Design and utility of a web-based computer-assisted instructional tool for neuroanatomy self-study and review for physical and occupational therapy graduate students

2005 ◽  
Vol 285B (1) ◽  
pp. 26-31 ◽  
Author(s):  
K. Bo Foreman ◽  
David A. Morton ◽  
Gina Maria Musolino ◽  
Kurt H. Albertine
Keyword(s):  
Graduate Students ◽  
Occupational Therapy ◽  
Computer Assisted ◽  
Instructional Tool ◽  
Web Based ◽  
Self Study

From Content Engagement to Cognitive Engagement

2013 ◽  
Vol 4 (1) ◽  
pp. 16-32 ◽  
Author(s):  
Hamdy A. Abdelaziz
Keyword(s):  
Graduate Students ◽  
Study Skills ◽  
Flipped Classroom ◽  
Cognitive Engagement ◽  
Learning Model ◽  
Convenience Sample ◽  
Web Based ◽  
Web Based Learning ◽  
Self Study ◽  
Experimental Group

The objective of this paper was to develop an immersive Web-based learning model and measure its effectiveness on improving self-questioning and self-study skills among graduate students. The proposed model was guided theoretically by the flipped classroom as a new Web-based learning trend. It was also guided pedagogically by active and reflective learning principles that support transforming the teaching and learning practices from content engagement to cognitive engagement. The targeted immersive learning model encompasses four reciprocal phases: Pro-act, Act, Reflect, and Re-act (PARR). A control group post-test only experimental design was applied in this paper to examine the effect of this new learning model on both self-questioning and self-study skills. To validate the suggested model, a convenience sample of graduate students studying an advanced statistics course was selected from the Distance Teaching and Training Program at the Arabian Gulf University during the second semester of the 2012/2013 academic year. The dependent variables in this research were measured by self-questioning skills scale and self-study skills scale. After designing and applying this new immersive Web-based learning model (PARR), findings revealed that using the flipped classroom through this immersive Web-based learning model has a statistical and practical impact on developing self-questioning and self-study skills among graduate students. Each student in the experimental group was able to master self-questioning skills needed to apply quantitative research data analysis knowledge and methods. In addition, each student in the experimental group scored more than theoretical average of the self-study skills scale. The results of this paper may increase the probability and genralizability of using flipped classroom to deliver other statistical course at all educational levels. The contribution of this research is that it qualifies the Web-based instructional practices to shift from content acquisition act to knowledge expression and creation act. In addition, the paper will be of benefit to people looking for pedagogical applications of virtual and blended learning environments for developing multiple ways to express what learners know and be able to do.

A Review on the Application of Blog, Blogger, Widget and Hypertext to Develop a Web-Based Instructional Tool

2019 ◽  
Vol 1 (2) ◽  
pp. 54
Author(s):  
Boon Yih Mah ◽  
Suzana Ab Rahim
Keyword(s):  
Second Language ◽  
Perceptual Learning ◽  
User Interfaces ◽  
English Language ◽  
Learning Preferences ◽  
Graphical Form ◽  
Instructional Tool ◽  
Web Based ◽  
Writing Skill ◽  
The Impact

The use of the internet for teaching and learning has become a global trend among the education practitioners over the recent decades. The integration of technology and media into Malaysian English as a Second Language (ESL) classrooms has altered the methods in English Language Teaching (ELT). In response to the impact of technology in ELT, the needs of a supplementary instructional platform, and the limitations of the learning management system (LMS) in fostering second language (L2) writing skill, a web-based instructional tool was designed and developed based on a theoretical-and-pedagogical framework namely Web-based Cognitive Writing Instruction (WeCWI). To determine the key concepts while identifying the research gap, this study conducted a literature review using online search on specific keywords including “blog”, “Blogger”, “widget”, and “hyperlink” found in the scholarly articles. Based on the review of literature, Blogger was opted due to its on-screen customisable layout editing features that can be embedded with web widgets and hypertext that share the identical features. By looking into the relationship between perceptual learning preferences on perceived information and the visual representations in iconic and symbolic views, the blogs can come with two different user interfaces embedded with web widgets or hypertext. The blog with web widgets appears in a graphical form of iconic view; while hypertext only displays textual form of symbolic view without involving the visual references. With the injection of web widgets and hypertext into the blogs, WeCWI attempts to offer a technological enhanced ELT solution to overcome the poor writing skill with a better engagement while learning online through the learners’ preferred perceptual learning preferences.

