Control of feedback in computer-assisted instruction

Although considerable research has been conducted on both learner control and feedback, very little research has addressed the effect of giving learners control over the feedback that they receive. The purpose of this study was to examine the effect of learner control over feedback in a CAI lesson. Subjects used one of four CAI programs which provided either program control or learner control over verification or elaboration feedback. Results indicated that subjects who received elaboration feedback during instruction performed better than students who received verification feedback. Type of control did not have a significant influence on performance. However, when subjects selected feedback for items answered incorrectly during instruction, subjects under learner control/elaboration performed better on the posttest than subjects under learner control/verification. Implications for the design of CAI are discussed.     

Comparison of computer-assisted instruction and print drill performance: A research note

A comparison of the performance of two groups of third-grade students practicing division problems is used to assess the effect of a commercial computer-assisted instruction (CAI) drill program on learning. The progress of the experimental group, who used the computer drill program, is compared with a similar group of students using a conventional print drill method. The data demonstrate that after five weeks of practice, no significant differences existed in the achievement level of either the experimental group or the control group. The findings further suggest that use of computer drill materials may be no more effective than print drill materials for assisting third-grade students to achieve proficiency level in learning division of whole numbers.     

Field‐dependent and Field‐independent Conceptualisations of Various Instructional Methods with an Emphasis on CAI: a qualitative analysis

Learning preferences differences and similarities of field‐dependent/independent college students were investigated with an emphasis on the usage of a computer‐assisted instruction (CAI) program designed for an ornamental horticulture class. The study was undertaken to improve the quality of a CAI program and the quality of instruction within the course. After administration of the Group Embedded Figures Test (GEFT) instrument, qualitative interviews further investigated how each participant conceptualised their learning process. The findings were congruent with the theory of field dependency. In addition, results indicated that field‐independent students felt that using CAI was beneficial, but may prove to be more advantageous with provided structure. In contrast, field‐dependent students did not feel there was benefit in using the CAI program, but with provided structure, benefits may occur. However, both field‐dependent/independent students would prefer a greater usage of visuals in this CAI program. Both groups of students expressed advantages to the use of the CAI program but preferred traditional instructional methods of laboratory and lecture to CAI as their primary source of information.     

The effects of cued interaction and ability grouping during cooperative computer-based science instruction

The purpose of this study was to investigate the effects of verbal interaction cues and ability grouping within a cooperative learning computer-based program. We blocked 231 eighth graders in a required science class by ability and randomly assigned them to homogeneous lower-ability, homogeneous higher-ability, or heterogeneous mixed-ability dyads. Each dyad was randomly assigned to a computer program that either did or did not contain verbal interaction cues designed to facilitate summarizing and explaining between partners. Results indicated that students using the cued version of the program performed significantly better on the posttest than students using the noncued version. Direct observation of student interaction indicated that students in cued dyads exhibited significantly more summarizing and helping behaviors than noncued students. Furthermore, higher-ability dyads exhibited significantly less off-task behavior than the other dyads. Implications for designing computer-based instruction for cooperative settings are provided.     

Language abilities and progress in a direct instruction reading program for students with learning disabilities

Direct instruction reading programs have been found to be a successful way to teach reading to many, but not all, students with learning disabilities. This study investigated whether reading improvement for students with learning disabilities receiving reading instruction through a direct instruction reading program might be related to their language abilities. The reading progress of 26 students (19 male, 7 female), 7 to 10 years old, was measured over 2 years. In addition, phonological and syntactic abilities were assessed. The results indicated that phonological ability was related to progress in word attack skills and that syntactic ability was related to improvement in comprehension skills. These results have implications for the reading instruction of students with learning disabilities.     

Using computer-assisted instruction to enhance achievement of English language learners

Computer-assisted instruction (CAI) in English-Language environments offer practice time, motivates students, enhance student learning, increase authentic materials that students can study, and has the potential to encourage teamwork between students. The findings from this particular study suggested that students who used computer assisted program had a greater chance of closing achievement gap and meeting NCLB requirements than those students who did not use computer-assisted instruction. Additionally, the students that used computer-assisted classroom instruction gained scores in reading and math. Based on these findings, teachers, school administrators, and other educational stakeholder should explore strategies for technology integration to close the achievement gap.     

Comparison of two teaching strategies in computer-assisted instruction

Three experiments were run using the SCHOLAR CAI system to teach geography to high-school students. The experiments compared a method of teaching derived from analysis of human tutors (Tutorial Mode) vs a method derived from programmed instruction (Block-Test Mode). In the three experiments, Block-Test Mode was systematically converged toward Tutorial Mode in order to pinpoint what aspects of teaching strategy affected student's learning. Tutorial Mode was significantly more effective in the first two experiments, and nonsignificantly in the third. The results indicated that the major factor affecting student's learning was the strategy that tutors use of reviewing the material in greater depth on a second pass. The advantage of CAI for purposes of implementing and evaluating different teaching strategies was discussed.     

