Browsing by Subject "Computer-assisted instruction"
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Item A comparative study of two electronic textbook interface design metaphors relative to learner self-efficacy, attitudes, and learning orientation(Texas Tech University, 2002-12) Unfred, David WayneSociety is in the midst of an information revolution powered by increasingly rapid advances in digital technologies that are augmented by virtual instantaneous global dissemination. Traditional modes of cognition and learning, that are bound to language more than visual form, are being redefined in a digital multimedia culture. Textbooks are an important component of most educational designs. With respect to electronic textbooks, fundamental issues remained to be resolved. These issues include identification of factors that motivate a learner to use (and learn from) a textbook in electronic form. Studies focusing on digital environments, such as Web-based and computer-based instruction, have demonstrated learner disorientation and an increased cognitive load placed on the learner. Similar demands are placed on learners interfacing with an electronic textbook, which can be delivered in both Web-mediated and computer-mediated forms. Textbooks are an important component of most educational designs. Although the use electronic textbooks as substitutes for traditional expository printed textbooks are still a relatively novel phenomenon, issues remain to be resolved. A major goal is the elucidation of factors that motivate the learner to both use and learn from a "textbook" in digital form. This comparative study examined the significance of specific affect and conative constructs relative to learner performance in two design metaphors for electronic textbooks: Internet Browser and 3-D Book representation. Another focus of this study was to provide insight into electronic textbook designs that promote increased learner satisfaction. Learner orientation and self-efficacy beliefs have been selected as constructs that affect learner attitudes and performance, as well as learner preference in a variety of digitally mediated environments. This study also sought to extend the applicability of the Learning Orientation Model which has been developed to identify the influences of affective, conative, and social factors on learning, to an electronic textbook environment, as well as seek out a possible interaction between the Learning Orientation Model and the affect constructs measured in this study. Significant effects were found for interface designs, learning orientation and gender with respect to attitude measures, self-efficacy beliefs, and post-treatment achievement. Learner attitudes based on positively-stated and negatively-stated items focused on feelings toward the electronic textbook as well as eliciting opinions on the functionality of the electronic textbook. In this study attitudes that expressed opinions regarding the functionality of the electronic textbook were significant. The Transforming-Performing (T-P) learning orientation group demonstrated a more favorable opinion for the applicability and utility of the Internet Browser interface design over the 3-D Book interface. Conversely, the Conforming-Resistant (C-R) group demonstrated preference for the 3-D Book interface design over the Internet Browser. The T-P group also indicated a more positive attitude toward the functionality of the Internet Browser interface for an electronic textbook. The self-efficacy subscale reflecting the participant confidence for manipulating downloads and multimedia files in an electronic textbook indicated that gender was a significant factor. Significance vv as found between treatments, i.e., the Internet browser and 3-D Book interface designs with respect to post-treatment achievement, although no significant difference was observed with en-route task completion or performance. In this study, participants using the 3-D Book interface had a significantly higher proportion of correct responses than those using the Internet Browser interface design for the electronic textbook.Item A modified personalized system of instruction approach to educational computing for preservice teachers(Texas Tech University, 1988-12) Brunson, Gwen DeanNot availableItem A study of factors influencing type II microcomputer usage in the United States public schools(Texas Tech University, 1985-05) Craig, David LloydIn the United States, it is estimated that over 50% of our schools are now using at least one microcomputer, and that number is increasing rapidly. Currently, the most available software are Type I programs of the more traditional drill and practice method of instruction. However, fewer programs of Type II, which many educators consider to be of the greater educational value are available to educators. These Type II programs teach the skills involved in higher levels of cognition such as problem solving and writing, and to expose students to experiences not currently available in the classroom such as microcomputer simulations. The purpose of this study was to explore and compare the use of Type I and Type II educational microcomputer software in the public schools. Variables that effect the use of each type were examined. Particular attention is given to the amount of structured time (teacher directed) and free time (student initiated) on microcomputer instruction. A survey instrument was sent to 1508 randomly selected public school building principals throughout the 50 United States, that solicited from the respondents their opinions on three distinct types of microcomputer usage; Type I, Type II, and Non-instructional games. It was found that in general, microcomputers were used to a greater extent in the classroom when faculty used them more on their own time. Type II programs were used proportionately more in the classroom when faculty had a more favorable view of Type II software, were more familiar with microcomputer use in general, and when they used them on their own time. Type II programs are also used proportionately more in the classroom when the students' general use of microcomputers was greater, and when they were exposed more to Type II programs. Furthermore, students used Type II programs more in their unstructured time when the faculty viewed that software favorably. Finally, of