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Analysis of the total quality management-based software auditing

TOTAL QUALITY MANAGEMENT 1998年第7期9卷 611-618页

作者： Chou, DC Yen, DC Chen, JQ St Cloud State Univ Dept Business Comp Informat Syst St Cloud MN 56301 USA Miami Univ Dept Decis Sci & MIS Oxford OH 45056 USA

As the total quality management (TQM) method becomes the mainstream of quality control, a new auditing framework is needed to guide the process of software quality assurance. This paper discusses the importance of the TQM method and proposes a TQM-based information system auditing framework. A TQM-based quality auditing could enhance the effectiveness and efficiency of the software quality management.

关键词： computer software development Total quality management

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An authoring and learning kit for digital electronics

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BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY 1998年第1期29卷 15-24页

作者： Beltcheva, O Ponta, D Da Bormida, G Tech Univ Sofia PIIS Dept Sofia 1176 Bulgaria Univ Genoa I-16126 Genoa Italy

A multimedia component kit for digital electronics authoring and learning is presented, It is based on a sophisticated structuring mechanism and a flexible link management scheme, Components available on the Internet facilitate sharing and reuse of educational software during the authoring process, make possible the support of all phases of the learning process, and allow students to achieve their desired depth of understanding, Emphasis is put on the implementation of a great number of components based on simulation and animation that provide a high level of interactivity and allow some presentation difficulties inherent in the subject to be overcome, An analysis of the impact of using the kit for authoring and learning is currently being performed.

关键词： Animation Authoring Aids (Programming) computer Assisted Instruction computer Simulation computer software development Educational Technology Internet Multimedia Materials Shared Resources and ServicesDigital Technology Interactive computer Systems

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Relational databases in assessment: An application to online scoring

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JOURNAL OF EDUCATIONAL COMPUTING RESEARCH 1998年第1期18卷 1-13页

作者： Whalen, SJ Bejar, II Educ Testing Serv Princeton NJ 08541 USA

The Web has made it possible for interested participants to assemble themselves into virtual educational communities. In this article we discuss the design of online scoring systems that might be used in computer-based educational contexts. The focus is on the design of the software that supports high psychometric and fairness standards. We first describe the system from the point of view of different participants and then discuss the design of the underlying database, which is at the heart of the system. We close with conclusions regarding the advantages of sound database design and online grading.

关键词： computer Assisted Instruction computer software development Confidentiality Databases Evaluation Grading Online Systems Psychometrics Scoring StandardsData Integrity Fairness Relational Models

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Retention of word meanings inferred from context and sentence-level translations: Implications for the design of beginning-level CALL software

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MODERN LANGUAGE JOURNAL 1998年第4期82卷 533-544页

作者： Grace, CA Purdue Univ Dept Foreign Languages & Literatures W Lafayette IN 47907 USA

This article attempts to reconcile two positions on second language (L2) vocabulary learning: (a) inferring word meanings produces greater retention because it promotes deeper processing, and (b) incorrect meanings are retained if wrong inferences are made. In beginning-level computer-assisted language learning (CALL) software, native language translations at the sentence level may satisfy both positions. When deriving meaning from translations of this type, users must make associations (i.e., search for semantic equivalents) and focus their attention on structural differences between the two languages. Moreover, these translations increase the likelihood of making correct associations by more readily triggering appropriate schemata and, hence, the likelihood of committing the correct meaning to memory. In the present study, a MANOVA indicated that, given bilingual multiple-choice tests, learners with access to sentence-level translations demonstrated significantly greater short-term (ST) and long-term (LT) retention (p < .001) of correct word meanings than learners without sentence-level translations. Results suggest a possible synergy between deep processing and verifications of meaning.