Process-oriented instruction in learning and thinking strategies

Process-oriented instruction is defined as instruction aimed at teaching thinking strategies and domain-specific knowledge in coherence. This new conception of instruction is derived from psychological research on the way students learn and on the interplay between self-regulation and external regulation of learning. In the research reported here the learning effects of a process-oriented instructional program for university students were empirically studied. The instructional program consisted of a diagnostic learning style instrument, a learning guide and tutorials. The results showed that the majority of students reported significant general, knowledge, insight and application learning effects. The program effects were typified more by integrating and making usable metacognitive knowledge already present, than by increasing knowledge about new subjects. Evidence for transfer effects was obtained because participants in the program scored better than non-participants on two exams of another course. The learning effects were higher than the effects of an preliminary version of the program implemented with students from an open university. These results support the importance of the process-oriented instructional model. The linking of a thorough diagnosis of personal learning styles to individually tailored instructional measures, turned out to be a powerful way to activate students to reflect on their learning and to develop their mental models of learning.     

Toward optimal allocation of instructional resources: Dividing computer-assisted instruction time among students

This paper deals with the question of how to best allocate a finite instructional resource among different students — specifically how to divide time on a computer-assisted instruction (CAI) system among a number of eligible students.First several possible objectives for a time allocation strategy are considered. Examples include maximizing the students' mean grade placement without increasing the variance and maximizing the number of students who make a particular gain. Then using operations research techniques, time-allocation strategies are described to optimize the chance of reaching each objective. Finally the outcomes of various allocation strategies are predicted by computer simulations that use learning curves estimated from observed data.The simulation models indicated that for the students and curriculum used, different time allocation strategies make very little difference in overall results when reasonable assumptions are made concerning the ways time can be allocated during a normal school day. A much more important variable is the total amount of CAI time used by students. For example, the school grade-placement average can be increased as much by increasing total CAI time by ten percent as by any allocation strategy tested.Also at Institute for Mathematical Studies in the Social Sciences, Stanford University. Please address reprint requests to Elizabeth Macken Raugh, Computer Curriculum Corporation, 700 Hansen Way, Palo Alto, CA 94304. The authors thank Mario Zanotti for helpful suggestions about the appendix of this article.     

Effects of Computer-Assisted Instruction on the Mathematics Performance of Students with Learning Disabilities: A Synthesis of the Research

ABSTRACT

Over the past decades, there has been a significant increase in the use of computers and mobile devices in schools as part of mathematics instruction for students with learning disabilities (LD). The purpose of this synthesis was to provide a systematic review of the research on the effects of computer-assisted instruction (CAI) for both computers and mobile devices when teaching mathematics to students with LD. Twenty studies met the selection criteria that were published between 1980 and 2017. Findings revealed a wide range of effect sizes across the studies, but in general, the results represent a medium intervention effect and a large maintenance effect of using CAI for students with LD on their mathematics progress. In addition, findings revealed a relationship between the number of evidence-based instructional variables embedded in the CAI instruction and the effect on student performance. Overall, results indicated that well designed CAI with effective instructional variables should be considered as a promising intervention to support mathematics instruction for students with LD.     

Small-group instruction for students with learning disabilities: observational and incidental learning.

This study evaluated the effectiveness and efficiency of constant time delay (a near errorless learning procedure) in a small-group instructional arrangement. Three fifth-grade students with learning disabilities were taught to recognize multisyllabic basal vocabulary words. A multiple-probe design across behaviors (word sets) was used to evaluate the procedure. Following instruction on each word set, students were assessed on their ability to recognize their own target words, recognize observational words, spell both target and observational words, and define both target and observational words. The results indicated that the constant time-delay procedure was reliably implemented and was effective in establishing criterion-level performance for all students with extremely low error percentages.     

Evaluation of computer‐aided instruction in a gross anatomy course: A six‐year study

Web‐based computer‐aided instruction (CAI) has become increasingly important to medical curricula. This multi‐year study investigated the effectiveness of CAI and the factors affecting level of individual use. Three CAI were tested that differed in specificity of applicability to the curriculum and in the level of student interaction with the CAI. Student personality preferences and learning styles were measured using the Meyers Briggs Type Indicator (MBTI) and Kolb's Learning Style Inventory (LSI). Information on “computer literacy” and use of CAI was collected from student surveys. Server logs were used to quantify individual use of respective CAI. There was considerable variability in the level of utilization of each CAI by individual students. Individual use of each CAI differed and was associated with gender, MBTI preferences and learning style, but not with “computer literacy.” The majority of students found the CAI useful for learning and used the CAI by themselves. Students who accessed the CAI resources most frequently scored significantly higher on exams compared with students who never accessed the resources. Our results show that medical students do not uniformly use CAI developed for their curriculum and this variability is associated with various attributes of individual students. Our data also provide evidence of the importance of understanding student preferences and learning styles when implementing CAI into the curriculum. Anat Sci Ed 2:2–8, 2009. © 2009 American Association of Anatomists.     

