Learning Disabled Students' Engaged Time and Classroom Interaction: The Impact of Computer Assisted Instruction

1986 ◽  
Vol 2 (2) ◽  
pp. 189-198 ◽  
Author(s):  
Charles A. Macarthur ◽  
Jacqueline A. Haynes ◽  
David B. Malouf
Keyword(s):  
Classroom Interaction ◽  
Learning Disabled ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Disabled Students ◽  
Teachers And Students ◽  
Assisted Instruction ◽  
Drill And Practice ◽  
The Impact ◽  
Academic Content

The affective, social, and behavioral responses of learning disabled students to computer assisted instruction are important both as significant outcomes themselves and as variables that may influence achievement. This study investigated two sets of variables that might influence achievement differences between computer assisted drill and practice (CADP) and independent seat-work: engaged time and interactions with teachers and peers. Twenty-four learning disabled students in six self-contained classrooms were observed during CADP and seatwork. During CADP, students spent significantly more time attending to academic content (engaged time) and waiting and significantly less time off task. Total time interacting with teachers and peers did not differ, but the type of help students received from teachers and the amount of time teachers and students spent watching were different. Implications for research and implementation of microcomputers in special education settings are discussed.

Effects of Chunked Reading among Learning Disabled Students: An Experimental Comparison of Computer and Traditional Chunked Passages

1988 ◽  
Vol 17 (2) ◽  
pp. 115-121 ◽  
Author(s):  
Clifton A. Casteel
Keyword(s):  
Training Group ◽  
Learning Disabled ◽  
Computer Assisted Instruction ◽  
Experimental Comparison ◽  
Control Group ◽  
Computer Assisted ◽  
Disabled Students ◽  
Reading Material ◽  
Traditional Mode ◽  
Assisted Instruction

Previous studies have indicated that chunking/phrasing of sentences into smaller groups of meaningfully related words enhances retention and comprehension. This investigation was designed to assess the effects of two methods of presenting chunked reading. Thirty learning disabled tenth- and eleventh-grade students were assigned to three groups. One training group received chunked passages displayed on the screen using computer assisted instruction (CAI); the other was administered chunked passages in the traditional mode. The control group used CAI with non-chunked passages. A posttest revealed that the CAI chunked group showed higher gains. However, the CAI chunked group's mean score was not significant when compared to the traditional chunked group. Both chunked groups were superior to the CAI non-chunked group. Thus, it was concluded that separation of reading material into meaningfully related words does significantly enhance reading comprehension and the method of presentation is not significant.

Challenges and Perspectives of Computerassisted Instruction in Medical Education

2007 ◽  
Vol 46 (01) ◽  
pp. 67-69 ◽  
Author(s):  
R. Singer ◽  
M. Bauch ◽  
J. Heid ◽  
F. Hess ◽  
F.J. Leven ◽  
...  
Keyword(s):  
Medical Education ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Curricular Integration ◽  
Modern Problem ◽  
Shell System ◽  
Modern Computer ◽  
Self Study ◽  
Teachers And Students ◽  
Assisted Instruction

Summary Objectives: In this paper we discuss solutions to the problem that medical teachers and students do not use modern computer-assisted instruction systems in medical education as much as expected by their developers. Methods: As an example for a modern problem-based CAI system we introduce the CAMPUS shell system for case-based training in medicine. Results: CAMPUS has received several awards and positive evaluation results. Nevertheless, the usage of such systems in courses and for self-study could be increased. Conclusions: Curricular integration of CAI as well as further improvements on existing CAI systems to increase the usage in medical education is essential.

One Point of View: Let the Learning Disabled Learn

1986 ◽  
Vol 33 (5) ◽  
pp. 2
Author(s):  
Nancy Bley
Keyword(s):  
Learning Disabilities ◽  
Learning Disabled ◽  
Point Of View ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Teacher Education Programs ◽  
Students With Special Needs ◽  
The Past ◽  
Assisted Instruction ◽  
Made In

The past ten or fifteen years have produced numerous changes in the field of education, particularly in mathematic. Many advances have been made in teacher education programs, in the use of mechanical aids, and particularly in the area of computers and computer-assisted instruction. At the same time awarenes has increased of the need to deal more effectively with students with special needs, or those more commonly described as having learning disabilities.

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.

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