关键词： Classroom Techniques College Instruction College Students computer Assisted Instruction computer software development Context Clues Courseware Curriculum Design Error Patterns French Higher Education Inferences Second Language Instruction Second Language Learning Semantics Translation Vocabulary developmentcomputer Assisted Language Learning

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The effects of cooperative learning and learner control on students' achievement, option selections, and attitudes

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ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND development 1998年第2期46卷 17-33页

作者： Singhanayok, C Hooper, S Sci Applicat Int Corp Vienna VA USA Chiangmai Univ Dept Educ Technol Chiang Mai Thailand Univ Minnesota Dept Curriculum & Instruct Minneapolis MN 55455 USA

We investigated the effects of studying alone or in cooperative-learning groups on the performance of high and low achievers, using either learner- or program-controlled computer-based instruction. A total of 92 sixth-grade students were classified by Stanford Achievement Test scores and randomly assigned to group or individual treatments, stratified by achievement scores. Both high and low achievers in the cooperative treatment performed better and had more positive attitudes toward grouping than did students working individually, on both program-controlled and learner-controlled computer lessons. In addition, the cooperative-learning group exhibited significantly greater improvement from immediate to delayed posttest than did the individual-learning group. For low achievers, the greatest improvement was in the program-controlled condition, and for the high achievers, in the learner-controlled condition. The learner-controlled cooperative-learning group, compared to the learner-controlled individual-learning group, chose to check its concept learning more often and spent more rime interacting with the computer-based tutorial. These results suggest that cooperative learning provides beneficial effects, and imply a need for software designers to adapt computer-based instruction for cooperative learning to the different learning styles of high- and low-achieving students.

关键词： Academic Achievement Cognitive Style computer Assisted Instruction computer software development Cooperative Learning Grade 6 High Achievement Independent Study Instructional Design Instructional Effectiveness Intermediate Grades Learner Controlled Instruction Low Achievement

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Comparing understanding of programming design concepts using visual basic and traditional basic

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JOURNAL OF EDUCATIONAL COMPUTING RESEARCH 1998年第1期18卷 37-47页

作者： Bishop-Clark, C Miami Univ Syst Anal Dept Middletown OH 45042 USA

This article addresses the question of whether an introductory programming course can be taught using a Visual Language (Visual Basic) without compromising students' understanding of programming design concepts. One group of students took an introductory programming course using a text-based programming language (Qbasic) and a second group took the same course using a visual programming language (Visual Basic). At the end of the semester the two groups were compared on their understanding of the programming design concepts of sequence, selection, iteration, variables, and arrays. Based on this study with eighty-nine students, Visual Basic students master the programming design concepts at least as well as traditional BASIC students and in some cases better. Visual Basic appears to be an excellent choice for a first programming course.

关键词： Comparative Analysis computer Science computer software development Design Fundamental Concepts High Schools Higher Education Instructional Effectiveness Measures (Individuals) Programming Programming Languages Undergraduate StudentsBASIC Programming Language

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A cognitive model for conceptual change in science instruction with a focus on educational software development

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JOURNAL OF EDUCATIONAL COMPUTING RESEARCH 1998年第2期19卷 155-174页

作者： Rezaei, A Katz, L Univ Calgary Fac Kinesiol Sports Technol Res Ctr Calgary AB T2N 1N4 Canada

In this article the authors introduce the Inventive Model as a theoretical base for science instruction and for software development in science education. The Inventive Model is a constructivistic approach to conceptual change. This model is presented as a response to the urgent need for a theoretical framework for software development in the area of conceptual understanding in science and mathematics. The model is based on the theoretical works of the pioneers in the field as well as the recent innovative/effective practices in science instruction. Some components of the model have been tested successfully in the past. However, the effectiveness of the whole model needs to be tested. Natural language understanding is a major limitation of computer-based instruction [1]. However, in this article it is shown how simple diagnostic tests, students' log files, and other advantages of computer assisted instruction (CAT) may compensate this limitation. In ongoing research the authors are developing an instructional multimedia program for conceptual change in physics based on the model. The multimedia program can be used individually, in small groups, or by the whole class under the teacher's guidance. Qualitative and quantitative comparisons between the individualized version of the multimedia program and the traditional physics instruction are the main goals of the ongoing research.

