Computer-based Instruction Research Articles

Using Feedback and Postfeedback Delays to Improve Performance with Online Lessons

Computer-based instruction has become an increasingly popular tool in both business and education throughout the last decade. Despite the various benefits of using computer-based instruction, there are several challenges that accompany this mode of instruction, including computer-based racing. Computer-based racing occurs when learners respond so quickly that frequent mistakes are made. The purpose of the current study was to investigate the effect of postfeedback delays and different feedback options on performance with online lessons conducted in uncontrolled settings. Six different computer-based instructional formats were assessed in terms of learner performance using a between-group pretest-posttest design. Statistically significant differences were observed for both the delay and feedback variables. The results of this study extend the current literature on postfeedback delays by suggesting that an overt form of self-evaluation during a delay may not be necessary for postfeedback delays, and that postfeedback delays may be effective in uncontrolled environments.

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.

PENGARUH BAHAN AJAR BERBASIS KOMPUTER TERHADAP HASIL BELAJAR SISWA PADA MATA PELAJARAN BAHASA INDONESIA DI SMA 1 JEKULO KUDUS

The research problem is how the significance level of the influence of computer-based teaching materials on students’learning outcomes in Indonesian subjects in SMA 1 Jekulo. This study used an experimental research with two variables, namely independent variables (computer-based teaching materials) and dependent variable (student learning outcomes). The research design used Control Group Pre-Test-Post-Test. To know the level of significance of the influence of computer-based teaching materials on the students’ learning achievement used t-Test: Paired Two Sample for Means. The result of pretest hypothesis test on homogeneity test obtained Fhitung = 1.10 and Ftable = 1.72 so Fcount <Ftable. This means that the initial value is homogeneously distributed. Thus, based on the initial scores of students' abilities the experimental and control groups are almost equal. In the pretest significance shown that the experimental group and the control group was not significant with tcount = 1.839 and ttable = 2.028 so that tcal < = 0.01. This means thitung was a = 0.05, and ttable = 2.39 for a ttabel.After held post-test as the end of activity obtained the correlation number was 0.618. If consulted with the table, then the number showed a high relationship. The result of t test was calculated = 12.652, whereas ttable = 2.028 for > = 0.01. Thus, it can be concluded that the use of computer-based teaching materials has a significant effect on students’ learning outcomes.a = 0,05 or a ttabel either real level.Keywords: teaching materials, computers, learning outcomes

Exploring four decades of research in Computers & Education

A content analysis of abstracts and titles of 3674 full papers in Computers & Education published between 1976 and 2016 was conducted in order to a) identify and analyze their thematic and conceptual flow, b) how these reflected the evolving technologies and theories and c) how the research topics and concepts semantically related to each other. Abstracts and titles can be considered appropriate for such conceptual analysis since they are lexically dense and focus on the core issues presented in articles. Based on a relational concept analysis using a text-mining tool, the study revealed that over the course of these 40 years, the articles progressed through four distinct stages, reflecting major developments in educational technology and theories of learning with media: the advancement and growth of computer-based instruction (1976–1986); stand-alone multimedia learning (1987–1996); networked computers as tools for collaborative learning (1997–2006); and online learning in a digital age (2007–2016). The paper concludes by suggesting that such mapping and analysis of the literature in this and other fields of educational technology, including non-English language journals, books and conference proceedings, can provide a valuable overview of research and scholarship for communities of practice and inquiry around the globe.

Live training versus e‐learning to teach implementation of listener response programs

Discrete-trial teaching is an effective teaching procedure that must be implemented with high integrity to produce optimal learning. Behavioral Skills Training (BST) has proven effective for staff training; however, BST is time and labor intensive. Computer-based instruction (CBI) programs may provide a more efficient and cost-effective alternative to live training if the CBI program is as effective as BST in producing accurate implementation. The current study compared CBI to BST to train novice undergraduate students to conduct discrete-trial teaching. Participants were randomly assigned to one of the two conditions and assessed prior to and after the completion of training. Results indicated that although both BST and CBI were effective at training participants to implement discrete-trial teaching, BST was slightly but significantly more effective whereas CBI quickly created a return on the investment of product development.

Examining the Effects of Afterschool Reading Interventions for Upper Elementary Struggling Readers.

We examined the efficacy of an afterschool multicomponent reading intervention for third- through fifth-grade students with reading difficulties. A total of 419 students were identified for participation based on a 90 standard score or below on a screening measure of the Test of Silent Reading Efficiency and Comprehension. Participating students were randomly assigned to a business as usual comparison condition or one of two reading treatments. All treatment students received 30 min of computer-based instruction plus 30 min of small-group tutoring for four to five times per week. No statistically significant reading comprehension posttest group differences were identified (p > .05). The limitations of this study included high attrition and absenteeism. These findings extend those from a small sample of experimental studies examining afterschool reading interventions and provide initial evidence that more instruction, after school, may not yield the desired outcome of improved comprehension.

