论计算机辅助教学的局限性

计算机辅助教学(CAI)以良好的交互性、丰富而生动的教学媒体,突破了传统教学模式的局限,拓展学生的知识吸蓄空间,极大地提高了教学效率,将传统教学模式中难以表现的教学内容以多媒体形式在课堂内演示,使学生的学习由抽象、被动接受转化为具象、主动接受,尤其是目前学校的教学实习、生产实习、参观等必须与企业紧密联系的教学环节越来越难于实施的时候,多媒体CAI以它独特的优势,弥补了课堂教学环节中的不足而愈显重要.     

高校生物化学课程多媒体辅助教学的研究与探索

为了适应现代教育技术发展和教学改革的需要,CAI课件广泛应用于生物化学教学中。本文结合生物化学课程及多媒体教学的特点,分析了CAI课件应用于生物化学课程教学中的优势和目前使用中普遍存在的问题,并对我们的实践探索进行了总结,提出了提高生物化学多媒体辅助教学效果的方法和途径等。     

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.     

An evaluation of the costs of computer-assisted instruction

The purpose of this paper is to estimate the costs and cost feasibility of utilizing computer-assisted instruction (CAI) for compensatory education. Cost data were collected from an experiment on the effectiveness of CAI that had been established in Los Angeles and sponsored by the National Institute of Education. Based upon the resource ingredients approach to measuring costs, it was found that up to three daily 10-minute sessions of drill and practice could be provided for each disadvantaged child within the 1977–1978 allocation of funds from Title I of the Elementary and Secondary Education Act of 1965. If the computer system were shared between two schools, the higher costs would permit only two daily sessions.Costs were also estimated for a more advanced CAI system, and somewhat surprisingly the costs were in the same range. This finding reflects the very heavy costs of “software” that do not seem to decline with more advanced technologies. Also, it is possible that the latter technology will be found to be more effective at the same cost level. However, because comparative effectiveness data between the CAI approach and other instructional strategies are not readily available, such cost-effectiveness comparisons will have to be deferred until some future date.     

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.     

Comparative effects of ability and presentation mode in computer-assisted instruction and programed instruction

Summary The duration of the current experiment was admittedly quite short—30 minutes to an hour of learning time. A longer program may have produced more pronounced differences. Sixty-four students including 32 high and low ability males and females were randomly assigned to programed instruction and computer-assisted instruction programs on the topic of Significant Figures. The results indicated that the students using programed instruction performed significantly better than those using CAI. This difference was attributed primarily to the very poor performance by the low ability students in the CAI group. There was also a significant ability effect. The posttest and retention test results, as well as number of errors in the actual learning sequence, indicated there was a trait by treatment interaction which was interpreted primarily as a very poor performance by low ability students on CAI, with almost equal performance by high and low ability students utilizing programed instruction. The data would not support such explanations as the use of recognition responses or the inability to achieve any particular concepts in the program for the performance of low ability students on the CRT-oriented CAI. Further research is suggested. The work reported herein was sponsored by the Florida State University Computer-Assisted Instruction Center and the Office of Naval Research under Grant No. N00014-68-A-0494.     

Performance models of undergraduate students on computer-assisted instruction in elementary logic

Performance data were collected for students taking the computer-assisted instruction course in logic at Stanford University. The fit of the data to the Suppes, Zanotti, and Fletcher trajectory model was found to be good, though a systematic deviation from the model suggested some changes in the curriculum. A quantitative approach was used to pinpoint areas for curriculum revision. In addition, the model was evaluated for use as the basis of a predictive control mechanism.This research was supported by National Science Foundation Grant No. NSF-SED74-15016. The authors wish to thank Mario Zanotti for several discussions of the original model, and Lauri Kanerva for the use of his program for exponential regression analysis.     

