Framework for Computer Assisted Instruction Courseware: A Case Study

1986 ◽  
Vol 15 (1) ◽  
pp. 35-52
Author(s):  
Judith A. Betlach
Keyword(s):  
Design Methodology ◽  
Computer Assisted Instruction ◽  
Management Systems ◽  
Computer Assisted ◽  
Analysis And Design ◽  
User Community ◽  
Assisted Instruction ◽  
The U.S ◽  
Selection Of

This article systematically investigates, defines, and organizes variables related to production of Computer Assisted Instruction (CAI) courseware for the U.S. Army Logistics Management Systems Activity (ALMSA), St. Louis. Initial decisions regarding selection of analysis and design methodology, hardware, software and authoring languages were strongly influenced by availability within the ALMSA user community. Subsequent refinements may be required, but prototype boundaries have now been delineated for this prototype effort.

Teaching the Use of Computers: A Case Study

1985 ◽  
Vol 12 (3) ◽  
pp. 171-172 ◽  
Author(s):  
Gilbert W. Atnip
Keyword(s):  
Social Sciences ◽  
Word Processing ◽  
Analysis Data ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Simulation And Modeling ◽  
Independent Research ◽  
Processing Data ◽  
Assisted Instruction

A course on the use of computers in psychology and the other social sciences is described. The course included an introduction to computers and computing and units on word processing, data analysis, data acquisition, artificial intelligence, and computer-assisted instruction, simulation, and modeling. Each unit incorporated the application of an appropriate program. Students conducted independent research projects using the computer. They evaluated the course very positively, as did the instructor. The major problems encountered in teaching the course related to the diversity of students' backgrounds in computers and in statistics, and to the difficulty of separating technique from content in assigning grades.

Sigal's Ineffective Computer-Based Practice of Arithmetic: A Case Study

1988 ◽  
Vol 19 (3) ◽  
pp. 195-214
Author(s):  
Nira Hativa
Keyword(s):  
Substantial Improvement ◽  
Computer Assisted Instruction ◽  
Second Grade ◽  
Computer Assisted ◽  
Design And Implementation ◽  
Hierarchical Levels ◽  
Computer Based ◽  
Paper And Pencil ◽  
Assisted Instruction

Sigal, a second-grade girl in Israel, was observed for several months while practicing arithmetic with a structured and controlled computer-assisted instruction (CAI) system. Sigal was average in arithmetic in her class, enjoyed the computer practice, and believed that it helped her in arithmetic. However, observations showed that she consistently failed to solve problems on the computer that she could do successfully with paper and pencil. She was therefore given CAI practice well below her real arithmetic ability. She often oscillated among a few types of exercises, sometimes regressing rather than advancing upward in the hierarchical levels of practice. Several kinds of interventions did not bring about substantial improvement in her work with the computer. Continued observations in the following 2 years showed almost no change in her CAI-related behavior. This paper suggests the reasons for Sigal's problems with the CAI practice and draws implications for CAI design and implementation.

Microcomputers in Special Education: Promises and Pitfalls

1982 ◽  
Vol 49 (2) ◽  
pp. 123-128 ◽  
Author(s):  
Milton Budoff ◽  
Leah R. Hutten
Keyword(s):  
Special Education ◽  
Classroom Management ◽  
Instructional Materials ◽  
Computer Assisted Instruction ◽  
Management Systems ◽  
Computer Assisted ◽  
Instructional Software ◽  
Computer Literate ◽  
Assisted Instruction ◽  
Current Systems

The microcomputer is making it possible for teachers with a modicum of familiarity with computer technologies to introduce computer-assisted instruction (CAI) in special education rooms. The hardware and software are flexible, inexpensive, and friendly to users; capable of integrating a broad range of peripherals into instructional materials; and reliable. This paper indicates major features of microcomputer systems and indicates some limitations of the current microcomputer systems for special education applications. Many questions about the effectiveness of CAI remain, especially with special populations. With exceptions, the instructional software for current systems is uninteresting, trivial, and sparsely available because the systems are so new and limited in capacity. Teachers must become computer-literate, knowledgeable in instructional classroom management systems and, most of all, comfortable with the technology.

The Effectiveness of Two Case Study Versions: Printed versus Computer-Assisted Instruction

1994 ◽  
Vol 24 (4) ◽  
pp. 421-433 ◽  
Author(s):  
Jack W. Jobst ◽  
Terance L. McNinch
Keyword(s):  
University Students ◽  
Work Experience ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Case Method ◽  
Computer Version ◽  
Assisted Instruction ◽  
Decision Paths

Two groups of university students, approximately half with work experience, read one of two versions of the same case study narrative—a traditional, printed version or a computer version. Afterwards, both groups selected from a list of paragraphs to compose a memorandum needed to resolve the conflict in the case, and, two days later, completed a questionnaire to determine retention of the narrative. The researchers hypothesized that the subjects using the computer version would perform better and rate their version as more realistic because of this version's visuals and decision paths. The subjects using the computer version did perform somewhat better at selecting the correct final memo paragraph, but overall, the results did not show either method to be superior. The subject's previous off-campus work experience, however, did produce an impact on both the results and acceptability of the case method.

Composite Design Methodology: Design of Composite Trails for the U.S. Army’s M198 Howitzer, A Case Study

1996 ◽  
Vol 118 (2) ◽  
pp. 286-293
Author(s):  
E. Sancaktar ◽  
M. West ◽  
K. R. Miner
Keyword(s):  
Finite Element ◽  
Design Methodology ◽  
Adhesive Bonding ◽  
Complex Loading ◽  
Material Design ◽  
Element Analysis ◽  
Finite Element Program ◽  
Analysis And Design ◽  
The U.S

Analysis and design of a fiber reinforced organic composite trail pair for the U.S. Army M198 Howitzer is presented as a case study in composite material design methodology. For this purpose mechanics analysis is performed using the computer program: MIC-MAC composites design and ANSYS 4.4A finite element analysis. The analyses includes composite lamination, material optimization, adhesive bonding, buckling, deflection, stress and failure analysis and validates the practicability of the proposed constant cross-section graphite/epoxy trail. The use of PC based spreadsheet MIC-MAC program, initially, allows efficient and inexpensive evaluation of several alternative designs including different geometries and materials before the finite element program is employed with the few final design choices to rule out failure in stress, deflection and buckling modes. However, superposition principles need to be used to describe the complex loading configuration as a collection of mechanically equivalent individual load modes such as midspan loaded beam, cantilever beam under torsion, in-plane loaded plate etc. in order to be able to utilize the MIC-MAC program initially. Fabrication plans are also proposed for the trail pair.

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