检索结果-内蒙古大学图书馆

computer-based learning in statistics: a problem solving approach

JOURNAL OF THE ROYAL STATISTICAL SOCIETY SERIES D-THE STATISTICIAN 1998年第2期47卷 349-364页

作者： Bowman, A Gilmour, WH Constable, G Davies, N Gilmour, SG Redfern, EJ Univ Glasgow Dept Stat Glasgow G12 8QW Lanark Scotland Univ Sheffield Sheffield S10 2TN S Yorkshire England Nottingham Trent Univ Nottingham NG1 4BU England Univ Reading Reading RG6 2AH Berks England Univ Leeds Leeds LS2 9JT W Yorkshire England

Software which allows interactive textual and graphical material to be created relatively easily has now existed for several years. This has promoted considerable interest in computer-based learning. This paper describes an approach which uses these tools to create problem-based material for use in laboratory sessions in association with courses in statistics. Illustrations are given, and the presentation of one particular problem, based on the design and analysis of a simple clinical trial, is developed in detail. Important issues of design, construction and evaluation are also discussed. It is argued that, although it is expensive to produce, material of this type can provide real benefits as a teaching resource.

关键词： authoring tool biology business computer-based learning dynamic graphics geography interactive graphics problem-based material psychology statistical education through problem solving project teaching

来源：评论

学校读者我要写书评

暂无评论

computer-based learning - an aid to successful teaching of pharmacology?

引用

NAUNYN-SCHMIEDEBERGS ARCHIVES OF PHARMACOLOGY 2002年第1期366卷 77-82页

作者： Hughes, IE Univ Leeds Sch Biomed Sci Leeds LS2 9JT W Yorkshire England

Various types of software have been developed for use in pharmacology courses. These include: simple drill (question and answer) software;electronic books;video material;tutorial type programs;simulations;and electronic learning environments for course organisation and delivery. These different types of software can be used in different ways to achieve very different learning objectives and gains in teaching efficiency. For example, software can be used: in tutorial and small group teaching;in lectures;to better prepare students for practical work:, as a replacement for practicals;to provide options within a limited course structure;to supplement lectures and enable students to work at their own pace;to provide ongoing access to self-assessment throughout a course;to aid distance learning;as remedial teaching and to extend the student learning experience in areas which are too expensive or too time consuming or for which staff expertise does not exist. Evidence indicates that it is insufficient simply to make computer based learning material available to students. Like a laboratory class, it must be fully integrated into a module if real benefits are to be obtained. Students need to be taught how to learn from computer-based learning materials and how to integrate this learning tool in their learning strategy. Teachers need to be supported not only with information about the availability of software but, equally importantly, about how it can be integrated into modules. We are all delivering teaching and facilitating learning in a changing environment and subject to a variety of increasing pressures. It may well be that computer based teaming materials may help to maintain a high quality of pharmacology teaching within this changing environment but we need more pedagogical research at the discipline level to establish how this can best be done.

关键词： computer-assisted learning computer-based learning CAL simulations teaching computers in teaching

来源：评论

学校读者我要写书评

暂无评论

computer-based learning: Interleaving whole and sectional representation of neuroanatomy

引用

ANATOMICAL SCIENCES EDUCATION 2013年第1期6卷 11-18页

作者： Pani, John R. Chariker, Julia H. Naaz, Farah Univ Louisville Lab Visual Spatial Learning Dept Psychol & Brain Sci Coll Arts & Sci Louisville KY 40292 USA

The large volume of material to be learned in biomedical disciplines requires optimizing the efficiency of instruction. In prior work with computer-based instruction of neuroanatomy, it was relatively efficient for learners to master whole anatomy and then transfer to learning sectional anatomy. It may, however, be more efficient to continuously integrate learning of whole and sectional anatomy. A study of computer-based learning of neuroanatomy was conducted to compare a basic transfer paradigm for learning whole and sectional neuroanatomy with a method in which the two forms of representation were interleaved (alternated). For all experimental groups, interactive computer programs supported an approach to instruction called adaptive exploration. Each learning trial consisted of time-limited exploration of neuroanatomy, self-timed testing, and graphical feedback. The primary result of this study was that interleaved learning of whole and sectional neuroanatomy was more efficient than the basic transfer method, without cost to long-term retention or generalization of knowledge to recognizing new images (Visible Human and MRI). Anat Sci Educ. (c) 2012 American Association of Anatomists.