Computer-Based Teaching of Lexis in Primary School

The article deals with the use of modern computer technologies in the lexical skills formation in primary school students at the foreign language lessons. The work describes the author’s computer-based methods, which include a developed website with a various list of exercises and tasks at the stage of using vocabulary (variant-situational stage): exercises for controlling of vocabulary (correlate words with translation, connect pairs of synonyms or antonyms, and find a definition of a foreign word), thematic crosswords and interactive testing. Also within the framework of the website, we developed a descriptive electronic dictionary with hyperlinks to the context. Various children’s fairy tales were offered as contexts in English. In order to confirm the research hypothesis, an experiment was conducted. The results of the experiment allowed the authors to justify the use of modern ICT at foreign language lessons in order to increase the level of lexical skills of primary school students.

Effect of stroke-order learning and handwriting exercises on recognizing and writing Chinese characters by Chinese as a foreign language learners

This study used a computer-based teaching system to investigate the effectiveness of stroke-order learning and writing exercises in promoting the ability of Chinese-as-a-foreign-language (CFL) learners to recognize and write Chinese characters. This study included a 2 (stroke-order and non-stroke-order) × 2 (writing exercise and non-writing exercise) × 2 (test point) mixed factorial design involving a total of 91 participants. We compared the difference in their Chinese character learning, including Chinese character recognition and handwriting, based on the learning conditions. We found that CFL learners who practiced writing the characters had improved accuracy in their Chinese writing assignments and meaning assignments compared with students who did not practice writing, indicating that writing exercises helped students to memorize the orthography and output of Chinese characters. Writing exercises also helped improve memorization of the meaning of Chinese characters. However, the traditional emphasis on the correct stroke order, which has been considered helpful for learning Chinese characters, demonstrated no significant impact on the effectiveness of recognizing and writing Chinese characters.

Protocol for a systematic review: 21st century adaptive teaching and individualized learning operationalized as specific blends of student‐centered instructional events: a systematic review and meta‐analysis

Protocol for a systematic review: 21st century adaptive teaching and individualized learning operationalized as specific blends of student‐centered instructional events: a systematic review and meta‐analysis

INFORMATION EDUCATIONAL TECHNOLOGIES IN THE STUDY OF THE DISCIPLINES OF STRENGTH CYCLE

This article considers the current state of the higher education system of the Russian Federation in the context of teaching disciplines of strength cycle with the use of information educational technologies. The educational process in the discipline «Structural Mechanics» is shown by using the Controlling-Training Software on the sample program "Statically Determinate Plane Truss". Such software makes it possible not only to consolidate but also to independently assess the acquired theoretical knowledge. The Controlling-Training Software was developed by employees of the Department of Structural Mechanics of the Institute of Architecture and Civil Engineering of Volgograd State Technical University to heighten student's interest in calculations of building structures while using computer-based teaching methods, as well as to simplify the existing monitoring procedure. The use of vivid visuals and interactive hints can significantly simplify the process of perception of the theoretical material and to a large extent to promote the features of calculations of building structures using methods of structural mechanics.

The use of controlling-training software in civil engineering bachelors’ educational process

The paper considers the current state of the higher education system of the Russian Federation in the context of teaching disciplines of strength cycle with the use of information educational technologies. The educational process in the discipline “Structural Mechanics” is shown by using the Controlling-Training Software on the sample program “Statically Determinate Plane Truss”. Such software was developed by employees of the Department of Structural Mechanics of the Institute of Architecture and Civil Engineering of Volgograd State Technical University to heighten student’s interest in calculations of building structures while using computer-based teaching methods, as well as to simplify the existing monitoring procedure. The Controlling-Training Software makes it possible not only to consolidate but also to independently assess the acquired theoretical knowledge. Working with this program displays all necessary information: the calculated scheme, the area of issues, an area with a commentary on the input response. Help files contain a sufficient amount of theoretical material with examples of solutions. Students have several attempts to enter their answer. If they are unsuccessful, then the screen displays the correct answer with visual graphic illustration and explanation of this issue. Carrying out the educational process by use of the Controlling-Training Software resulted in saving a significant amount of academic time.

Is it the way they use it? Teachers, ICT and student achievement

We provide evidence on whether ICT-related teaching practices affect student achievement. We use a unique student-teacher dataset containing variables on a wide set of very specific uses of computer and ICT by teachers matched with data on national standardized tests for 10th grade students. Our identification strategy relies on a within-student between-subject estimator and on a rich set of teacher's controls. We find that computer-based teaching methods increase student performance when they increase students’ awareness in ICT use and when they enhance communication. Instead, we find a negative impact of practices requiring an active role of the students in classes using ICT. Our findings suggest that the effectiveness of ICT at school depends on the actual practice that teachers make of it and on their ability to integrate ICT into their teaching process.

