The Effects of Computer-Assisted Learning-Strategy Training on the Achievement of Learning Objectives

1994 ◽  
Vol 10 (2) ◽  
pp. 153-160 ◽  
Author(s):  
Loretta A. Cardinale ◽  
Charles M. Smith
Keyword(s):  
Undergraduate Students ◽  
Learning Strategy ◽  
Cued Recall ◽  
Learning Objectives ◽  
Strategy Training ◽  
Control Group ◽  
Computer Assisted ◽  
Treatment Groups ◽  
Computer Based Learning ◽  
Computer Based

This study investigated the effects of comprehension-directed and memory-directed computer-based learning-strategy training on the achievement of learning objectives. The subjects were sixty undergraduate students enrolled in an introductory computing course. Learners completed a tutorial about microcomputer components on the first day of the study. Two treatment groups completed a strategy-training tutorial focusing on comprehension or memory. The control group received extra time on the microcomputer-components tutorial and no strategy training. One week later, all subjects completed two separately administered tests including cued recall and recognition. The strategy training effects were significant on the fifty-item cued recall test, however, group mean scores were at or below 50 percent. Group mean scores on a recognition text suggested that comprehension-directed training was the most effective. All treatment group mean scores were significantly higher than the control group. The findings of this study provide a basis for further research into the design of computer-based learning-strategy training and assessment.

A Computer-Based Learning Strategy Training Module: Development and Evaluation

1985 ◽  
Vol 1 (3) ◽  
pp. 275-283 ◽  
Author(s):  
Velma I. Hythecker ◽  
Thomas R. Rocklin ◽  
Donald F. Dansereau ◽  
Judith G. Lambiotte ◽  
Celia O. Larson ◽  
...  
Keyword(s):  
Learning Strategy ◽  
Strategy Training ◽  
Training Module ◽  
Computer Based Learning ◽  
Computer Based ◽  
Module Development

Pengembangan Pembelajaran Model Blended Computer Based Learning (BCBL) Tentang Turunan Fungsi untuk Meningkatkan Kemandirian Belajar Siswa SMA

2019 ◽  
Vol 2 ◽  
Author(s):  
M. Safrudin ◽  
Sutaryat Trisnamansyah ◽  
Tb. Abin Syamsuddin Makmun ◽  
Deni Darmawan
Keyword(s):  
High Schools ◽  
Simulation Experiment ◽  
Computer Assisted ◽  
Development Stages ◽  
Computer Based Learning ◽  
Self Reliance ◽  
Computer Based ◽  
Systematic Development ◽  
Learner Activity

The aimed of this studied was developed learning through computer-assisted as BCBL. Result of this studied have been stated that: (a) the potential of five high schools in Karawang districts supported the implementation of BCBL development, (b) planning of BCBL development through a systematic development stages from preparation, production, simulation, experiment, and publication, (c) the implementation result of BCBL learning through revision tested were learner activity and higher autonomy. Keywords: BCBL; Independence Self-reliance; Student Competence.

The Finkleman Preparation: A Computer Simulation for Teaching Undergraduate Students of Pharmacology

1994 ◽  
Vol 22 (6) ◽  
pp. 474-480
Author(s):  
David Dewhurst ◽  
Ian Hughes ◽  
Richard Ullyott
Keyword(s):  
Undergraduate Students ◽  
Teaching And Learning ◽  
Learning Objectives ◽  
Computer Assisted ◽  
Learning Program ◽  
Computer Assisted Learning ◽  
Sympathetic Nerve Stimulation ◽  
Chart Recorder ◽  
Experimental Protocols ◽  
Evoked Contractions

An interactive computer-assisted learning program is described, which simulates a number of experiments which can be performed on the isolated, innervated duodenum of the rabbit (the Finkleman preparation). This preparation is one of the classical pharmacological preparations used to demonstrate to undergraduate students the effects of selected drugs: those acting on adrenoceptors or intestinal smooth muscle, or those affecting responses to sympathetic nerve stimulation. The program runs on any IBM compatible PC, and makes use of text and high resolution graphics to provide a background to the experiments and to describe the methodology. A screen display which emulates a chart recorder presents simulated results (spontaneous or evoked contractions of the gut), derived from actual data, in response to the selection by students of predetermined experimental protocols from a menu. The program is designed to enhance or replace the traditional laboratory-based practical using this preparation, whilst achieving the majority of the same teaching and learning objectives.

