检索结果-内蒙古大学图书馆

computer-based instruction on multimedia networking fundamentals: Equational versus graphical representation

IEEE TRANSACTIONS ON EDUCATION 2005年第3期48卷 438-447页

作者： Reisslein, J Seeling, P Reisslein, M Arizona State Univ Div Educ Psychol Tempe AZ 85287 USA Arizona State Univ Dept Elect Engn Goldwater Ctr Tempe AZ 85287 USA

Multimedia networking has been emerging in recent years as a strong driving force behind the expansion of the Internet. However, this topic is not commonly covered in the already content-intensive introductory networking courses. To facilitate student self-study of this novel topic the authors have developed a computer-based instructional module on the fundamentals of multimedia networking. In this paper, they describe the design and development of the module, which is aligned with Gagne's theory of instruction. They have developed two versions of the module ne with equation-based representation of the learning content and one with graph-based representation of the learning content. They have evaluated the two versions of the module with a total of 75 undergraduate, senior-level electrical engineering students, of which half were randomly assigned to the equational representation, and the other half to the graphical representation. They found that the graphical representation results in statistically significantly higher student performance on practice and post-test problems, shorter learning time, and more positive attitudes toward the computer-based instructional module.

关键词： computer-based instruction equational representation graphical representation multimedia networking

来源：评论

学校读者我要写书评

暂无评论

computer-based instruction and generative strategies: Conceptual framework & illustrative example

引用

computerS IN HUMAN BEHAVIOR 2010年第5期26卷 996-1003页

作者： Knowlton, Dave S. Simms, Julia So Illinois Univ Dept Educ Leadership Instruct Serv Edwardsville IL 62034 USA

Adult students who are enrolled in higher education must experience computer-based instruction that is well-designed in terms of both efficiency and relevance Published practical examples of processes that will result in such instruction are rare. This article begins by describing the needs of adult students who are enrolled in higher education Then, this article describes a project in which Morrison. Ross, and Kemp's (2004) curvilinear instructional design model was used to create computer-based instruction in the field of developmental mathematics Both the design and development phases are described The article concludes with implications for others who might use a similar approach in higher education Published by Elsevier Ltd.

关键词： computer-based instruction Generative strategies computer integration

来源：评论

学校读者我要写书评

暂无评论

A comparison of student outcomes with and without teacher facilitated computer-based instruction

引用

computerS & EDUCATION 2003年第2期40卷 183-191页

作者： Powell, JV Aeby, VG Carpenter-Aeby, T Univ Georgia Sch Teacher Educ Dept Elementary Educ Athens GA 30602 USA E Carolina Univ Sch Hlth & Human Performance Dept Hlth Educ & Promot Greenville NC 27858 USA E Carolina Univ Sch Social Work & Criminal Justice Studies Greenville NC 27858 USA

The SuccessMaker computer-based instructional package can be used to improve the academic outcomes of disruptive students when intervention is teacher facilitated. Over a 2-year period, 215 participants identified as disruptive student were involved in a naturalistic quasi-experimental design in which independent sample t-tests were employed to determined differences between comparisons (Group I) and interventions (Group II) on psychosocial and academic measures. A significant difference (P < 0.05) was found between Group I and Group II on locus of control and grade point average at the end of the first grading period subsequent to the intervention. The difference in grade point averages was suspected to be attributed to the average amount of time spent on two curriculum areas, math and science, within the 14 academic areas that comprise the SuccessMaker computerized program. Evidence from this study provides hope that teacher facilitation with computer-based instruction (CBI) may be the key to improving locus of control and grade point averages of disruptive students. (C) 2002 Elsevier Science Ltd. All rights reserved.

关键词： chronically disruptive students teacher-facilitated instruction computer-based instruction

来源：评论

学校读者我要写书评

暂无评论

An exploratory study using inexpensive electroencephalography (EEG) to understand flow experience in computer-based instruction

引用

INFORMATION & MANAGEMENT 2014年第7期51卷 912-923页

作者： Wang, Chih-Chien Hsu, Ming-Chang Natl Taipei Univ Grad Inst Informat Management New Taipei City 23799 Taiwan

Flow is an optimal experience that results in intense engagement in an activity. In computer-based instructional environment, flow can be used to examine learning performance. We used questionnaire survey and electroencephalography (EEG) analysis to examine the influence of challenge-skill balance on the flow experience and influence of flow experience on learning performance in a computer-based instructional environment. The results showed that the flow experience of learners depends on challenge-skill balance of learning materials. The research explored the possibility of using an inexpensive non-medical EEG device to research the association between flow experience and challenge-skill balance in educational information systems. (C) 2014 Elsevier B.V. All rights reserved.

