scholarly journals Computer-assisted instruction before colonoscopy is as effective as nurse counselling, a clinical pilot trial

2017 ◽  
Vol 05 (08) ◽  
pp. E792-E797 ◽  
Author(s):  
Govert Veldhuijzen ◽  
Michael Klemt-Kropp ◽  
Casper Noomen ◽  
Aura Van Esch ◽  
Eric Tjwa ◽  
...  
Keyword(s):  
Bowel Preparation ◽  
Pilot Trial ◽  
High Volume ◽  
Daily Practice ◽  
Computer Assisted Instruction ◽  
Patient Comfort ◽  
Computer Assisted ◽  
Patient Response ◽  
Significant Difference ◽  
Assisted Instruction

Abstract Background and study aims Better patient education prior to colonoscopy improves adherence to instructions for bowel preparation and leads to cleaner colons. We reasoned that computer assisted instruction (CAI) using video and 3 D animations followed by nurse contact maximizes the effectiveness of nurse counselling, increases proportion of clean colons and improves patient experience. Patients and methods Adults referred for colonoscopy in a high-volume endoscopy unit in the Netherlands were included. Exclusion criteria were illiteracy in Dutch and audiovisual handicaps. Patients were prospectively divided into 2 groups, 1 group received nurse counselling and 1 group received CAI and a nurse contact before colonoscopy. The main outcome, cleanliness of the colon during examination, was measured with Ottawa Bowel Preparation Scale (OBPS) and Boston Bowel Preparation Scale (BBPS). We assessed patient comfort and anxiety at 3 different time points. Results We included 385 patients: 197 received traditional nurse counselling and 188 received CAI. Overall patient response rates were 99 %, 76.4 % and 69.9 % respectively. Endoscopists scored cleanliness in 60.8 %. Comparative analysis of the 39.2 % of patients with missing scores showed no significant difference on age, gender or educational level. Baseline characteristics were evenly distributed over the groups. Bowel cleanliness was satisfactory and did not differ amongst groups: nurse vs. CAI group scores in BBPS: (6.54 ± 1.69 vs. 6.42 ± 1.62); OBPS: (6.07 ± 2.53 vs. 5.80 ± 2.90). Patient comfort scores were significantly higher (4.29 ± 0.62 vs. 4.42 ± 0.68) in the CAI group shortly before colonoscopy. Anxiety and knowledge scores were similar. Conclusion CAI is a safe and practical tool to instruct patients before colonoscopy. We recommend the combination of CAI with a short nurse contact for daily practice.

Coordination of Instruction and Reinforcement as Enhancers of the Effectiveness of Computer-Assisted Instruction

1987 ◽  
Vol 3 (2) ◽  
pp. 219-230 ◽  
Author(s):  
Annette F. Gourgey
Keyword(s):  
Conceptual Understanding ◽  
Classroom Instruction ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Reinforcement Condition ◽  
Remedial Students ◽  
Formal Instruction ◽  
Significant Difference ◽  
Assisted Instruction ◽  
Drill And Practice

Three conditions of administration of drill-and-practice computer-assisted instruction were studied: CAI lessons coordinated with formal classroom instruction, CAI with reinforcement for good performance, and CAI alone. Seventy-seven grade 4 to 8 remedial students studied reading; 124 studied math. All three groups gained in achievement. In reading, the reinforcement condition was most effective, with no significant difference between CAI with coordinated instruction and CAI alone. In math, CAI with coordinated instruction was most effective, with no significant difference between CAI with reinforcement and CAI alone. It was concluded that type of administration affects CAI effectiveness, that motivation may strongly affect achievement in reading, and that formal instruction combined with CAI is essential for conceptual understanding in mathematics.

Effects of Individual versus Paired/Cooperative Computer-Assisted Instruction on the Effectiveness and Efficiency of an In-Service Training Lesson

1992 ◽  
Vol 20 (3) ◽  
pp. 199-208 ◽  
Author(s):  
Joseph R. Makuch ◽  
Paul D. Robillard ◽  
Edgar P. Yoder
Keyword(s):  
Computer Assisted Instruction ◽  
Interactive Effects ◽  
Cognitive Achievement ◽  
Computer Assisted ◽  
Extension Agents ◽  
Topic Familiarity ◽  
Moderating Variables ◽  
Significant Difference ◽  
Service Training ◽  
Assisted Instruction

Computer-assisted instruction (CAI) has the potential of meeting the in-service training needs of various organizations. This study compared individual CAI with paired/cooperative CAI as a method of providing in-service training. Subjects were twenty-seven Pennsylvania extension agents who participated in an in-service training program. The main effect of CAI method and possible interactive effects of previous CAI experience and topic familiarity were analyzed. Differences in cognitive achievement and time spent on the lesson were compared. No significant difference in cognitive achievement was found between agents using CAI individually and agents using CAI cooperatively in pairs. No interaction was found between the treatment and the moderating variables, previous CAI experience and topic familiarity, on cognitive achievement. Agents who used CAI cooperatively took significantly longer to complete the lesson than did agents who used CAI individually. No interaction was found between the treatment and moderating variables, previous CAI experience and topic familiarity, on time spent on the lesson.