Effectiveness of Online Course in English Using Content-Based Instruction (CBI)

As educators realized that in order to successfully complete an academic task, second language (L2) learners have to master both English as a language form (grammar, vocabulary, etc.).There have been different approaches used in the reacquisition of mastery of the English language. One of which is the computer-based instruction. CBI is student-centered. One of its goals is to keep the interest and motives of the students by generating stimulating content instruction and materials, which can be done with the help of computers. The use of computer-based instruction in language learning serves as a tool in facilitating learning. It helps learners to progress at their own pace. This computer-based instruction can be programmed to be interactive and individualized. It can also be in the form of a stand-alone course to enhance or reinforce classroom learning. This kind of interactive learning using online activities to enhance language proficiency helps the teachers to achieve their goals in language learning and at the same time provide comprehensible input from discourse context. Though there are also limitations to this kind of learning but those limitations are expected to be addressed inside the classroom where the teacher is around. With this, research studies about CBI emerged evaluating its effectiveness. This is the second phase of our study, which is an online course using content-based instruction. It is a computer-assisted, interactive platform for English language learning, which targets language skills, such as reading, writing, and grammar using a variety of content-based materials from different sources like science, history, and social sciences. Lessons hosted were planned and developed for 1st-year students of BPSU to pave the way in achieving BPSU’s mission of making its academic offerings and its students globally competitive. The selection of reading texts used as part of the lesson was carefully written as well as adapted to suit the needs of the students. There were 10 lessons available hosted on the site for the students to try and for the researchers to evaluate the course. This was trialed for a month with the control and experimental group. The researchers would like to make an in-depth analysis on the effectiveness of the online courses in English using content-based instruction.

The Effects of Self-Reference and Context Personalization on Task Performance during Adaptive Instruction

An advantage of computer-based instruction is that student entered information can be saved and used throughout learning. Self-reference (tying information to the self) has been shown to have a positive impact on memory and learning. This study evaluates the impact of including self-reference and familiar popular culture names during the assessment phase of adaptive instruction. Participants engaged with a computer-based tutorial about solving logic grid puzzles and were assessed by completing additional puzzles. The assessment puzzles included the participant’s and friends’ names (self-reference), popular culture names, or generic names. Participants in the popular culture condition spent significantly less time solving the standard puzzle than those in the generic condition, with no difference in percentage correct. The inclusion of popular culture names may have facilitated more efficient task performance while maintaining quality of performance. It is envisioned that this strategy can be implemented in computer-based adaptive instruction to improve task efficiency.

Bridging English Language Learner Achievement Gaps through Effective Vocabulary Development Strategies

<p>Despite a well-documented history of immigration in the United States of America and rise in population of students that speak a language other than English, academic achievement gaps between English Language Learners and their native English language speaking counterparts from Grades Pre-Kindergarten through the college/university level still exist. This research paper conducted a review of philosophical and scholarly literature which displayed evidence that vocabulary development is a major section that educators should consider focusing for to better achievement with English as Second Language students. Implementing educational practices that promote high-frequency vocabulary learning, using teaching approaches that include cognitive and metacognitive strategy, along with incorporating computer-based instruction into language development activities were found to be effective strategies. The discussion of the identified strategies presented in the present review of literature concludes with recommendations for administrators and education professionals serving English Language Learners and English as Second Language students in various learning environments.</p>

Social Skills Instruction for Urban Learners with Emotional and Behavioral Disorders: A Culturally Responsive and Computer-Based Intervention

This study examined the effects of culturally relevant/responsive, computer-based social skills instruction on the social skill acquisition and generalization of 6 urban African American sixth graders with emotional and behavioral disorders (EBD). A multiple-probe across participants design was used to evaluate the effects of the social skills intervention on following adult directions. Results revealed increases in students following adult directions in the treatment phases; however, generalization results were modest for four students. These results support the use of a social skill package consisting of computer-based instruction and culturally responsive materials for urban adolescents with EBD. The specific components of this intervention are discussed along with implications for future research and study limitations.