关键词： Flow computer-based instruction e-Learning Electroencephalography (EEG) Learning performance

来源：评论

学校读者我要写书评

暂无评论

Adapting the contents of computer-based instruction based on knowledge tests maintains effectiveness of nutrition education

引用

AMERICAN JOURNAL OF CLINICAL NUTRITION 2003年第4期77卷 1025S-1027S页

作者： Kohlmeier, M McConathy, WJ Lindell, KC Zeisel, SH Univ N Carolina Sch Publ Hlth Dept Nutr Chapel Hill NC 27599 USA Univ N Carolina Sch Med Dept Nutr Chapel Hill NC 27599 USA Univ N Texas Hlth Sci Ctr Dept Internal Med Ft Worth TX USA

Background: Nutrition education of many medical students continues to be inadequate. computer-based instruction in nutrition is a resource that introduces a new level of flexibility for instructors and students while maintaining a high level of educational quality. Previous evaluations have demonstrated the efficacy of our programs on nutrient physiology and the role of nutrition in the disease process, but some students complained about the time spent on content that they had covered in other courses. Objective: We wanted to explore the effectiveness of an abbreviated program version that bypassed topics that the students had mastered already. Design: Multiple-choice questions were used to determine knowledge of 117 second-year medical students in each of the main knowledge areas covered by our Nutrition and Cancer instructional module. The students were then randomly assigned to complete either the full version or a shortened version adapted to their demonstrated knowledge. Four days later the same as well as new questions were used to compare knowledge gain between the 2 groups. Results: The shorter time spent with the tailored version than with the full version (2.5 h versus < 1.5 h) decreased learning efficacy to only a small extent. More tailored-version users than full-version users were interested in further computer-based instruction (59% versus 41%, P < 0.05), suggesting better acceptance. Conclusions: Our experience underscores the power of computer-based instruction to bring nutrition education to medical students. The newly developed adaptive features of the nutrition programs may also be helpful for practicing physicians to efficiently bridge knowledge gaps.

关键词： computer-based instruction nutrition education cancer education efficacy evaluation tailored instruction

来源：评论

学校读者我要写书评

暂无评论

The effects of spatial contiguity within computer-based instruction of group personalized two-step mathematics word problems

引用

computerS IN HUMAN BEHAVIOR 2008年第4期24卷 1668-1685页

作者： Harter, Christi A. Ku, Heng-Yu Univ No Colorado Educ Technol Program Greeley CO 80639 USA Univ No Colorado Educ Technol Program Coll Educ & Behav Sci Greeley CO 80639 USA Spokane Publ Sch Spokane WA 99203 USA

This study investigated the effects of the spatial contiguity principle within computer-based instruction (CBI) of group personalized two-step mathematics word problems on the achievement and attitude of 98 sixth-grade predominantly Hispanic students. Students were randomly blocked by ability level based on their pretest scores to a spatially contiguous or non-spatially contiguous version of the CBI. The results revealed students who received the spatially contiguous treatment made significantly greater pretest-to-posttest gains than students who received the non-spatially contiguous treatment. In addition, lower-ability students made significantly greater pretest-to-post test gains than higher-ability students. Findings from the student attitude survey revealed no significant difference in treatment responses to the two survey factors on CBI Satisfaction and Attitude About Math. Student comments from the open-ended questions on the attitude survey and the focus group interview indicated that the spatially contiguous version of the CBI was more helpful and less confusing than the non-spatially contiguous version. Published by Elsevier Ltd.

关键词： computer-based instruction mathematics word problems spatial contiguity

来源：评论

学校读者我要写书评

暂无评论

The Role of Technology and computer-based instruction in a Disadvantaged Alternative School's Culture of Learning

引用

computerS IN THE SCHOOLS 2011年第1期28卷 39-55页

作者： Watson, Sunnie Watson, William Ball State Univ Dept Educ Studies Muncie IN 47306 USA Purdue Univ Dept Curriculum & Instruct W Lafayette IN 47907 USA

New approaches to instruction are increasingly being advocated to meet the needs of diverse learners. Educational researchers have identified the further development and application of computerbased instruction technologies for managing differentiated learning for all students as essential for shifting to a learner-centered paradigm of instruction in future schools. This study examines how a disadvantaged alternative high school implemented technology use and computer-based instruction to support a learner-centered culture of learning. based on findings, the study looks for implications and future directions to better support learner-centered instruction for diverse students.