particular interest is that when faculty was more familiar with the use of either Type I programs, or non-instructional games. Type II usage was significantly lower.Item A study of reading comprehension using computer-assisted instruction(Texas Tech University, 1986-08) Leahy, Robert MThis study investigated comprehension training through sentence combining, through main idea reading, and through the cloze procedure (usinq computer-assisted instruction). Fifty-one general psychology students served as the control group, and ninety-three developmental reading students served as the experimental subject pool. The experimental group was divided randomly into three different training groups. Effects of instruction were measured by pre- and post-test gains on the Reading Comprehension subtest (Descriptive Tests of Language Skills) and the General Reading subtest (Diagnostic Reading Test). Overall gains were significant. Subscore comparisons showed significant group differences: the sentence-combining group scored higher on the direct statement section of the Reading Comprehension subtest than did either the main idea group or the cloze group; the main idea group scored higher on the main idea portion of the Reading Comprehension subtest than did either the sentence-combining group or the cloze group; and the cloze group scored higher on the inference portion of the Reading Comprehension subtest than did the main idea subgroup or the sentence-combining subgroup (although this last difference failed to meet the criterion for significance). These results have important test-selection implications for treatment- effect evaluation. The results further suggest there are kinds of comprehension tasks which can be taught effectively in solation.Item A survey of faculty and student perceptions of the use of electronic resources(Texas Tech University, 1997-12) Wrightson, Kimberly C.The increased popularity of on-line resources presents faculty and administrators with a dilemma that deserves considerable attention. Classroom reading material is accessible on-line and appears to be used as a replacement for, and in combination with, paper-based learning materials more often recently, especially at laptop universities. The issue of textbook versus on-line information has been examined from a variety of perspectives, however, faculty, administrators and students will determine the permanence of a shift in emphasis from paper-based material to online versions of such information. Recent articles describe that about 40% of students in accredited programs do not even purchase a textbook and use other resources as a substitute. Many teachers also avoid using textbooks, because they find the material restrictive, carelessly written or boring (Hakim, 1996). This dissertation chronicled the attitudes and opinions of a number of educators and students, who used alternative text-based material, as well as attitudes and opinions of educators and students who did not use on-line material.Item Advances in computer-aided assessment in family therapy(Texas Tech University, 1985-12) Atkinson, Brent JNot availableItem An empirical analysis of the interactive effects between the individual characteristics of the learner and the method of instruction--lecture or computer-assisted--on student achievement in elementary accounting(Texas Tech University, 1986-05) Ott, Richard L.The two objectives of this empirical study were (1) to determine if students with certain characteristics (i.e., personality traits, learning abilities, aptitude, and attitudes) performed better in elementary accounting if instructed in one of two methods of instruction-- computer-assisted instruction (CAI) or lecture, and (2) to determine if the personality traits and learning abilities of the instructor interact with those of the student to affect student performance. Two groups of students were used in an experiment. The control group was instructed using the lecture method and the experimental group was instructed using CAI, Personality, learning ability, aptitude, and attitude measurements were collected from the students during the three-and-one-half-week, experimental period. An exam was administered after the experimental period. Regression analysis was the major statistical test employed. The results suggest that students with specific characteristics do tend to perform better when instructed in one method (CAI) or the other (lecture). However, there was not enough evidence to conclude that the instructor's personality traits and learning abilities interacted with those of the student to affect student performance.Item An empirical analysis of the interactive effects between the individual characteristics of the learner and the method of instruction--lecture or computer-assisted--on student achievement in elementary accounting(Texas Tech University, 1986-05) Ott, Richard L.The two objectives of this empirical study were (1) to determine if students with certain characteristics (i.e., personality traits, learning abilities, aptitude, and attitudes) performed better in elementary accounting if instructed in one of two methods of instruction--computer-assisted instruction (CAI) or lecture, and (2) to determine if the personality traits and learning abilities of the instructor interact with those of the student to affect student performance. Two groups of students were used in an experiment. The control group was instructed using the lecture method and the experimental group was instructed using CAI. Personality, learning ability, aptitude, and attitude measurements were collected from the students during the three-and-one-half-week, experimental period. An exam was administered after the experimental period. Regression analysis was the major statistical test employed.Item An evaluation of four remediation methods within computer-based instruction(Texas Tech University, 1999-05) Willis, Ross E.When teaching does not result in complete and error-free learning, remediation is required. Computer-based instruction may address a student's remedial needs along two dimensions: reteaching format and remedial elements. In terms of reteaching format, the computer-based instructional system can reteach the deficient knowledge and skills using the initial instructional screens in the form a review of the original