关键词： neuroanatomy education interleaving transfer of learning computer-assisted instruction computer-based learning instruction 3D graphics generalization

来源：评论

学校读者我要写书评

暂无评论

computer-based learning for the enhancement of breastfeeding training

引用

SOUTH AFRICAN JOURNAL OF CLINICAL NUTRITION 2009年第3期22卷 137-144页

作者： Du Plessis, L. M. Labadarios, D. Singh, T. Marais, D. Univ Stellenbosch Fac Hlth Sci Div Human Nutr Stellenbosch South Africa Human Sci Res Council Knowledge Syst Cape Town South Africa Tygerberg Acad Hosp Tygerberg South Africa Christian Med Coll & Hosp Ludhiana Punjab India

A great need exists for ongoing breastfeeding training. Students of today relate well to computers in the learning environment. In this study, computer-based learning (CBL) was explored in the context of breastfeeding training for undergraduate Dietetic students. Aim: To adapt and validate an Indian computer-based undergraduate breastfeeding training module for use by South African undergraduate Dietetic students. Methods and materials: The Indian module was adapted to suit the South African scenario and converted into low-bandwidth, interactive computer-based material. It was assessed for face and content validity by 19 peer reviewers and 17 third-year Stellenbosch University (SU) Dietetic student reviewers by means of self-administered questionnaires. Impact of the adapted module on knowledge was evaluated on second-year SU (n = 14) and University of the Western Cape (UWC) (n = 15) Dietetic students by means of pre- and post-knowledge tests. Results: All reviewers rated their information technology (IT) skills as sufficient and enjoyed the presentation mode of the adapted module. Student reviewers indicated that CBL was a "nice way of learning", but requested that it should not be used as the sole source of instruction. Fifty three per cent (n = 19) of the reviewers rated CBL to be equally effective compared to conventional lectures, 36% (n = 13) rated it as being more effective and 11% (n = 4) as less effective. Pre- and post-knowledge test scores showed a significant increase (SU p < 0.0001 and UWC p < 0.00115). Conclusion: It is recommended that validated computer-based breastfeeding training modules be integrated as part of multi-media methods to increase coverage and enhance breastfeeding learning for undergraduate Dietetic students. Other students of health care professions and health care workers may also benefit from such modules.

关键词： breastfeeding computer-based learning health care workers

来源：评论

学校读者我要写书评

暂无评论

computer-based learning in Medical Education: A Critical View

引用

Journal of the American College of Radiology 2006年第10期3卷 793-798页

作者： Lee, W. Robert Department of Radiation Oncology Duke University School of Medicine Durham NC United States

A number of reports in the past decade have concluded that the medical education system must be reformed. These reports often call for the incorporation of new technologies into the educational process. One technology that has found its way into the medical educational environment is the personal computer. This essay critically examines the introduction of the personal computer into medical education, focusing on computer-based learning (CBL). The author concludes that evidence demonstrating the effectiveness of CBL is weak, and evidence supporting the notion that CBL enhances learning (compared with traditional methods) is weaker still. The author also argues that the decision to use CBL in the place of face-to-face traditional instruction has important negative implications for participants in medical education and may undermine the important role of patients in the education of doctors. © 2006 American College of Radiology.

关键词： computer-based learning doctor-patient communication medical education

来源：评论

学校读者我要写书评

暂无评论

computer-based learning for ESRD Patient Education: Current Status and Future Directions

引用

Advances in Renal Replacement Therapy 1995年第3期2.0卷 234-245页

作者： Chambers, Jeanette K. Frisby, Anthony J. the Departments of Medical Nursing and Nursing Education Development and Research Riverside Methodist Hospitals Columbus Ohio United States the Office of Academic Computing Thomas Jefferson University Philadelphia Pennsylvania United States

computer use in everyday life has expanded human potential in virtually every possible arena. In health care, computer technology affects direct clinical care through diagnostics, treatment, monitoring, and documentation processes. Patient care systems use computer technology to manage billing, scheduling, and multiple other administrative functions. computer technology for education of health care professionals has been primarily in selected undergraduate, graduate, and professional degree programs. computer-based continuing education for health care professionals has been available for at least a decade, but computer-based patient education is just now beginning to emerge as a learning option. This article describes examples of patient education programs using different types of hardware and software and explores potential areas for further development of this area for end-stage renal disease patients and families. computer technology is not a replacement for professional involvement in patient education, but rather offers a new arena of media to enhance and expand current teaching and learning resources. computer-based learning is characterized by features representative of many highly regarded principles of adult education. Further, instructional design concepts used for program development are fundamentally sound for patient education. © 1995, National Kidney Foundation, Inc. All rights reserved.. All rights reserved.

