Computer-Assisted Instruction in Industrial Relations Teaching

1988 ◽  
Vol 30 (2) ◽  
pp. 215-229
Author(s):  
R.E. Fells ◽  
J.R. Weaver
Keyword(s):  
Professional Development ◽  
Low Cost ◽  
Industrial Relations ◽  
Health And Safety ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Government Agencies ◽  
The Subject ◽  
Assisted Instruction ◽  
Potential Use

The teaching of industrial relations in Australia is a fairly recent phenomenon, principally developing over the last twenty years. Consequently it is only recently that the 'academic infrastructure'—viable industrial relations departments, a range of literature, a choice of texts and journals—has developed to enable the subject to become an identifiable area of teaching. As a result it is not surprising that the use of computers in teaching industrial relations is not well developed when compared with other disciplines, such as economics, management and accounting where games, simulations and question testing banks are available. However, the use of computer-assisted instruction (CAI) is not confined to academic institutions: it has the potential to be a low-cost delivery system for training within other organizations. Employers, employer organizations and unions all engage in training and, therefore, all have a potential use for CAI. A number of government agencies are examining the use of computer- assisted instruction in training staff in, for example, occupational health and safety, and it has potential as a tool in professional development programmes. With the development of microcomputers the costs of using CAI are declining.

Murphy's Law Applied to Computer Assisted Instruction

1985 ◽  
Vol 45 ◽  
pp. 1-4
Author(s):  
Donald F. Kerle
Keyword(s):  
Educational Process ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Teaching Tool ◽  
Academic World ◽  
Innovative Teaching ◽  
The World ◽  
The Subject ◽  
Assisted Instruction ◽  
Short Courses

In political science as well as other areas of the academic world, computer- assisted instruction is being proclaimed as an innovative teaching tool which teachers should be bringing into the classroom. Workshops on the subject are offered and short courses taught to those unfortunate enough to have missed the computer revolution in their own educational process. The proponents of C.A.I, (for some reason the computer field is devoted to acronyms) or Computer Assisted Instruction are like snake oil salesmen. They always dwell on the positive aspects but fail to warn the consumer of the negative ones.Many of the great truths of the world have found applicability in more than one area. An illustration of this is a series of statements given the world by Murphy.

scholarly journals Interactive computer-assisted instruction in acid-base physiology for mobile computer platforms

2014 ◽  
Vol 38 (1) ◽  
pp. 34-41 ◽  
Author(s):  
Kenneth J. Longmuir
Keyword(s):  
Active Learning ◽  
Subject Matter ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Lecture Hall ◽  
Acid Base ◽  
Mobile Computer ◽  
Learning Modules ◽  
The Subject ◽  
Assisted Instruction

In this project, the traditional lecture hall presentation of acid-base physiology in the first-year medical school curriculum was replaced by interactive, computer-assisted instruction designed primarily for the iPad and other mobile computer platforms. Three learning modules were developed, each with ∼20 screens of information, on the subjects of the CO2-bicarbonate buffer system, other body buffer systems, and acid-base disorders. Five clinical case modules were also developed. For the learning modules, the interactive, active learning activities were primarily step-by-step learner control of explanations of complex physiological concepts, usually presented graphically. For the clinical cases, the active learning activities were primarily question-and-answer exercises that related clinical findings to the relevant basic science concepts. The student response was remarkably positive, with the interactive, active learning aspect of the instruction cited as the most important feature. Also, students cited the self-paced instruction, extensive use of interactive graphics, and side-by-side presentation of text and graphics as positive features. Most students reported that it took less time to study the subject matter with this online instruction compared with subject matter presented in the lecture hall. However, the approach to learning was highly examination driven, with most students delaying the study of the subject matter until a few days before the scheduled examination. Wider implementation of active learning computer-assisted instruction will require that instructors present subject matter interactively, that students fully embrace the responsibilities of independent learning, and that institutional administrations measure instructional effort by criteria other than scheduled hours of instruction.

The Electronic Blackboard: Potential for the Developing World's Education

1983 ◽  
Vol 12 (1) ◽  
pp. 83-94 ◽  
Author(s):  
Brother Austin David
Keyword(s):  
Computer Technology ◽  
Single Channel ◽  
Satellite Communications ◽  
Individualized Instruction ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Group Instruction ◽  
History Of ◽  
Assisted Instruction ◽  
Potential Use

After briefly reviewing the history of computer technology used for instruction, the author introduces the concept of collectivized computer assisted instruction. Here the focus is on the use of the microcomputer as a tool for group instruction as opposed to the individualized instruction developed in early C.A.I. efforts. Several possible scenarios of execution are examined and the potential use of microcomputer technology together with satellite communications is explored. The author then questions traditional instructional strategies which treat students as “single channel processors” while with instructional technology they could be instructed as “multi-channel processors” which indeed humans really are.

Computer-Assisted Instruction for Learning Developmental Sentence Scoring

1994 ◽  
Vol 3 (3) ◽  
pp. 89-95 ◽  
Author(s):  
Diana L. Hughes ◽  
Marc E. Fey ◽  
Marilyn K. Kertoy ◽  
Nickola Wolf Nelson
Keyword(s):  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Assisted Instruction
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