material. Alternatively, the system can present a set of new instructional screens based on an alternative pedagogical strategy. In terms of remedial elements, the instructional system may present a complete set of instructional screens designed to address all elements of the curriculum, as in a complete review of the initial instructional materials. Alternatively, the system may diagnose the student's error and select a set of instructional screens specifically designed to address the student's apparent misconception.Item An evaluation of help fields on various types of menu hierarchies(Texas Tech University, 1986-12) Kreigh, Robert JosephNot availableItem An interactive computer-based learning tool for a laboratory course in unit operations(Texas Tech University, 1997-05) Lal, SandeepNot availableItem Change process variables in the use of computer-assissted instruction in medical technology training programs: a needs analysis(Texas Tech University, 1996-12) Ferrell, Beverley D.The needs analysis research was conducted on four-year medical technology (bachelor's degree) and two-year medical laboratory technician (associate degree) training programs, directors and faculty. The purpose of the study was to determine the present extent of implementation of computer assisted instruction in medical technology/clinical laboratory science. The factors related to that level of implementation were assessed including change sponsor financial commitment, internal commitment to CAI development or use and personality change resistance potential to computer use. The Gressard and Loyd Computer Attitude Scale was used to assess director and faculty attitudes of liking, confidence, usefulness and anxiety toward computers. There was no documentation in medical technology literature of attitudes towards computers, the extent of use of CAI, what computer platforms, or what CAI and multimedia programs were in use in clinical laboratory education. There was no documentation of the research of directors and faculty regarding the development and use of CAI.Item A comparison of three instructional methods--teacher-directed lecture-and text-based instruction, analog video instruction, and multimedia anchored instruction--on the knowledge, beliefs, and skills of preservice teachers(2008-05) Thomas, Cathy Newman, 1957-; Rieth, Herbert J.The purpose of this quasi-experimental study was to examine the comparative effects of multimedia anchored instruction (MAI) to analog video instruction (AVI) and to teacher-directed, lecture- and text-based instruction (TDI) on the knowledge, beliefs, and skills of preservice teachers. Previous teacher education research had raised important questions about the paucity of existing studies investigating whether video-based technologies such as MAI were more effective or efficient than other instructional practices, the lack of a theoretical foundation or supporting empirical evidence for most technology practices, and insufficient information identifying which instructional features of technology-based practices impact learning and in what ways. In this study, 6 university instructors who taught introductory coursework in behavior management from 5 schools across the country volunteered to participate and were randomly assigned to 1 of the 3 instructional conditions. Their preservice teacher students received MAI, AVI, or TDI instruction on the Functional Behavioral Assessment (FBA) process. Measures included a knowledge test, a beliefs survey, a performance test of skills, and a satisfaction survey. Results of the study confirmed previous findings that participants exposed to MAI learned more than with other methods, with students in the MAI group performing significantly better than students in the TDI group on a test of content knowledge. The MAI group also outperformed the AVI group, although results were not significant. Students in all groups significantly increased their self-efficacy, ableness, and willingness to manage challenging behavior. There were no significant differences between groups on the skills measure, although mean differences suggested the MAI group was better able to perform the FBA process. Instructor and student satisfaction surveys reported technical difficulties in the MAI module and video case study. Instructors found the content to be aligned with evidence-based practices and their own beliefs about managing challenging behavior. Students in the MAI condition reported finding the instruction most interesting and felt best prepared to conduct the case study. Overall, study findings suggest that MAI is an effective approach for increasing knowledge, developing beliefs, and promoting skills for preservice teachers.Item Computer-based education: a comparison of implementations and study of personality variables(Texas Tech University, 1990-08) Straub, Holly RWhile it is clear that the computer is a viable tool for current and future educators, many questions surround its use. Will computer-based education be implemented in the best possible way, and what is this way? Two terms which must be distinguished are computer-assisted instruction (CAI) where the computer assumes an instructional role, and computer-managed instruction (CMI) with the primary function of a management information system. This study has two primary purposes. First, it involved a comparison of four implementations of CMI: CAI self-paced, CAI instructor-paced, Non-CAI self-paced, and Non-CAI instructor-paced. All conditions involved an introductory college-level psychology course. Measures of student performance and attitudes were obtained. Second, it involved an attempt to identify individual difference variables that would predict performance across or within each of these conditions. During the first two weeks of the semester, all students were given the Eysanck Personality Inventory, the Rotter Locus of Control Orientation Scale, the Computer Attitude Scale, and the Leisure Preference Scale, and completed a demographic questionnaire. Smaller numbers of students completed the Nelson-Denny vocabulary test and attitude questionnaires. Student attitudes toward the course were measured at midterm and at the end of the semester. Results of this study suggest that relationships between individual difference variables and performance within and across sections are scant. The