关键词： computer-based learning end-stage renal disease health education informatics learning technology Patient education

来源：评论

学校读者我要写书评

暂无评论

Training groups of end users: Examining group interactions in a computer-based learning environment

引用

JOURNAL OF computer INFORMATION SYSTEMS 2006年第3期46卷 104-109页

作者： Mills, RJ Lawless, KA Pratt, JA Utah State Univ Logan UT 84322 USA Univ Illinois Chicago IL 60607 USA Univ Wisconsin Eau Claire WI 54702 USA

Universities and organizations place great emphasis on the "team" approach to learning and completing projects. As an extension of collaborative group learning, the team approach has been applied to learning in a computer-based learning environment. The current investigation sought to examine the effects of cognitive load on performance outcomes of students using computer-based instruction. Specifically, the performance of students within a cooperative group interacting in a computer-based instructional environment was compared to the performance of students working alone. Students were randomly assigned to learn individually or within a group of three, one of whom was then randomly assigned to control the mouse. Data analyses revealed that (a) there was no statistically significant difference between the performance of overall groups and the performance of individual computer-based instruction learners, and (b) individual learners and group observers both performed significantly higher on the posttest than group members controlling the mouse. Implications for groups working in computer-based learning environments are discussed in the paper.

关键词： E-learning cognitive load end-user training computer-based learning component display theory

来源：评论

学校读者我要写书评

暂无评论

What Are We Looking for in computer-based learning Interventions in Medical Education? A Systematic Review

引用

JOURNAL OF MEDICAL INTERNET RESEARCH 2016年第8期18卷 e204-e204页

作者： Taveira-Gomes, Tiago Ferreira, Patricia Taveira-Gomes, Isabel Severo, Milton Ferreira, Maria Amelia Univ Porto Fac Med Dept Med Educ & Simulat P-4200319 Oporto Portugal Univ Porto Fac Med Dept Clin Neurosci & Mental Hlth Med Psychol Unit Oporto Portugal Univ Porto Fac Med Dept Clin Epidemiol Predict Med & Publ Hlth Oporto Portugal

Background: computer-based learning (CBL) has been widely used in medical education, and reports regarding its usage and effectiveness have ranged broadly. Most work has been done on the effectiveness of CBL approaches versus traditional methods, and little has been done on the comparative effects of CBL versus CBL methodologies. These findings urged other authors to recommend such studies in hopes of improving knowledge about which CBL methods work best in which settings. Objective: In this systematic review, we aimed to characterize recent studies of the development of software platforms and interventions in medical education, search for common points among studies, and assess whether recommendations for CBL research are being taken into consideration. Methods: We conducted a systematic review of the literature published from 2003 through 2013. We included studies written in English, specifically in medical education, regarding either the development of instructional software or interventions using instructional software, during training or practice, that reported learner attitudes, satisfaction, knowledge, skills, or software usage. We conducted 2 latent class analyses to group articles according to platform features and intervention characteristics. In addition, we analyzed references and citations for abstracted articles. Results: We analyzed 251 articles. The number of publications rose over time, and they encompassed most medical disciplines, learning settings, and training levels, totaling 25 different platforms specifically for medical education. We uncovered 4 latent classes for educational software, characteristically making use of multimedia (115/251, 45.8%), text (64/251, 25.5%), Web conferencing (54/251, 21.5%), and instructional design principles (18/251, 7.2%). We found 3 classes for intervention outcomes: knowledge and attitudes (175/212, 82.6%), knowledge, attitudes, and skills (11.8%), and online activity (12/212, 5.7%). About a quarter of the art

关键词： medical education internet-based learning computer-based learning e-learning b-learning systematic review

来源：评论

学校读者我要写书评

暂无评论

Pedagogical underpinnings of computer-based learning

引用

JOURNAL OF ADVANCED NURSING 2004年第1期46卷 5-12页

作者： Adams, AM Univ Dublin Trinity Coll Sch Nursing & Midwifery Studies Dublin 2 Ireland