Retention and Institutional Effort: A Self-Study Framework

NASPA Journal ◽  
2001 ◽  
Vol 39 (1) ◽  
Author(s):  
Dudley B. Woodard ◽  
Sherry L. Mallory ◽  
Anne M. De Luca
Keyword(s):  
Graduate Students ◽  
Assessment Framework ◽  
Self Study ◽  
Institutional Retention ◽  
Retention Effort

This article describes a retention assessment framework as a way of helping practitioners use existing literature and research to assess how good their institutional retention effort is. It addresses the rationale for the framework, why some institutions graduate students at higher rates than predicted given the entry characteristics of its students, and how to use the framework.

Computer-Assisted Instruction in Reducing Errors in Scoring of the WISC—III

1999 ◽  
Vol 85 (3) ◽  
pp. 825-833
Author(s):  
Cathy W. Hall
Keyword(s):  
Graduate Students ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Initial Training ◽  
Software Simulation ◽  
Correct Assignment ◽  
Classroom Training ◽  
Assisted Instruction ◽  
Do So

The current study assessed the effectiveness of interactive computer-assisted instruction software in reducing subsequent errors in scoring the WISC–III. Errors in scoring from 84 protocols of graduate students presented with this software simulation as part of their initial training were compared with errors in scoring from 77 protocols of graduate students without such training. These were different sets of students matched for amount of training and differing in having the training component. Protocols from the former group contained significantly fewer errors of correct assignment of points, failure to question when specified to do so, and over-all total number of errors. Mechanical errors, conversion errors, and errors establishing correct starting and stopping points (basal and ceiling points) were not significant. The results support the effectiveness of computer-assisted instruction when used in conjunction with classroom training.

scholarly journals Prevalence and Predictors of Burnout in Athletic Training Students: A Comparison of Undergraduate and Graduate Students

2021 ◽  
Vol 16 (2) ◽  
pp. 101-111
Author(s):  
Ashlyne Paige Vineyard ◽  
Andrew Gallucci ◽  
Kathleen Adair ◽  
Leslie Oglesby ◽  
Kristina White ◽  
...  
Keyword(s):  
Graduate Students ◽  
Athletic Training ◽  
Social Stress ◽  
Maslach Burnout Inventory ◽  
Cross Sectional Study ◽  
Personal Accomplishment ◽  
Athletic Training Students ◽  
Cross Sectional ◽  
Web Based ◽  
Survey Responses

Context Burnout is a psychological syndrome consisting of increased emotional exhaustion (EE), depersonalization (DP), and decreased personal accomplishment (PA). To date, examinations of burnout among athletic training students (ATS) is limited. Objective To determine prevalence and antecedents of burnout among ATS. Design Cross-sectional study. Setting Web-based survey. Patients or Other Participants Students enrolled in athletic training programs (ATP). Intervention(s) A survey assessed demographics, stressors, and burnout measured by the Maslach Burnout Inventory–Human Services Survey. Main Outcome Measure(s) Multiple regression analyses were used to determine relationships between variables. Results A total of 725 students participated. Most respondents were undergraduates (n = 582, 80%), female (n = 518, 71%), Caucasian (n = 564, 78%), and single (n = 422, 58%). Mean burnout scores for EE, DP, and PA were 33 ± 10, 17 ± 4.5, and 39 ± 5.8, respectively. Survey responses showed that 70.8% of undergraduate and 62.9% of graduate students reported high EE. All the students (100%) in both samples reported high DP. Undergraduates pursuing internships or residencies (b = −7.69, P < .001) and who were currently enrolled in non–Division I institutions (b = −2.90, P < .01) had decreased EE. Increased stress revealed increased EE (overall stress: b = 3.11, P < .001; social stress: b = 1.32, P < .05; class stress: b = 1.45, P < .05). Increases in clinical hours also related to increased EE (b = 1.49, P < .001). Those pursuing internships or residencies (b = −2.10, P < .05) and who were female (b = −2.10, P < .05) reported decreased DP. Being married (b = 2.87, P < .01), increased clinical hours (b = 0.77, P < .001), and social stress (b = 0.59, P < .05) resulted in increased DP. Increased PA was seen in students intending to pursue graduate education (b = 1.76, P < .05) and female students (b = 1.17, P < .05). Graduate students' stress levels revealed increased EE (b = 6.57, P < .01) and DP (b = 0.98, P < .05). Conclusions Differences exist between undergraduate and graduate burnout scores and associated predictors. Further research is needed to identify student responses to burnout.

scholarly journals Web-Based Computer Assisted Design Dimensi Bangunan Talang & Gorong-Gorong

2018 ◽  
pp. 129-138
Author(s):  
Jasmila Jasmila ◽  
Ahmad Munir ◽  
Mahmud Achmad
Keyword(s):  
Life Cycle ◽  
Computer Assisted ◽  
Web Development ◽  
Web Based ◽  
Computer Assisted Design ◽  
Development Life Cycle