关键词： computer-based instruction disadvantaged students school culture learner-centered instruction at-risk students

来源：评论

学校读者我要写书评

暂无评论

The effects of persistence and small group interaction during computer-based instruction

引用

computerS IN HUMAN BEHAVIOR 2003年第2期19卷 211-220页

作者： Hooper, S Univ Minnesota Coll Educ & Human Dev Minneapolis MN 55455 USA

This study compared the effects of grouping students with different levels of persistence on their ability to learn in cooperative learning groups while working at the computer. A total of 138 sixth grade students were classified as high, average, or low in terms of persistence and assigned to dyads. Students completed a workshop on small-group interaction methods, a computer-based tutorial, a posttest, and a survey. Results indicated that average persisters interacted more than either high or low persisters. Promotive verbal interaction correlated positively with achievement, and grouping increased partner liking. The implications for forming effective cooperative learning groups is discussed. (C) 2002 Elsevier Science Ltd. All rights reserved.

关键词： computer-based instruction small groups interaction persistence learning

来源：评论

学校读者我要写书评

暂无评论

Using learning styles to evaluate computer-based instruction

引用

computerS IN HUMAN BEHAVIOR 2005年第2期21卷 287-306页

作者： Miller, LM Univ Calif Irvine Dept Cognit Sci Irvine CA 92697 USA

This study compared two instruments while evaluating the effects of learning style on performance when using a computer-based instruction (CBI) system to teach introductory probability and statistics. The Gregorc Style Delineator (GSD) and the Kolb Learning Style Inventory (LSI) were used to measure learning style. Results indicated that there was an effect of learning style when using the GSD: students identified as Concrete Sequential learned significantly less than students identified as Concrete Random. There was no effect according to LSI styles. Lack of an ordering preference dimension in the LSI is discussed as a possible explanation. Findings from other studies evaluating CBI and recommendations are also discussed. (C) 2004 Elsevier Ltd. All rights reserved.

关键词： learning style computer-based instruction online instruction human computer interaction

来源：评论

学校读者我要写书评

暂无评论

Introducing cancer nutrition to medical students: effectiveness of computer-based instruction

引用

AMERICAN JOURNAL OF CLINICAL NUTRITION 2000年第4期71卷 873-877页

作者： Kohlmeier, M Althouse, L Stritter, F Zeisel, SH Univ N Carolina Dept Nutr Sch Med Chapel Hill NC 27599 USA Univ N Carolina Dept Nutr Sch Publ Hlth Chapel Hill NC 27599 USA Univ N Carolina Sch Med Off Educ Dev Chapel Hill NC 27599 USA

Background: computer-based instruction has been introduced at the University of North Carolina at Chapel Hill to augment its nutrition course for first-year medical students. Seven program modules have been completed;2 more are planned. Each module explains the biochemistry and physiology of nutrition through interactive lessons, exercises, and a video case study. Objective: The goal of this study was to evaluate the instructional efficacy and acceptability of the nutrition and cancer module when used by first-year medical students Design: The module was used by 163 first-year medical students at the university's medical school as an obligatory component of the nutrition course. Before and after using the module, students were asked to answer multiple-choice questions concerning their knowledge and attitudes;each question had 5 possible answers. Results: On average, students spent approximate to 3 h studying the lessons. The percentage of correct responses to 20 knowledge questions increased from 22% before the module was used to 86% immediately after its use. When a randomly selected subsample of 25% of the students took the same test 3 mo later, they answered 62% of the questions correctly. The increase in the percentage of students who felt prepared to provide advice regarding nutrition's role in cancer prevention (from 5.7% to 66.9%) suggested a successful subjective learning experience. Neither the students' initial level of interest in cancer nutrition nor their acceptance of computer-based instruction was related to learning outcome. Conclusions: The tested module is a useful and effective aid for teaching nutritional principles of cancer prevention. The evaluation strategy helped identify areas for instructional improvement.

关键词： computer-based instruction cancer prevention instructional effectiveness nutrition education retention testing Nutrition and Medicine curriculum series medical school

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：