Background. E-learning is becoming increasingly incorporated into educational programmes. Digital materials usually require a lot of investment in terms of time, money and human resources. With advances in technology, delivery of content has much improved in terms of multimedia elements. However, often only low-level learning is achieved as a result of using these materials. Aim. The purpose of this article is to give a comprehensive overview of some of the most important issues to consider when incorporating e-learning into educational programmes. Discussion. computer-based learning has three components: hardware, software and 'underware', the pedagogy that underpins its development. The latter is the most important, as the approach adopted will influence the creation of computer-based learning materials and determine the way in which students engage with subject matter. Teachers are responsible for the quality of their courses and have a vital role in helping to develop the most appropriate electronic learning activities that will facilitate students to acquire the knowledge and skills necessary for clinical practice. Therefore, they need to have an awareness of what contributes to educationally effective, computer-based learning materials.

关键词： computer-based learning pedagogy constructivism underware nursing

来源：评论

学校读者我要写书评

暂无评论

Calibration as side effect? computer-based learning in driver education and the adequacy of driving-task-related self-assessments

引用

TRANSPORTATION RESEARCH PART F-TRAFFIC PSYCHOLOGY AND BEHAVIOUR 2013年 17卷 63-74页

作者： Weiss, Thomas Petzoldt, Tibor Bannert, Maria Krems, Josef Tech Univ Chemnitz D-09125 Chemnitz Germany Tech Univ Chemnitz D-09107 Chemnitz Germany Univ Wurzburg D-97070 Wurzburg Germany

To reduce the high risk of young, novice drivers being involved in traffic accidents, there have been several attempts to utilize computers for driver education. Previous studies have shown promising results concerning the benefits of using computers for the acquisition of driving-task-related cognitive skills. However, these studies' findings are inconclusive regarding whether using computers for driver education affects drivers' calibration skills. Underdeveloped calibration skills are considered to be an important reason explaining why young, novice drivers are at a higher risk of being involved in an accident relative to other drivers. To examine the effects of computer-based learning in driver education on drivers' calibration skills, we provided student drivers (N = 38) with two different types of learning material (computer-based vs. paper-based, approximately 90 min in duration). Two days later, we presented them with a driving simulator task. Right before the test, the participants were asked to predict the likelihood that they would be able to successfully implement their newly acquired competencies. We chose "anticipatory recognition of hazardous traffic situations" as the learning objective to examine both facets of calibration: accuracy of assessing driving tasks (situational or risk awareness) and accuracy of driving-task-related self-assessments (self-efficacy, state awareness). The analysis of participant's gaze data confirmed our expectation that student drivers who used computer-based learning material would not only detect situation-specific hazard cues sooner but would also demonstrate better comprehension of the information they perceived. Contrary to our expectations, the computer-based learning did not lead to more accurate predictions of test performance. However, it increased the insecurities of the participants, thereby reducing the risk that these student drivers would overestimate their own competence. Because using computers helps studen

关键词： Driver education Novice drivers computer-based learning Calibration Self-assessment Hazard perception

来源：评论

学校读者我要写书评

暂无评论

建议与咨询留下您的常用邮箱和电话号码，以便我们向您反馈解决方案和替代方法

时间限定

文献类型

馆藏选择

核心期刊

语言

文献类型

帮助

文字说明：

检索规则说明：

检索范例：

分类表

所选分类

限定检索结果

文献类型

馆藏范围

日期分布

学科分类号

主题

机构

作者

语言

请选择保存的检索档案：

请选择收藏分类：

通借通还

建议与咨询 留下您的常用邮箱和电话号码，以便我们向您反馈解决方案和替代方法

时间限定

文献类型

馆藏选择

核心期刊

语言

文献类型

帮助

文字说明：

检索规则说明：

检索范例：

分类表

所选分类

限定检索结果

文献类型

馆藏范围

日期分布

学科分类号

主题

机构

作者

语言

请选择保存的检索档案： 新增检索档案 确定 取消

请选择收藏分类： 新增自定义分类 确定 取消

通借通还

建议与咨询留下您的常用邮箱和电话号码，以便我们向您反馈解决方案和替代方法

请选择保存的检索档案：

请选择收藏分类：