EFEKTIVITAS PELAKSANAAN E-LEARNING BAGI BASE STATION SUBSYSTEM (BSS) ENGINEER DI LINGKUNGAN PT TELKOMSEL INDONESIA

Objectives on this research is to find out sveral variables affecting effectiveness on e-learning programme conducted by PT Telkomsel Indonesia for its Base Station Subsystem Engineer. Using Computer Based Instruction approaching model from Lowe et all,2005 (A theory of effective computer-based instruction for adults) combined with integrated model of training evaluation and effectivenes from Alvarez et all, 2010, construct of his research was built. By means of those model, some hypotheses has been made: individual characteristics of learner, organizational characteristics and in the same tie those three variables causality related to e-learning effectiveness. Method used in this research is descriptive and assosiative research to describe samples behaviour wihtin research framework as well as finding out correlation among independent variables to dependent one. Using 100 BSS engineer all over Telkomsel area, results of this research proves that there are significant correlations among three variables above to elearning effectiveness conducted by PT. Telkomsel Indonesia and causality of variables can be proved

Investigating the Effect of Modern Teaching Methods on Students' Educational Progress (Case Study: Sama1 Boys Elementary School, Ghaemshahr City)

Education is a very important issue in most training and nurturing systems. The main objective of this research is to investigate the effect of modern teaching methods on students' educational progress. Research population is composed of all students of Sama1 elementary school of Ghaemshahr city (N = 169) from which 118 students were selected as sample based on Morgan's Table and in a random manner. Regression results indicated that modern teaching methods (brainstorming, synectics, problem-solving, indirect-consultancy, role-playing, scientific trip, inquiry-based method, computer-based teaching) have significant effect in the dependent variable of educational progress. Teaching is an important learning tool. Employing modern teaching methods may facilitate learning. Of course, no teaching method is good or bad per se, but their manner of use weakens or strengthens them. Hence, teachers must employ the most appropriate methods based on educational goals, teaching content, students' needs and interests, available equipment and facilities (time, space, objects, etc) to reach a desirable teaching. DOI: 10.5901/mjss.2016.v7n3s3p253

PEMBUATAN TUTORIAL CARA CEPAT MEMBACA DAN BERHITUNG PADA ANAK BERBASIS MULTIMEDIA MENGGUNAKAN MACROMEDIA FLASH 8

In the future today children today tend to be interested in playing the game from the study, because the development of the game world is now more rapidly and attractive compared to developments in the world of education, this is what makes children more interested in playing games than on learning. in addition, the old learning methods of reading and exercise, most of the children in modern times are now less interested and tend to be lazy to learn such a way. require a way for children to play and indirectly while learning. Computer-based teaching tool is expected to help overcome this problem. in addition, teaching tool like this can also ease the burden on teachers, so that the learning process can run well and the materials being taught can be understood by students. through learning how to use a computer, a lesson can be delivered in an interactive form and can illustrate a concept through animation, sound and attractive demonstration. this application allows students to learn without a time limit. The purpose of the research to make reading tutorial how to quickly and counting in child-based multimedia using macromedia flash 8.0. teaching tool that utilizes computers to deliver the materials to be taught so-called computer assisted instruction (cai). computer assisted instruction is a computer-based teaching aids with an interactive program. by using this device, the learning process becomes more active. this device can be used as a primary tool or a teaching tool. Based on the results of this study concluded that the tutorial how to quickly learn and numeracy can add to the spirit of learning students, this is because students are actively involved and participate in learning using this tutorial, so that learning becomes fun, the students begin to mention the numbers and letters with its own language, though still with the help of a teacher.Key words : Tutorial, Multimedia, Macromedia Flash

The Effects of the Computer-based Reading Instruction on the Sight Word Reading Skills of Students with Intellectual Disabilities

지적장애학생을 위한 특수교육에서 주요한 교육 목표 중 하나는 지역사회 환경에서 생활하는 데 필요한 기술을 익히게 하는 것이다. 본 연구의 목적은 컴퓨터를 활용한 읽기 교수가 지적장애학생이 상점에서 활용하는 일견 단어를 읽는 데 미치는 효과를 살펴보는 것이다. 연구대상은 지적장애 초등학생 6명이며, 컴퓨터를 활용한 읽기 교수는 해당 학생이 다니는 특수학급에서 실시하였다. 그리고 일반화 프로브 측정은 학교 주변 지역사회 내 상점(슈퍼마켓, 문구점, 분식점)에서 이루어졌다. 연구 설계는 단일대상연구의 대상자 간 중다 간헐 기초선 설계이다. 특별히 본 연구에서는 짝을 이룬 두 명이 모둠으로 중재에 참여하는 설계를 활용하였다. 연구 결과는 다음과 같다. 첫째, 지적장애학생이 지역사회 상점(슈퍼마켓, 문구점, 분식점)에서 활용하는 일견 단어 읽기 기술이 향상되었다. 둘째, 교실에서 습득한 일견 단어 읽기 기술이 지역사회 상점에서도 일반화되었다. 그리고 이러한 중재의 효과 검증을 위하여 비모수통계의 윌콕슨 부호 순위 검증도 실시하였는데, 그 결과 통계적으로 유의미한 차이를 보였다. 연구 결과는 읽기 교육 및 교육공학 관점에서 논의되었으며, 본 연구는 장애학생의 성공적인 지역사회 생활을 위한 교수 프로그램을 개발하는 데 기초 자료로 활용될 수 있을 것이다.