Salah satu aspek sarana dan prasana yang penting untuk pertanian adalah bangunan irigasi. Bangunan irigasi berfungsi untuk menyediakan aliran air pada areal persawahan. Pada bangunan irigasi terdapat berbagai jenis bangunan termasuk bangunan pelengkap. Secara umum proses perancangan bangunan irigasi terkhusus pada bangunan talang dan gorong-gorong masih dilakukan secara manual dimana membutuhkan analisis perhitungan dimensi dan perancangan yang rumit. Berdasarkan hal tersebut, didukung dengan kemajuan teknologi informasi (TI) maka dapat diterapkan sistem perancangan secara online melalui sistem website yaitu web based computer assisted design. Tujuan website ini yaitu dapat digunakan untuk membantu perhitungan secara umum atau perancangan bangunan irigasi dalam melakukan pekerjaan perhitungan dimensi bangunan pelengkap irigasi. Metode yang digunakan pada penelitian ini yaitu metode Web Development Life Cycle (WDLC) yang meliputi analisis kebutuhan, website planning, pengembangan web dan implementasi. Hasil penelitian menampilkan website yang terdiri dari beberapa menu yaitu menu home, konversi, kalkulator, referensi, bantuan dan tentang. Dari enam menu yang ada terdapat dua menu utama dan empat menu tambahan, yang menjadi menu utama yaitu menu konversi dan kalkulator. Pada menu konversi dapat digunakan untuk mengkonversi jenis satuan Panjang, kecepatan, dan volume sedangkan pada menu kalkulator terdapat kalkulator untuk perhitungan dimensi gorong-gorong dan talang yang terdiri dari luas penampang (A), jari-jari hidrolis (R), keliling basah (P) lebar saluran (b), kedalaman saluran (h). Dengan demikian para perancang dapat dengan mudah melakukan perencanaan dan perancangan bangunan yang ekonomis dengan memperhitungankan dimensi yang sesuai dengan perhitungan.

scholarly journals Web-based performance support system for school-based curriculum development: SBCDSS

2005 ◽  
Vol 2 (2) ◽  
pp. 37-64 ◽  
Author(s):  
Yih-Ruey Juang ◽  
Tzu-Chien Liu ◽  
Tak-Wai Chan
Keyword(s):  
Curriculum Development ◽  
Support System ◽  
Planning System ◽  
Computer Assisted ◽  
Performance Support ◽  
Electronic Performance Support System ◽  
Web Based ◽  
Performance Support System ◽  
Whole Process ◽  
School Based

School-based curricula are seen as the important strategy to facilitate educational reforms and are spread in many countries, especially in Asia. However, the efficiency of developing and implementing school-based curricula in most schools are very low because the tasks those need to be dealt with are very complex and difficult. How to develop and apply the electronic performance support system (EPSS) to simplify the complexity and to improve the efficiency of school" based curriculum development and implementation becomes the important research and practical issue. In our prior work, a web-based computer-assisted instructional planning system IPASS, was designed to provide a set of tools for individual teachers efficiently designing instructional plans. However, the system was dedicated for the design phase of curriculum development and did not support for all participants in different levels of school-based curriculum development working on curriculum analysis, design, implementation and evaluation. This study designs and develops a novel web-based performance support system SBCDSS, to assist the whole process of school-based curriculum development and implementation. The proposed system has been adopted in an elementary school in Taiwan and has received useful feedback regarding the usability and performance support for SBCD. Evaluation results and possible future work are discussed herein.

The Study of the Relationship among Learner-Content Interaction, Learning Performance, and Learner Satisfaction in a Blended Learning English Class in a Rural High School

2013 ◽  
pp. 1307-1323
Author(s):  
Jiyou Jia ◽  
Zhuhui Ding ◽  
Yuhao Chen ◽  
Xuemei Cui
Keyword(s):  
High School ◽  
Learning System ◽  
Learning Performance ◽  
Learner Satisfaction ◽  
Computer Assisted ◽  
Student Survey ◽  
Web Based ◽  
English Class ◽  
Content Interaction ◽  
Assisted Instruction

Learner-content interaction is one of the four interaction types in computer assisted instruction systems. “Without leaner-content interaction, little or no learning will occur” (Moore, 1993). The authors developed a web-based vocabulary and listening learning and assessment system for English instruction, which focuses on the learner-content interaction based on the behaviorisms learning theory. The authors integrated it into a normal English class weekly for a term in a high school located in a rural province in China. They analyzed the student exam scores, the student survey answers, learner-content interaction records in the learning system, and their relationship using statistical software SPSS. The research reveals that there exists almost significant positive correlation between learner-content interaction and learning performance, but there is not any correlation between the learner-content interaction and learner satisfaction. The survey results also demonstrated the learners’ satisfaction with this interactive learning system. The reasons for those findings are analyzed. Finally, limitations and further work are discussed.

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