scholarly journals Effect of using computer- Assisted instruction in the mathematical practices on achieving the behavioural objectives of a mathematics course and on the college students attitudes toward computer instruction

1992 ◽  
Vol 7 (7) ◽  
pp. 339-362
Author(s):  
Emad sabet saman
Keyword(s):  
College Students ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Mathematical Practices ◽  
Computer Instruction ◽  
Students Attitudes ◽  
Assisted Instruction ◽  
Mathematics Course

Predictors of attitudes to e‐learning of Australian health care students

2010 ◽  
Vol 2 (1) ◽  
pp. 60-76 ◽  
Author(s):  
Ted Brown ◽  
Brett Williams ◽  
Shapour Jaberzadeh ◽  
Louis Roller ◽  
Claire Palermo ◽  
...  
Keyword(s):  
Regression Analysis ◽  
Linear Regression Analysis ◽  
Health Science ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Science Students ◽  
Health Science Students ◽  
E Learning ◽  
Students Attitudes ◽  
Assisted Instruction

Computers and computer‐assisted instruction are being used with increasing frequency in the area of health science student education, yet students’ attitudes towards the use of e‐learning technology and computer‐assisted instruction have received limited attention to date. The purpose of this study was to investigate the significant predictors of health science students’ attitudes towards e‐learning and computer‐assisted instruction. All students enrolled in health science programmes (n=2885) at a large multi‐campus Australian university in 2006‐2007, were asked to complete a questionnaire. This included the Online Learning Environment Survey (OLES), the Computer Attitude Survey (CAS), and the Attitude Toward Computer‐Assisted Instruction Semantic Differential Scale (ATCAISDS). A multiple linear regression analysis was used to determine the significant predictors of health science students’ attitudes to e‐learning. The Attitude Toward Computers in General (CASg) and the Attitude Toward Computers in Education (CASe) subscales from the CAS were the dependent (criterion) variables for the regression analysis. A total of 822 usable questionnaires were returned, accounting for a 29.5 per cent response rate. Three significant predictors of CASg and five significant predictors of CASe were found. Respondents’ age and OLES Equity were found to be predictors on both CAS scales. Health science educators need to take the age of students and the extent to which students perceive that they are treated equally by a teacher/tutor/instructor (equity) into consideration when looking at determinants of students’ attitudes towards e‐learning and technology.

Effects of Feedback and Mandatory Practice on Learning to Spell during Computer-Assisted Instruction

1986 ◽  
Vol 63 (2) ◽  
pp. 487-494 ◽  
Author(s):  
Jeanne Ellis Ormrod
Keyword(s):  
College Students ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Spelling Test ◽  
Correct Spelling ◽  
Effects Of Feedback ◽  
Assisted Instruction

College students were given a computer-assisted instruction lesson in psychology. The lesson required the use of 30 words difficult to spell in responding to questions presented throughout the lesson. Feedback to students' responses took one of three forms: (1) No feedback for misspellings of otherwise correct answers, (2) Feedback about the correct spelling of incorrectly spelled words, and (3) Feedback with practice in which students engaged in mandatory practice of an incorrectly spelled word until the word was spelled correctly. There were no significant differences across treatments on an unanticipated spelling test over the difficult words given after a 3- to 6-day interval. However, students in the no-feedback and feedback groups were over-confident about the accuracy of their spellings, while the feedback-with-practice students were under-confident, with this difference being statistically significant. A possible advantage of feedback and practice over feedback alone is discussed.

An Assessment of Computer-Assisted Instruction Dissertations: 1988–1993

1995 ◽  
Vol 24 (1) ◽  
pp. 75-81 ◽  
Author(s):  
Kwoting Fang
Keyword(s):  
College Students ◽  
Doctoral Dissertation ◽  
Research Trends ◽  
Computer Assisted Instruction ◽  
Major Portion ◽  
Computer Assisted ◽  
Specific Field ◽  
Doctoral Dissertations ◽  
Assisted Instruction ◽  
Academic Area

The purpose of this study is to highlight trends of types of modes, beneficiary, and thrust used in computer-assisted instruction (CAI) dissertations. A six-item summation chart was used to categorize the characteristics found in 322 CAI dissertations from 1988 through 1993. The following items were used in the categorization of dissertations: year, geography, academic area, mode, beneficiary, and thrust. The major portion of each item is listed as following: year—1990 (19.6%), geography—south (35.7%), academic area—technology (26%), mode—tutorial (72.7%), beneficiary—college students (33.5%), and thrust—analysis (47.5%). Doctoral dissertations provide the major contributions to the specific field. Therefore, it is beneficial for researchers to highlight some of the research trends, and find some of the challenges that they will face in CAI doctoral dissertation.

scholarly journals THE EFFECTIVENESS OF COMPUTER - ASSISTED INSTRUCTION IN A HORTICULTURE PLANT IDENTIFICATION CLASS

HortScience ◽  
1992 ◽  
Vol 27 (6) ◽  
pp. 673b-673
Author(s):  
Mona R. Corbett ◽  
Christine D. Townsend ◽  
Jayne M. Zajicek
Keyword(s):  
Learning Style ◽  
Undergraduate Students ◽  
Database System ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Plant Identification ◽  
Computer Instruction ◽  
Cognitive Knowledge ◽  
College Setting ◽  
Assisted Instruction

Plant identification is a prerequisite to many, if not all, horticulturally related classes. It typically has been taught through the use of live specimens, slides, and text books. Recently, computers have entered the picture as a possible tool to teach plant identification. Increased availability and sophistication of computer systems in the college setting have led to the increased use of computers in instruction. The objective of this study was to determine if there was a relationship between a student's learning style and academic achievement following computer assisted instruction. Undergraduate students enrolled in a plant identification class were involved in the study. Students learned plant identification either by: 1) viewing live specimens, 2) utilizing a computer instruction database system, or 3) combining live specimens with computer instruction. The students' cognitive knowledge was evaluated with pre and post tests. Learning style and attitude toward computer assisted instruction were also obtained.

CAI Course in the Early Identification of Handicapped Children

1972 ◽  
Vol 38 (6) ◽  
pp. 453-459 ◽  
Author(s):  
Carol A. Cartwright ◽  
G. Phillip Cartwright ◽  
Gerald G. Robine
Keyword(s):  
College Students ◽  
Special Education ◽  
Early Identification ◽  
Test Scores ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Conventional Instruction ◽  
Handicapped Children ◽  
Introductory Course ◽  
Assisted Instruction

114 college students enrolled in an introductory course in special education were randomly assigned to a conventional instruction (CI) or a computer assisted instruction (CAI) version of the course. The CAI group received all instruction by CAI; the CI group received instruction in the conventional lecture-discussion mode. The CAI students obtained significantly higher criterion test scores than the CI students. Also, the CAI students completed the 3 credit course in an average of 12 hours less time.

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