关键词： computer Assisted Instruction computer software development Constructivism (Learning) Courseware Elementary Secondary Education Misconceptions Science InstructionConceptual Change Technology Implementation Theoretical Analysis Cognitive Models

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Exploring the use of animation software with young bilingual students learning science

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JOURNAL OF EDUCATIONAL COMPUTING RESEARCH 1998年第3期19卷 247-267页

作者： García, CE Univ Colorado Sch Educ Boulder CO 80309 USA

This study investigates those practices associated with the design, creation, and revision of animated models that tell a science story. It reveals information about how animation software assists young bilingual children in science learning. The article argues that bilingual children benefit from the ability of animation software to displace and reassemble spatial and temporal relations in science (with the effect of shaping language). Evidence that animation software displaces and reassembles knowledge in science is exposed by 1) having accessibility to different worlds, 2) the capacity to manipulate science concepts, and 3) connecting structure and sequence to function. The study suggests that this type of visual displacement and reassembling is a starting point for the development of science discourse in English among bilingual children.

关键词： Animation Bilingual Students computer Assisted Instruction computer software development Elementary Education English (Second Language) Learning Activities Models Multilingual Materials Science Activities Science Instruction

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A cognitive technology to teach composition skills: Four studies with the R-WISE writing tutor

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JOURNAL OF EDUCATIONAL COMPUTING RESEARCH 1998年第3期18卷 259-296页

作者： Rowley, K Carlson, P Miller, T Command Technol Inc San Jose CA 95131 USA Rose Hulman Inst Technol Terre Haute IN 47803 USA MEI Technol Corp Lexington MA 02173 USA

Four studies examined the effectiveness of user-adaptive computer-aided instruction that explicitly models the cognitive processes of composing for developmental writers, and is integrated with classroom composition instruction. The four school-year studies were designed to build on each other, each informing design improvements to a writing tutor named Reading and Writing in a Supportive Environment (R-WISE) as well as informing sub sequent research designs. The first year study (N = 852) compared traditional classroom controls with R-WISE treatment classrooms. The second year study (N = 1,151) compared students using R-WISE with students using a word processor. The third year study (N = 1,277) :measured the effect of the teacher's instructional style, and the level of student control over the R-WISE software, on student performance. The fourth year study (N = 617) replicated previous studies. The treatment groups for the four studies each posted significant gains over controls on most holistic and analytical measures of writing quality. The results of testing multiple design factors of R-WISE demonstrated the efficacy of long-term evaluation and enhancement of user+ adaptive writing software in a field-based context.

关键词： Cognitive Processes computer Assisted Instruction computer software development Courseware High Schools Instructional Effectiveness Writing (Composition) Writing Instruction

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Cognitive research, learning theory, & software design: The virtual library

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JOURNAL OF EDUCATIONAL COMPUTING RESEARCH 1998年第2期18卷 105-121页

作者： Nicaise, M Santa Barbara City Coll Dept Multimedia Arts & Technol Santa Barbara CA 93109 USA

The idea that theory and research on learning and cognition could influence the way we teach and structure learning environments has established a new paradigm for software designers [1]. According to a social-constructivist perspective, discourse, authentic tasks, exploratory and student-centered learning are integral to learning and understanding. The purpose of this article is to describe design considerations that were made for a software prototype called the Virtual Library-considerations that were framed by cognitive research and learning theory. When completed, the software will assist preservice teachers in learning about educational psychology and instructional design. The software resembles a library where students browse through a series of 3-D, virtual buildings to understand research, theory, and classroom applications of educational psychology and instructional design. Students have access to movies, text, images, and World Wide Web sites. They also have opportunities to participate in interactive lessons and e-mail conversations with other students, classroom teachers, educational psychologists, and instructional designers.

关键词： computer software development Constructivism (Learning) Courseware Design Requirements Discovery Learning Educational Psychology Electronic Libraries Instructional Design Learning Theories Preservice Teacher Education Student Centered Curriculum Virtual RealityCognitive Research Prototypes

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