br /><em>Tropical Agricultural Research</em> Vol. 21(1): 73-79 (2009)

A South African study comparing the effectiveness of computer‐based learning materials and face‐to‐face teaching

This paper compares the effectiveness of in‐house developed computer‐based learning (CBL) materials with face‐to‐face teaching. Two groups of higher education students were randomly assigned to complete tutorial work in one highly structured topic of introductory accounting using either CBL materials (treatment group) or face‐to‐face teaching (control group). The effectiveness of both approaches was measured according to the students’ performance in a class test, in relation to their prior accounting knowledge and gender. The results showed that the students with no prior accounting knowledge who completed the CBL materials achieved a significantly higher test mark than the face‐to‐face teaching group. However, there was no significant difference in the marks of the students with prior accounting knowledge, and there was no difference on the basis of gender. The results of this South African study correspond to results in existing literature in other countries, and contribute to the overall knowledge of the effectiveness of CBL materials with respect to prior accounting knowledge and gender.

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On the button: NHS Connecting for Health is introducing an Essential IT Skills (EITS) programme this month, to replace its European Computer Driving Licence service. The EITS programme will give NHS staff the opportunity to train for two qualifications, nationally accredited by the British Computer Society. Candidates can learn in classrooms with tutors or at home using computer based learning materials. The training is described as 'fun and interactive', and has been designed to help users become more confident when using National Programme for IT applications in their daily working lives. For more details, access www.connectingforhealth.nhs.uk.

Central issues in the use of computer-based materials for high volume entrepreneurship education

This article discusses issues relating to the use of computer-based learning (CBL) materials for entrepreneurship education at university level. It considers CBL as a means of addressing the increased volume and range of provision required in the current context. The issues raised in this article have importance for all forms of computer-based learning and also have relevance for emerging technologies in the field. Based on evidence reported in this article, it is argued that, while there is potential for gaining economies of scale by using CBL materials for entrepreneurship education, there are also potential trade offs and conflicts of interest involved in such approaches. The findings also point to the importance of the student perspective for the design and use of CBL materials for high volume entrepreneurship education.

Learner Attitudes towards CALL Applications at YADIM

The use of educational technology to assist learners in their language studies has become a great concern for scholars over the past decade. YADIM (School for Foreign Languages) at Cukurova University in Turkey has invested substantially to introduce students to computer-based language learning materials and to integrate technology into existing curriculum. This paper reports on attitudes of YADIM students towards the use of computer-assisted language learning (CALL) and their perceptions on CALL’s relevancy to their regular classroom work. Surveys and follow-up interviews explored how learners see the role of the instructor and the accessibility of the labs. The paper also looks at how students assess the impact of technology on their language learning process.

Involving patients with coronary heart disease in developing e-learning assets for primary care nurses

This paper reflects on the experience of involving patients in the development of computer-based learning materials. Those involved were recruited from community support groups in and around Sheffield in England. All had personal experiences of heart disease and participated as volunteers in a project to redevelop classroom-based courses about heart disease prevention. Four volunteers were very active in a project steering group and helped to shape the emphasis of the redeveloped course. Twenty-four volunteers contributed to the development of learning materials by recording video clips of themselves talking about the experiences of living with heart disease and using health services. These video clips were integrated into an interactive package that included a CD ROM and paper based workbook. Students using the package were very positive about the volunteer input, commenting that authentic experiences helped engage and motivate their learning. The paper discusses this project in relation to wider literature about patient involvement in education. The literature is limited and more research would be useful to provide evidence of costs and benefits of this kind of resource intensive initiative.