Effects of video-based flipped class instruction on subject reading motivation

Video-based flipped class instruction can strengthen the learning motivation of students. The effectiveness of flipped class instruction on teaching effectiveness and subject satisfaction has been evaluated previously. The present study aims to examine the impact of two aspects of subject reading motivation. A total of 100 secondary school students were recruited from 4 classes of 25 students (ie, video-based flipped Mathematics class, traditional Mathematics class, video-based flipped Liberal Studies (LS) class and traditional LS class) in two local secondary schools. The same teachers taught both the traditional and video-based flipped classes in their subject. The students filled in questionnaires which measured: motivation for general reading; motivation for subject reading; academic subject satisfaction and perceived teaching effectiveness of the teachers. Analysis of covariance controlling for motivation for general reading revealed that students in the flipped classes reported significantly lower motivation for subject reading including reading curiosity, reading importance and reading compliance (t (1,98) = 10.52, p < 0.001; t (1,98) = 7.68, p < 0.001; t (1,98) = 20.39, p < 0.001, respectively). However, students in the flipped classes reported significantly higher satisfaction and teaching effectiveness than those in the traditional classes (t (1,98) = −15.61. p < 0.001; t (1,98) = −11.98, p <0.001, respectively). A partial correlation controlling for motivation for general reading indicated that motivation for subject reading was negatively associated with academic subject satisfaction and perceived teaching effectiveness of teachers (rs ranged from −0.51 to −0.62, p < 0.001). Video-based flipped class instruction was not only related to increased academic subject satisfaction and teaching effectiveness but also associated with lower motivation for subject reading. These findings suggest that video-based flipped class instruction had limited capability to strengthen the learning motivation of students.     

ARCS动机模型在物理教学中的应用

在教育领域越来越重视如何教学生学会学习的今天,学习动机、学习兴趣等因素对学习的影响日益引起教育界的普遍关注。教师在日常教学中遇到的各种问题,都可以归结为学生的学习动机问题。本文结合物理教学探讨了ARCS动机模型的应用。     

Effects of individual and cooperative computer-assisted instruction on student performance and attitudes

In this study, the performance and attitudes toward instruction of learners working individually on a computer-based sex education lesson were compared with those of learners working cooperatively in dyads. A tatal of 60 eighth-graders received treatments that either required individual work or encouraged cooperation with a partner. Results indicated that students who worked cooperatively significantly outperformed those who worked individually. On an attitude measure, interactions were detected between instructional method and gender, as well as among instructional method, gender, and ability. High-ability males and females reported comparable attitudes toward each instructional method, but ratings for low-ability students were differentiated according to instructional method: Low-ability males responded most favorably, while low-ability females responded least favorably to individualized methods, and low-ability females responded most favorably and low-ability males least favorably to cooperative methods.     

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.     

The effect of computer-assisted instruction on the attitudes of college students toward computers and chemistry

The purpose of this study was to see whether college students' attitudes toward computers and chemistry would be affected by using CAI materials in a chemistry course, and whether there would be any difference for students of different sex. Students were randomly assigned to experimental and control groups, pre- and posttests were given to both groups, and the data were analyzed using 2-way analysis of covariance. It was found that the attitude of women toward computers was improved by using CAI. No change in attitude toward chemistry was found.     

The effects of computer-assisted instruction on number combination skill in at-risk first graders

The purpose of this pilot study was to assess the potential for computer-assisted instruction (CAI) to enhance number combination skill among children with concurrent risk for math disability and reading disability. A secondary purpose was to examine the effects of CAI on spelling. At-risk students were assigned randomly to math or spelling CAI, which they received in 50 sessions over 18 weeks. Acquisition and transfer effects were assessed. The results indicated that math CAI was effective in promoting addition but not subtraction number combination skill and that transfer to arithmetic story problems did not occur. Spelling CAI effects were reliable on acquisition and transfer spelling measures, with small to moderate effect sizes on transfer to reading measures. These results provide the basis for additional work with larger samples.     

The effectiveness of a computer-assisted instruction package in high school chemistry

The attributes of a commercial microcomputer software package were evaluated as a supplement to traditional instruction in general chemistry classes in a suburban public high school. During a unit of study of writing and naming formulas and balancing chemical equations, the experimental group received reinforcement via microcomputer while the control group used parallel worksheet exercises over a period of three weeks for concept reinforcement. Analysis of achievement scores indicated significantly higher scores among the students in the control group. In order to ascertain any possible differential effects favoring either method for students at varying cognitive development levels, the study investigated the relationship between treatment (CAI versus worksheet) and development stage; no significant interactions were discovered.