scholarly journals Cognitive style and Computer-Assisted Learning: problems and a possible solution

2011 ◽  
Vol 1 (1) ◽  
Author(s):  
John A. Clarke
Keyword(s):  
Cognitive Style ◽  
Predictive Validity ◽  
Cognitive Styles ◽  
Research Interest ◽  
Learning Problems ◽  
Computer Assisted ◽  
User Performance ◽  
Computer Assisted Learning ◽  
Future Work ◽  
Suitable Measure

Although the notion of cognitive style has been around for some time, only in relatively recent times has there been a research interest in examining its effect on the performance of Computer-Assisted Learning (CAL) users. There are a number of practical difficulties associated with catering for different cognitive styles of CAL users. This paper identifies not only a style which influences CAL-user performance and overcomes many of the difficulties, but also a possible suitable measure of that style. Data on the reliability of this measure is reported, along with preliminary work on its use to cater for CAL users with different cognitive styles. Future work will focus on the development of the package and the predictive validity of the style measure.DOI:10.1080/0968776930010106

The Effect of Teaching Strategies and Cognitive Style on Reading Comprehension

2015 ◽  
Vol 12 (1) ◽  
Author(s):  
Marlin Helentina Napitupulu ◽  
Lince Sihombing ◽  
Berlin Sibarani
Keyword(s):  
Reading Comprehension ◽  
Factorial Design ◽  
Key Words ◽  
Cognitive Style ◽  
Experimental Research ◽  
Teaching Strategies ◽  
Cognitive Styles ◽  
Csr Strategy

The objectives of this study were to examine whether (1) the students’ achievement on reading comprehension taught by using CSR Strategy is higher than that of taught by using REAP Strategy, (2) reading comprehension achievement of reflective cognitive style is higher than reading comprehension achievement of impulsive cognitive style, and (3) there is interaction between teaching strategies and cognitive styles on students’ achievement on reading comprehension. This study was conducted by using experimental research with factorial design 2X2. The data were analyzed by using Two-Way ANOVA. Based on the analysis, there were found that (1) CSR and REAP strategy significantly affect students’ achievement on reading comprehension, students’ achievement on reading comprehension taught by using CSR is higher than that of the students’ taught by using REAP; (2)the achievement on reading comprehension of the students with reflective cognitive style is higher than that of the students with impulsive cognitive style; and (3) there is an interaction between teaching strategies and cognitive style on students’ reading comprehension achievement. It showed that students who read with reflective cognitive style got higher result than students who read with impulsive cognitive style if they were taught by CSR, and students who read with reflective cognitive style got higher  result than students who read with impulsive reflective style if they were taught by REAP. Key words: cognitive style; reading comprehension; and teaching strategies

Effectiveness of computer‐assisted learning in sports dentistry: Studies over a multiple‐year period and at two universities

2021 ◽  
Author(s):  
Nana Shiota ◽  
Atsuhiro Kinoshita ◽  
Masayo Sunaga ◽  
Gen Tanabe ◽  
Kairi Hayashi ◽  
...  
Keyword(s):  
Computer Assisted ◽  
Computer Assisted Learning

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.

Effects of timing of formative feedback in computer‐assisted learning environments

2020 ◽  
Vol 36 (5) ◽  
pp. 718-728
Author(s):  
Carmen Candel ◽  
Eduardo Vidal‐Abarca ◽  
Raquel Cerdán ◽  
Marie Lippmann ◽  
Susanne Narciss
Keyword(s):  
Learning Environments ◽  
Formative Feedback ◽  
Computer Assisted ◽  
Computer Assisted Learning
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