scholarly journals The Effect of Interactive Multiple Intelligences Activities Flip Module: Its Effects on Students’ Multiple Intelligences

2019 ◽  
Vol 8 (11) ◽  
pp. 342-348
Keyword(s):  
Multiple Intelligences ◽  
Test Analysis ◽  
Pedagogical Tool ◽  
Intra Class Correlation ◽  
Treatment Groups ◽  
Computer Based Learning ◽  
Intelligence Activity ◽  
Computer Based ◽  
High Degree ◽  
Intra Class Correlation Coefficient

This study aims to test an interactive pedagogical tool using a computer-based learning approach. The purpose of building Multiple Intelligences Activities Flip Module is to increase students’ potentials through their multiple intelligences. The true-experimental study design is used and the samples are randomly selected as control and treatment groups. Pre and post tests are used to measure the effectiveness of this interactive flip module in relations to multiple intelligences significant differences. The findings of the study reveal that the interactive Multiple Intelligences Activity flip module has a high degree of reliability whereby the average measure for Intra-class Correlation Coefficient is .771 with a 95% confidence interval from .520 to .931 (F(9,486)= 4.644, p<.000). Based on MANCOVA test analysis, the researchers have rejected the null hypothesis. The study has demonstrated that the Multiple Intelligence Activity flip module has increased the scores of multiple intelligences tests for treatment groups.

scholarly journals Study of Effectiveness of Prior Knowledge for Smart Home Kit Installation

Sensors ◽  
2020 ◽  
Vol 20 (21) ◽  
pp. 6145
Author(s):  
Yang Hu ◽  
Diane J. Cook ◽  
Matthew E. Taylor
Keyword(s):  
Older Adults ◽  
Prior Knowledge ◽  
Smart Home ◽  
Life Quality ◽  
Control Group ◽  
Accuracy Rate ◽  
Computer Based Learning ◽  
Ubiquitous System ◽  
Computer Based ◽  
Installation Time

Smart-Home in a Box (SHiB) is a ubiquitous system that intends to improve older adults’ life quality. SHiB requires self-installation before use. Our previous study found that it is not easy for seniors to install SHiB correctly. SHiB CBLE is a computer-based learning environment that is designed to help individuals install a SHiB kit. This article presents an experiment examining how smart home sensor installation was affected by knowledge gained from two methods, SHiB CBLE, and a written document. Results show that participants who were trained by the CBLE took significantly (p<0.05) less time in the installation session than those in the control group. The accuracy rate of SHiB kit installation is 78% for the group trained by the CBLE and 77% for the control group. Participants trained by the CBLE showed significantly (p<0.01) higher confidence in the actual installation than those in the control group. These results suggest that having a training before the actual installation will help installers avoid unnecessary work, shorten the installation time, and increase installers’ confidence.

Perspectives on computer assisted language learning

ReCALL ◽  
1995 ◽  
Vol 7 (2) ◽  
pp. 5-19 ◽  
Author(s):  
Kurt Kohn
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Second Language Learners ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Computer Based Learning ◽  
Recent Developments ◽  
Distance Communication ◽  
Computer Based ◽  
And Training

Computer Assisted Language Learning (CALL) addresses the specific needs of second language learners and tutors in computer-based learning and training environments. While traditional CALL applications were mainly focused on narrowly defined and isolated solutions for vocabulary training, text manipulation, dialogue practice and grammar exercises, recent developments in multimedia telematics, involving the integration of multimedia processing and distance communication, have significantly increased the potential of computer technologies for the purposes of language learning and training.

Effectiveness of a Global Learning Strategy Practiced in Different Contexts on Primary and Transfer Self-Paced Motor Tasks

1989 ◽  
Vol 11 (3) ◽  
pp. 290-303 ◽  
Author(s):  
Robert N. Singer ◽  
Charmaine DeFrancesco ◽  
Lynda E. Randal
Keyword(s):  
Learning Strategy ◽  
Transfer Task ◽  
Control Group ◽  
Strategy Group ◽  
Global Learning ◽  
Motor Tasks ◽  
Control Groups ◽  
Treatment Groups ◽  
Laboratory Task ◽  
Better Than