The Effectiveness of Computer-Assisted Instruction in Teaching Tennis Rules and Strategies

1989 ◽  
Vol 8 (2) ◽  
pp. 170-176 ◽  
Author(s):  
Mary-Margaret Kerns
Keyword(s):  
Repeated Measures ◽  
Interaction Analysis ◽  
Group Analysis ◽  
Computer Assisted Instruction ◽  
Learning Performance ◽  
Control Group ◽  
Computer Assisted ◽  
Significant Difference ◽  
Written Test ◽  
Assisted Instruction

This study assessed the effectiveness of computer-assisted instruction in teaching tennis rules and strategies. The subjects were enrolled in two beginning tennis classes at The Pennsylvania State University. The control group (n=24) received instruction by traditional means. The experimental group (n=19) received no instruction on tennis rules and strategies during regular class periods but did interact with computer-assisted tutorials during two scheduled classes. A written test was used to measure learning and was administered during pretest, posttest, and retest. A two-factor analysis of variance with repeated measures on one factor (ANOVR) was employed to determine significant differences between mean performances. The between-groups analysis and the interaction analysis were not significant, but the within-group analysis revealed an F ratio of 99.72 (p<.001). It was concluded that both groups learned tennis rules and strategies significantly from the pretest to the posttest, their learning performance on the retest differed significantly from pretest administration but not from posttest to the retest, and there was no significant difference between the performance of either group on all three testing occasions.

scholarly journals Library Instruction for Freshman English: A Multi-Year Assessment of Student Learning

2011 ◽  
Vol 6 (4) ◽  
pp. 88 ◽  
Author(s):  
Susan Gardner Archambault
Keyword(s):  
Student Learning ◽  
Online Instruction ◽  
Research Question ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Library Instruction ◽  
Blended Instruction ◽  
Freshman English ◽  
Significant Difference ◽  
Assisted Instruction

Objective – The objective of this study was twofold: 1) to assess the effectiveness of curriculum changes made from the 2009 freshman English library instruction curriculum to the 2010 curriculum at Loyola Marymount University (LMU); and 2) to evaluate the effectiveness of library instruction delivered via a “blended” combination of face-to-face and online instruction versus online instruction alone. Methods – An experimental design compared random samples of student scores from 2009 and 2010 worksheets to determine the effects of a new curriculum on student learning. A second experiment examined the effect of delivery method on student learning by comparing scores from a group of students receiving only online instruction against a group receiving blended instruction. Results – The first component of the study, which compared scores between 2009 and 2010 to examine the effects of the curriculum revisions, had mixed results. Students scored a significantly higher mean in 2010 on completing and correctly listing book citation components than in 2009, but a significantly lower mean on constructing a research question. There was a significant difference in the distribution of scores for understanding differences between information found on the Internet versus through the Library that was better in 2010 than 2009, but worse for narrowing a broad research topic. For the study that examined computer aided instruction, the group of students receiving only computer-assisted instruction did significantly better overall than the group receiving blended instruction. When separate tests were run for each skill, two particular skills, generating keywords and completing book citation and location elements, resulted in a significantly higher mean. Conclusions – The comparison of scores between 2009 and 2010 were mixed, but the evaluation process helped us identify continued problems in the teaching materials to address in the next cycle of revisions. The second part of the study supports the idea that computer-assisted instruction is equally or more effective than blended instruction.

scholarly journals Effect of Computer Assisted Instruction on Teaching of Self Reliance Skills for Sustainable Entrepreneurship Development among Undergraduate Social Studies Students in Kaduna State

2019 ◽  
Vol 1 (1) ◽  
pp. 61-72
Author(s):  
Uthman Shehu Lawal ◽  
Yunusa Abdullahi
Keyword(s):  
Social Studies ◽  
Undergraduate Students ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Sustainable Entrepreneurship ◽  
Entrepreneurship Development ◽  
Self Reliance ◽  
Significant Difference ◽  
The Mean ◽  
Assisted Instruction

