Assessing the Impact of Computer-Based Learning

1999 ◽  
Vol 16 (1) ◽  
pp. 151-171 ◽  
Author(s):  
W. Michael Reed
Keyword(s):  
Computer Based Learning ◽  
Computer Based ◽  
The Impact

The Role of Self-Regulated Learning in Enhancing Conceptual Understanding of Rate of Chemical Reactions

2010 ◽  
pp. 248-267
Author(s):  
Eunice Eyitayo Olakanmi ◽  
Canan Blake ◽  
Eileen Scanlon
Keyword(s):  
Academic Performance ◽  
Chemical Reactions ◽  
Simulation Environment ◽  
Self Regulated Learning ◽  
Computer Based Learning ◽  
Starting Point ◽  
Regulated Learning ◽  
Computer Based ◽  
The Impact

The authors have investigated the effects of self-regulated learning (SRL) prompts on the academic performance of 30 year 9 students (12-13 year olds) learning science in a computer-based simulation environment by randomly assigning participants to either a SRL prompted or non-SRL prompted group. Mixed methods approaches were adopted for data collection and data analysis. Students in the SRL prompted group were given activity sheets which contained SRL prompts, whereas students in the non-SRL prompted group received no SRL-prompts in their activity sheets but some general prompts regarding how to follow the activity sheet. The incorporation of SRL prompted instructions into a computer-based simulation environment that teaches the rates of chemical reactions facilitated the shift in learners’ academic performance more than the non-SRL-prompted condition did. This shift was associated with the presence of the SRL behavioural prompts in the activity sheets. This study is a starting point in understanding the impact of the application of SRL-prompted instructions to the teaching of topics in a computer-based learning environment with a view to improving students’ academic attainment.

scholarly journals The Impact of Guided Metacognitive Feedback on Novice Programmers Using Learning by Teaching Environment

2019 ◽  
Vol 8 (2) ◽  
pp. 13-31
Author(s):  
Ahoud Alhazmi, Rafika Maaroufi Ahoud Alhazmi, Rafika Maaroufi
Keyword(s):  
Problem Solving ◽  
Programming Problem ◽  
Virtual Agents ◽  
Computer Based Learning ◽  
Learning By Teaching ◽  
Computer Based ◽  
Teaching Paradigm ◽  
Teachable Agent ◽  
Knowledge Of Correct Response ◽  
The Impact

Learning-by-teaching is a powerful approach that enhances students to think deeply, orally and repeatedly. Several computer-based systems have been implemented where students play the teacher role and virtual agents play the tutee role. The existing systems focus on various domains, but none of them has considered programming problem solving. Additionally, the majority of these systems did not provide metacognitive support. They only focus on providing feedback as correct answers, and this type of feedback is called knowledge of correct response. However, this paper explores the influence of guided metacognitive feedback on novice programmers in a teachable agent environment. For that, a computer-based learning environment is built to enable the novice programmers to teach programming problem solving to an animated agent. It combines learning-by-teaching technique and metacognitive support in order to assist those beginners to acquire comprehensive learning on how to solve unfamiliar problems and prepare those programmers for future learning tasks. We conduct an experiment to compare the effect of the aforementioned feedbacks on the novice programmers’ performance in learning-byteaching paradigm. The results show that the metacognitive feedback has positive effect on novice programmers’ achievement of solving problems. In addition, providing metacognitive feedback as explicit feedback in learning-by-teaching paradigm improves the novices' abilities to estimate what they know and what they do not know about how to solve new programming problems.

scholarly journals Learning styles: individualizing computer-based learning environments

2011 ◽  
Vol 3 (2) ◽  
Author(s):  
Anne Groat ◽  
Tim Musson
Keyword(s):  
Learning Styles ◽  
Learning Environments ◽  
Individual Characteristics ◽  
Computer Based Learning ◽  
Software Packages ◽  
Computer Based ◽  
Learner Differences ◽  
The Impact ◽  
Computer Based Learning Environments

While the need to adapt teaching to the needs of a student is generally acknowledged (see Corno and Snow, 1986, for a wide review of the literature), little is known about the impact of individual learner-differences on the quality of learning attained within computer-based learning environments (CBLEs). What evidence there is appears to support the notion that individual differences have implications for the degree of success or failure experienced by students (Ford and Ford, 1992) and by trainee end-users of software packages (Bostrom et al, 1990). The problem is to identify the way in which specific individual characteristics of a student interact with particular features of a CBLE, and how the interaction affects the quality of the resultant learning. Teaching in a CBLE is likely to require a subset of teaching strategies different from that subset appropriate to more traditional environments, and the use of a machine may elicit different behaviours from those normally arising in a classroom context.DOI:10.1080/0968776950030206

E-Learning-Systeme: Theoriegeleitete Konzeption, Qualitätsmanagement, Implementierung

2003 ◽  
Vol 15 (1) ◽  
pp. 13-23
Author(s):  
Berit Baeßler ◽  
Stephanie Lücke ◽  
Bernhard Koring ◽  
Susanne Kinnebrock ◽  
Patrick Rössler
Keyword(s):  
Computer Based Learning ◽  
E Learning ◽  
Computer Based

Zusammenfassung. Der vorliegende Beitrag entwickelt auf der Basis von pädagogischen Überlegungen und lernpsychologischen Forschungsergebnissen zur computerunterstützten Wissensvermittlung eine Konzeptualisierung von E-Learning-Systemen und deren von konsequentem Qualitätsmanagement begleitete Umsetzung. Die vorgestellte theoriegeleitete Vorgehensweise wird anhand der Entwicklung und Realisierung des internetgestützten Lernsystems “CLIC Computer-based Learning: Introduction to Communications“ veranschaulicht, das an der Universität Erfurt erarbeitet wird. Der Aufsatz befasst sich sowohl mit der Koordination auf der Ebene der Produktion (Didaktik, Inhalt, Technik) als auch auf der Ebene der Rezeption (Lern- und Kommunikationsformen, Lernorganisation). Die explorativ angelegte Evaluation des ersten Einsatzes von CLIC belegt ein weitgehend gelungenes Konzept und Qualitätsmanagement. Vorgestellt werden ausgewählte Evaluationsergebnisse zur Koordination und Organisation der Wissensvermittlung sowie des sozialen Kontaktes zwischen Studierenden und Dozierenden. Anhand von drei in der Evaluation empirisch ermittelten E-Learning-Typen werden Probleme und Potenziale beim E-Learning aufgezeigt und Schlussfolgerungen für die koordinierende Gestaltung von E-Learning-Systemen gezogen.

Computer-Based Learning: A Family Endeavor

1991 ◽  
Vol 36 (11) ◽  
pp. 998-998
Author(s):  
Sydney W. Howard
Keyword(s):  
Computer Based Learning ◽  
Computer Based
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