(Singer, 1986) on achievement in laboratory and simulated self-paced sport tasks were investigated. Forty undergraduates were randomly stratified according to gender into four treatment groups: (a) a strategy group that initially practiced the strategy while learning the laboratory task (SL), (b) a laboratory control group that began the experiment by learning the task without the strategy (CL), (c) a strategy group that initially applied the strategy to the learning of an applied sport task (SA), and (d) a control group that initially learned the sport task without the strategy (CA). Following the completion of 48 trials with the primary task, all groups performed 50 trials on a transfer task. ANOVAs indicated that both strategy groups performed significantly better than their respective control groups in the primary tasks. Results of the transfer task indicated that the SA group performed at the same level as the SL group but outperformed both control groups. It was concluded that the strategy facilitates achievement in laboratory as well as applied self-paced tasks.

Knowledge Acquisition in Computer-Based Learning Environments among Elementary Children

1997 ◽  
Vol 26 (1) ◽  
pp. 19-25 ◽  
Author(s):  
Andrew S. Chirwa
Keyword(s):  
Learning Environments ◽  
Learning Strategies ◽  
Conceptual Knowledge ◽  
Procedural Knowledge ◽  
Learning Strategy ◽  
High Order ◽  
Factual Knowledge ◽  
Computer Based Learning ◽  
Computer Based ◽  
Computer Based Learning Environments

The need to understand how children acquire knowledge in computer-based learning environments led the researcher to undertake this study. The purpose was to develop a conceptualization of what learning strategies children frequently use to process conceptually demanding material. The goal was to expose children to different categories of courseware that featured multimedia, drill and practice, simulations, tutorials, spreadsheets, and databases; and to determine learning strategies including elaboration, organization, integration, and recall. The object was to compare the types of learning strategy and nature of knowledge forms acquired during the process of learning the given material in a subject area. The study was conducted at Washington Elementary School; and participants were children in the third through sixth grades. Data was collected by using surveys, formal observations, and formative and summative evaluation procedures. Results show that 80 percent of the time the students had attention focused on the learning material and gained an elevated level of awareness. The learning strategies imagery, exemplifying, and networking were used 70 percent of the time as means to gain conceptual knowledge, factual knowledge, procedural knowledge, and develop high order thinking. The learning strategies covert practice, overt practice, and identifying key ideas were used 60 percent of the time to gain conceptual knowledge, factual knowledge, procedural knowledge, and rules in the subject areas. The learning strategy categorization was used 40 percent of the time as means to gain conceptual knowledge, factual knowledge, procedural knowledge, and rules. The learning strategies sentence elaboration and anticipation were used 30 percent of the time to gain conceptual knowledge, factual knowledge, procedural knowledge, rules, high-order rules, and develop high order thinking. These findings have implications to learning and knowledge acquisition in computer-based learning environments, instructional design, program development and improvement, and technology and teacher education.

scholarly journals The Computer-Assisted Cognitive/Imagery System for Use in the Management of Pain

2004 ◽  
Vol 9 (3) ◽  
pp. 157-162 ◽  
Author(s):  
Jeffrey J Borckardt ◽  
Jarred Younger ◽  
Justin Winkel ◽  
Michael R Nash ◽  
Darlene Shaw
Keyword(s):  
Pain Management ◽  
Undergraduate Students ◽  
Cold Pressor ◽  
Management Program ◽  
Control Group ◽  
Computer Assisted ◽  
Cold Pressor Task ◽  
Management Group ◽  
Pain Management Program ◽  
Subjective Pain

BACKGROUND:There is growing interest in computer-delivered psychological interventions for a number of clinical conditions, including pain.OBJECTIVES:This study tests the effectiveness of a new computer-delivered pain-management program using a laboratory pain paradigm.METHODS:One hundred twenty undergraduate students were randomly assigned to either the computerized pain-management group or the distraction control group. Subjects underwent a cold-pressor task and were asked to continuously rate their subjective pain experience.RESULTS:Women receiving the computerized pain management intervention were able to tolerate the cold-pressor task longer than those in the control group. No effect was found for men. Subjective pain ratings were consistently lower during the cold-pressor task for subjects in the computerized pain-management group regardless of sex. Subjects receiving the computerized intervention reported feeling more comfortable and relaxed than control subjects during the cold-pressor task.CONCLUSIONS:Findings indicate that further investigations of the program used in this study are warranted to determine its potential clinical utility and that of similar computerized interventions for pain.

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