Assessment and instruction preferences and their relationship with test anxiety and learning strategies

The relationship between assessment and instruction preferences of undergraduate students was examined as well as the extent to which the combined set of preferences differentiates among four groups of students defined by their levels of test anxiety and learning strategies (high in both, low in both or high in one and low in the other). The results indicated a perceived alignment between instruction and assessment with respect to preferences and lent support to the integrated model of test anxiety. The discussion highlighted the need for a dialogue between instructors and students in order to structure expectations to fit the goals of higher education in the knowledge age.     

Supplemental instruction in chemistry

This study was designed to measure some effects of supplemental instruction in chemistry. Supplemental instruction is a peer-led cooperative learning program that encourages students to develop conceptual understanding by articulating both understandings and misconceptions in a think-aloud fashion. Supplemental instruction was offered three hours weekly outside of class and lab time for students in four classes of General Organic and Biological Chemistry. Over a two-year period 108 students volunteered to participate in this program; 45 students did not participate. As measured by final grades in chemistry and responses to a questionnaire, supplemental instruction was effective in increasing students' achievement in chemistry. Further research is needed to determine the in-depth effects of supplemental instruction on students' learning, problem solving, and self-esteem.     

The effect of self-regulated learning strategies on performance in learner controlled computer-based instruction

The purpose of this study was to examine the effect of self-regulated learning strategies (SRLS) on performance in a learner-controlled and a program-controlled computer-based instruction (CBI). SRLS was measured using a self-regulated learning strategies questionnaire. Seventh-grade subjects were divided into high and low levels of SRLS and then randomly assigned to one of two versions of a CBI lesson: one allowing learner control over the sequence and content of the instruction and the other having the learners follow a linear instructional sequence. Results revealed that the performance differences between learners with high SRLS and those with low SRLS were greater under learner control than under program control (p<.05). Poor performance by subjects with low SRLS under learner control indicates a strong need for learners to possess self-regulatory learning strategies to achieve success under learner control. Program control, however, seems to minimize the performance differences between low and high levels of SRLS.     

The effect of different chunking strategies in complementing animated instruction

The purpose of this exploratory and small‐scale study was to examine the instructional effects of different chunking strategies used to complement animated instruction in terms of facilitating achievement of higher order learning objectives. Eighty‐five students were randomly assigned to three treatment groups: animated program instruction, simple visual‐text (static images and verbal explanation) chunked animated program instruction and the animated complex visual‐text chunked program instruction. The difference between simple and complex chunked instructions is the content. Simple chunks only deal with one content area while the complex chunks explain two or more related content areas. Students interacted with their respective web‐based instructional treatments and completed four criterion measures. Results (ANOVA) indicated that significant differences in achievement were found to exist in facilitating higher order learning objectives when chunking strategies were specifically designed and positioned to complement the animated instruction. Results also indicated that complex chunking is more effective in reducing the cognitive load present in an animated instructional environment, and that students need prerequisite knowledge before being able to profit from animated instruction designed to facilitate higher order learning outcomes.     

基于积件思想的工程图学教学系统

积件是从传统CAI课件的基础上发展起来的新型CAI,主要包括课件制作工具、课件演播工具和素材库管理工具三大部分。积件成为教师和学生的教学活动工具,具有高度的灵活性和可重组性。任何教师(或学生)都可以将最新信息和自己的作品添加入积件库。作者在工程图学课程的教学中,逐步实现了积件思想。     

Perceptions and knowledge of preservice and inservice teachers about early literacy instruction

A major conclusion from the last decade of research on children with poor reading performance is that early, systematic instruction in phonological awareness and letter-sound correspondences improves early reading and spelling skills and results in a reduction of the number of students who are reading below grade level. To teach reading to at-risk students and students with learning disabilities, teachers need to have positive perceptions regarding the role of systematic, explicit instruction, as well as knowledge of English language structure. The purpose of this study was to examine the perceptions and knowledge of general educators at two professional levels toward early literacy instruction for students at risk for reading failure. Unfortunately, our findings are similar to those obtained by Moats in 1994: Many general education teachers, at both preservice and inservice levels, are not prepared adequately for this challenging task.     

Using computer‐aided instruction to support the systematic practice of phonological skills in beginning readers

The paper reports the results of a randomised control trial investigating the use of computer‐aided instruction (CAI) for practising phonological awareness skills with beginning readers. Two intervention groups followed the same phonological awareness programme: one group undertook practice exercises using a computer and the other group undertook practice exercises using a paper‐based format. A third, control group, experienced a practical maths programme, with no explicit literacy or CAI components. Children in all three groups were pre‐ and post‐tested on phonological skills and their ability to apply those skills. Statistical analysis indicated a significant learning advantage accruing to children in the computer‐based group compared with the other groups, particularly in relation to phonological awareness with a modest but significant effect size detected. The advantage was apparent but less strong for the orthographic application of their phonological skills. Analysis by gender indicated that girls in the computer group made more progress than boys.     

运用CAI课件感受几何空间

计算机辅助教学软件引进课堂弥补了几何教学中教具的不足 .CAI课件的演示可以激发学生兴趣 ,化难为易 ,感受几何空间 ,激励学生创新思维 ,提高综合能力 ,达到理想的教学效果