Dynamic Task Selection in Learning Arithmetic: The Role of Learner Control and Adaptation Based on a Hierarchy of Skills 1Dieser Beitrag wurde unter der geschäftsführenden Herausgeberschaft von Jens Möller angenommen

2012 ◽  
Vol 26 (1) ◽  
pp. 043-055 ◽  
Author(s):  
Wolfgang Schoppek
Keyword(s):  
Cognitive Load ◽  
Shared Control ◽  
Computer Assisted ◽  
Word Problem Solving ◽  
Control Approach ◽  
Dynamic Task ◽  
Instructional Control ◽  
Assisted Instruction ◽  
Selection Of

Abstract.The effects of locus of instructional control in computer-assisted practice of arithmetic skills and word problem solving were investigated in a field experiment with 13 third grade classes. In a program-controlled condition (n = 95), the selection of practice problems was based on a hypothetical hierarchy of skills. This was expected to regulate cognitive load to a moderate level. In a condition with shared control (n = 89), subjects could select problems from a subset provided by the program. Results show that program-controlled selection of problems based on the hierarchy of skills was more successful in supporting skill development than the students’ selection. In the shared control condition, students tended to select too easy problems, regardless of their level of expertise. Both conditions with computer assisted instruction caused more progress than traditional instruction (n = 94). Ways of improving the regulation of cognitive load within a shared control approach are discussed.

Integrating Computer Assisted Instruction with the Teaching of Language

1995 ◽  
Vol 24 (2) ◽  
pp. 189-194
Author(s):  
Wagih Shenouda ◽  
Vicki Wolfe
Keyword(s):  
English Language ◽  
Computer Assisted ◽  
College Level ◽  
Center Staff ◽  
Esl Programs ◽  
Language Courses ◽  
Class Instruction ◽  
Assisted Instruction ◽  
Independent Work ◽  
Selection Of

Faculty and Educational Technology Center staff at the College at Old Westbury have created an electronic language laboratory and integrated it into a variety of language courses, including English as a Second Language (ESL), Spanish, and French. This presentation describes the selection of the lab's software and hardware, a description of two ESL programs, and a discussion of the integration of these programs into the classroom curriculum. Using pre- and post-tests, we have measured students' progress in acquiring college-level English language skills by supplementing in-class instruction with independent work in the language lab.

Environmental Requirements for Computer Assisted Instruction

1987 ◽  
Vol 31 (2) ◽  
pp. 228-232
Author(s):  
Daniel Christinaz ◽  
Frederick G. Knirk
Keyword(s):  
Classroom Environment ◽  
Behavioral Science ◽  
Computer Assisted ◽  
Science Data ◽  
Electronic Classroom ◽  
Physical Environments ◽  
Environmental Requirements ◽  
Design Selection ◽  
Assisted Instruction ◽  
Selection Of

Physical learning environments for computers require special consideration and design. The better this “electronic classroom” environment is designed, the greater are the chances that the desired learning will occur. The design/selection of acoustical, lighting, HVAC factors and space/furniture affect each individual. Physical environments effects student learning, physiology and affect. Behavioral science data regarding color, form, acoustics, light intensity, light contrast, and temperature is useful when designing spaces for learning via computer. In this paper we will examine many of the environmental factors which facilitate or inhibit student progress.

The Forum: The Computer in Secondary Mathematics: The Computer-a Facilitator in Management and Instruction

1973 ◽  
Vol 66 (1) ◽  
pp. 6-83
Author(s):  
E. Glenadine Gibb ◽  
William F. Atchison
Keyword(s):  
Secondary School ◽  
Secondary Mathematics ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
National Council ◽  
Mathematics Educators ◽  
And Mathematics ◽  
Assisted Instruction ◽  
Computer Development

In the midst of the rapidly changing field of computer development, one of the problems facing mathematics teachers in secondary schools and mathematics educators in colleges and universities is the optimal role of the computer in secondary school mathematics classes and the accompanying needs in teacher education to prepare teachers to use the computer in their classes. In 1965 the National Council of Teachers of Mathematics Committee on Computer Oriented Mathematics outlined available options. Since that time, others (including Gleason 1968; Zoet 1969; Alpert and Bitzer 1970; Hansen 1970; Travers 1971; and Jerman 1972) have dealt with the persistent question “How should we use the computer in our schools?” Two general directions seem to have emerged: (1) instructional individ-ualization through computer-managed in-struction (CMI) and computer-assisted instruction (CAI) and (2) the use of the computer as a computational device and as a means of simulating concepts within the present curriculum.

Role of Computer Assisted Instruction (CAI) in an Introductory Computer Concepts Course

1997 ◽  
Vol 25 (4) ◽  
pp. 327-345 ◽  
Author(s):  
Vincent J. Skudrna
Keyword(s):  
Computer Science ◽  
Primary Objective ◽  
Computer Assisted Instruction ◽  
Design System ◽  
Computer Assisted ◽  
Undergraduate Level ◽  
Potential Benefits ◽  
Principal Subject ◽  
Assisted Instruction

The primary objective of this article is to discuss the role of Computer Assisted Instruction (CAI) at the undergraduate level via a survey of related literature and specific applications. CAI shares many features with other instructional modes, such as traditional classrooms and programmed instruction (PI). Many characteristics of learners affect their ability to learn and acquire new knowledge. An individual's subject-specific knowledge and general knowledge both affect comprehension. With regard to instructional design, system approaches are sometimes referred to as instructional development systems (IDS). An IDS embraces several major categories. These include a statement of goals, analysis, development of instruction, and evaluation and revision. General statements on CAI can be divided into the following areas: requirements, potential benefits, state of the art, problems, CAI as a factor in society, the roles of industry, education, and government, including the role of teacher. At least two educational requirements make CAI inevitable, i.e., the trend to individualized instruction and the growth in information to be acquired. Data processing and computer science involve the teaching of computer skills in relative isolation from other disciplines. Hence, the computer is the principal subject. Student problem solving and research is where the computer is used as a tool in some field outside computer science. A specific sphere of application is the subject. This article will relate these categories as they apply to an introductory computer concepts course taught at the undergraduate level. Another phase of this course is that it is accounting-oriented.

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