This study explored the effect of Computer Assisted Instruction (CAI) on the teaching of selfreliance skills for sustainable entrepreneurship development amongst undergraduate Social Studies students in Kaduna State, Nigeria. Three (3) research objectives, questions and null hypotheses guided the study. A quasi-experimental research design was employed. The Self Reliance Skills Performance Test (SERSIT) was used for data collection. Mean, standard deviation, t-test and two-way ANOVA statistics were used. The findings revealed that a significant difference exists between the mean academic performance and retention scores of undergraduate students taught self-reliance skills using CAI and those taught using conventional methods. No significant difference was found between the mean academic performance scores of undergraduate students taught self-reliance skills using CAI in relation to gender and ownership. Based on the findings, it was recommended, amongst others thing, that subsequent curriculum review in Social Studies should accommodate the dynamism of CAI atall levels. This will promote a student-centred instructional approach, autonomy in knowledge acquisition and self-discovery learning to ensure sustainable entrepreneurship development in Kaduna state.

The Need for Sequential Formative and Summative Evaluations Made Evident from Practice

1983 ◽  
Vol 12 (1) ◽  
pp. 67-74 ◽  
Author(s):  
Barbara Signer
Keyword(s):  
Mathematics Achievement ◽  
Evaluation Studies ◽  
Computer Assisted Instruction ◽  
Control Group ◽  
Computer Assisted ◽  
Integrated Instruction ◽  
Significant Difference ◽  
Equivalent Control ◽  
Group A ◽  
Assisted Instruction

The purpose of this study was to conduct formative and summative evaluation for Computer Integrated Instruction (CII), an alternative use of CAI. The Non-Equivalent Control Group, Pretest-Posttest Design was implemented with the class as the unit of analysis. Several of the instruments were adopted from existing computer-assisted instruction (CAI) evaluation studies, while some had to be developed specifically for this study. The findings were 1) that the teachers were reluctant users of the CII materials and 2) that there was a significant difference for mathematics achievement favoring the control group. A recommended model of separate, sequential formative and summative evaluations resulted from this study.

COMPARATIVE STUDY OF COMPUTER ASSISTED INSTRUCTION TECHNIQUE (CAI) AND CONVENTIONAL TEACHING (CT) ON THE ACHIEVEMENT OF PUPIL TEACHERS IN METHODS OF TEACHING ENGLISH LANGUAGE

2016 ◽  
pp. 107-118
Author(s):  
Suman Chhabra ◽  
Neelam Dhamija
Keyword(s):  
English Language ◽  
Instructional Material ◽  
Computer Assisted Instruction ◽  
Control Group ◽  
Computer Assisted ◽  
Teaching Methodology ◽  
Teaching English ◽  
Conventional Teaching ◽  
Significant Difference ◽  
Assisted Instruction

Educational Technology has made a significant contribution to education by taking into consideration the individual differences of learners and catering to their needs. The emerging trend the world over is towards more individualized and flexible forms of learning with an emphasis on individualized methods of instruction. This paper is based on an experiment to study the effect of a new teaching methodology i.e. Computer Assisted Instruction Technique (CAI) in comparison to Conventional Teaching (CT) on the achievement of pupil teachers in methods of teaching English language. In this study, instructional material was developed for both methods of instructions i.e. CAI as well as for Conventional Teaching (CT). The instructional material for both the methods was developed and validated by the researcher. The experiment was carried out on the pupil teachers of B.Ed. class of a College of Education. Pretest- Posttest Control Group design was used. Results of the experiment showed that CAI was found effective in terms of the achievement of pupil teachers in methods of teaching English language at post-test stage. However, no significant difference was found to exist between the experimental group and control group at the pretest stage.

A Study of Pre-School Teachers' Thoughts about Computer-Assisted Instruction

2002 ◽  
Vol 3 (2) ◽  
pp. 298-303 ◽  
Author(s):  
Pinar Bayhan ◽  
Pinar Olgun ◽  
Nicola J. Yelland
Keyword(s):  
General Information ◽  
Computer Assisted Instruction ◽  
Statistical Techniques ◽  
Computer Assisted ◽  
Negative Effects ◽  
School Teachers ◽  
Chi Square ◽  
Significant Difference ◽  
Education Levels ◽  
Assisted Instruction

In this research, pre-school teachers' thoughts about computer-assisted instruction, and the positions of pre-schools regarding the use of computers are studied. The sample of the study consisted of 22 managers and 111 pre-school teachers in 22 schools in Ankara, Turkey. A questionnaire was given to the teachers. A ‘General Information Form’ was also given to managers in order to determine the extent of the use of computers in pre-schools. Fisher chi-square and chi-square statistical techniques were used to analyse the data. A significant difference between the teachers' education levels and the use of computers in pre-school was found. The view that there are negative effects of computers on children's social development was found. The perception that computer-assisted instruction is a luxury in pre-schools in Turkey was also found.

Sign in / Sign up

Export Citation Format

Share Document