Which Contribution Does EDM Provide to Computer-Based Learning Environments?

2013 ◽  
pp. 3-28 ◽  
Author(s):  
Nabila Bousbia ◽  
Idriss Belamri
Keyword(s):  
Learning Environments ◽  
Computer Based Learning ◽  
Computer Based ◽  
Computer Based Learning Environments

Computer-based Learning Environments for Children with Special Needs

1987 ◽  
Vol 11 (1) ◽  
pp. 36-43
Author(s):  
Anne Williams
Keyword(s):  
Special Needs ◽  
Learning Environments ◽  
Learning Difficulties ◽  
Special School ◽  
Learning Needs ◽  
Computer Based Learning ◽  
Classroom Learning Environments ◽  
Computer Based ◽  
Special Learning Needs ◽  
Computer Based Learning Environments

How can we use computers effectively? This paper, which is intended for teachers already using computers in their classrooms, outlines and discusses three approaches to using and managing microcomputers with children who have special learning needs. The approaches describe computer-based classroom learning environments for children with a range of learning difficulties and are based on classroom work with children at D’Alton Special School, Hobart. Responses from some children working in these environments are also discussed.

Student-teacher communication directed to computer-based learning environments

Displays ◽  
1997 ◽  
Vol 17 (3-4) ◽  
pp. 167-178 ◽  
Author(s):  
R. Marín ◽  
P.J. Sanz ◽  
O. Coltell ◽  
J.M. Inesta ◽  
F. Barber ◽  
...  
Keyword(s):  
Learning Environments ◽  
Student Teacher ◽  
Teacher Communication ◽  
Computer Based Learning ◽  
Computer Based ◽  
Computer Based Learning Environments

Self-regulation of learning with computer-based learning environments

2011 ◽  
Vol 2011 (126) ◽  
pp. 107-115 ◽  
Author(s):  
Jeffrey A. Greene ◽  
Daniel C. Moos ◽  
Roger Azevedo
Keyword(s):  
Learning Environments ◽  
Self Regulation ◽  
Computer Based Learning ◽  
Computer Based ◽  
Computer Based Learning Environments

Knowledge Acquisition in Computer-Based Learning Environments among Elementary Children

1997 ◽  
Vol 26 (1) ◽  
pp. 19-25 ◽  
Author(s):  
Andrew S. Chirwa
Keyword(s):  
Learning Environments ◽  
Learning Strategies ◽  
Conceptual Knowledge ◽  
Procedural Knowledge ◽  
Learning Strategy ◽  
High Order ◽  
Factual Knowledge ◽  
Computer Based Learning ◽  
Computer Based ◽  
Computer Based Learning Environments

The need to understand how children acquire knowledge in computer-based learning environments led the researcher to undertake this study. The purpose was to develop a conceptualization of what learning strategies children frequently use to process conceptually demanding material. The goal was to expose children to different categories of courseware that featured multimedia, drill and practice, simulations, tutorials, spreadsheets, and databases; and to determine learning strategies including elaboration, organization, integration, and recall. The object was to compare the types of learning strategy and nature of knowledge forms acquired during the process of learning the given material in a subject area. The study was conducted at Washington Elementary School; and participants were children in the third through sixth grades. Data was collected by using surveys, formal observations, and formative and summative evaluation procedures. Results show that 80 percent of the time the students had attention focused on the learning material and gained an elevated level of awareness. The learning strategies imagery, exemplifying, and networking were used 70 percent of the time as means to gain conceptual knowledge, factual knowledge, procedural knowledge, and develop high order thinking. The learning strategies covert practice, overt practice, and identifying key ideas were used 60 percent of the time to gain conceptual knowledge, factual knowledge, procedural knowledge, and rules in the subject areas. The learning strategy categorization was used 40 percent of the time as means to gain conceptual knowledge, factual knowledge, procedural knowledge, and rules. The learning strategies sentence elaboration and anticipation were used 30 percent of the time to gain conceptual knowledge, factual knowledge, procedural knowledge, rules, high-order rules, and develop high order thinking. These findings have implications to learning and knowledge acquisition in computer-based learning environments, instructional design, program development and improvement, and technology and teacher education.

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