exception being the Nelson-Denny vocabulary test, which correlated highly with measures of class performance, particularly in the Non-CAI self-paced condition. Second, it appeared that the addition of CAI to a computer-managed course resulted in performance decrements and less positive attitudes toward the course, particularly when measured at the end of the semester. Finally, the present study suggests that a self-paced computer-managed format can result in student performance and attitudes which are comparable to those found when an instructor-paced format is used.Item Course content authoring and sequencing using XML(Texas Tech University, 1999-08) York, Billy BrooksFor a variety of reasons, classroom computers in our public schools are not being utilized to the fullest extent possible. In an effort to provide more accessible software, in this work we explore the feasibility of using an open systems model to develop course authoring applications. These programs may be used by educators to produce tutorials quickly and simply at little or no cost. As educator gathers all files and URLs which are to be part of the tutorials, and organizes them using the authoring software. This is accomplished using a Document Type Definition (DTD) to define a series of rules for a direct instructional model based on Gagne's Nine Events of Instruction. We then developed a Java application which may be used to produce tutorial files based on the DTD in Extensible Markup Language (XML) format. We then produced a Java applet which may be used to view the tutorial files. We met our goal of showing the feasibility of using an open system model with a protocol for course authoring software. In addition, our programs form a complete system for creating, editing, and storing tutorials. Beyond this, they are also inexpensive, produce cross-platform tutorials, and provide a GUI to aid in ease of use.Item Design of a computer-automated system for tutorial purposes(Texas Tech University, 1976-05) Penrod, Kenneth RayNot availableItem Development and evaluation of IRIS: a computer simulation to teach preservice teachers to administer an informal reading inventory(Texas Tech University, 1989-05) Willis, Dee Anna SmithA continual task in any profession is the training of novices. One popular training technique is simulation. For centuries the military has used simulations. Professions such as business and medicine have also used simulations to train students. Although the literature on the use of simulations in higher education is substantial, most consists of general discussions and case reports. Little empirical research has been conducted in higher education. With the advent of inexpensive computers, simulations have grown in popularity. Surprisingly teacher education has been slow to adopt their use. Teacher educators have been even more reticent than their colleagues who are teaching in the public schools. Of the simulations that have been used in teacher education, the great majority have required a substantial investment in personnel and/or equipment. At a time when education on every level is under public attack and budgets are being cut, educators are hard pressed to meet the demands for improved teaching. Computer simulations may be one way of increasing the efficiency and effectiveness of teacher educators. Previous studies have often looked at computer training versus conventional methods. A more pertinent question is whether instruction is more effective when computer-based training is integrated into the existing curriculum. This study involved the development and evaluation of a computer simulation, IRIS: Informal Reading Inventory Simulation, which can be used as an adjunct to classroom instruction on the administration and scoring of an Informal Reading Inventory. IRIS was developed using a new authoring system. Course of Action. Using this system required a good understanding of the content to be presented, but no programming skills. Students from a second reading course at East Carolina University were randomly assigned to either the control (Homework) group (N=17) or the experimental (Simulation) group (N=18). Both groups received the same in-class instruction and guided practice. The control group was given the same homework assignment as had been given in previous semesters. The treatment group received approximately two hours experience with the computer simulation. The experiment ran for eight days. To evaluate the efficacy of the simulation, students were tested using the Test of Essential Judgement and Administrative Skills (TEJAS), an objective test developed for this study. Results strongly support the use of the computer simulation as an adjunct to regular classroom instruction on the Informal Reading Invenicuv.Item Development and evaluation of IRIS: a computer simulation to teach preservice teachers to administer an informal reading inventory(Texas Tech University, 1989-05) Willis, Dee Anna SmithA continual task in any profession is the training of novices. One popular training technique is simulation. For centuries the military has used simulations. Professions such as business and medicine have also used simulations to train students. Although the literature on the use of simulations in higher education is substantial, most consists of general discussions and case reports. Little empirical research has been conducted in higher education. With the advent of inexpensive computers, simulations have grown in popularity. Surprisingly teacher education has been slow to adopt their use. Teacher educators have been even more reticent than their colleagues who are teaching in the public schools. Of the simulations that have been used in teacher education, the great majority have required a substantial investment in personnel and/or equipment. At a time when education on every level is under public attack and budgets are being cut, educators are hard pressed to meet the demands for improved teaching. Computer simulations may be one way of increasing the efficiency and effectiveness of teacher educators. Previous studies have often looked at computer training versus conventional methods. A more pertinent question is whether instruction is more effective when computer-based training is integrated into the existing curriculum. This study involved the development and evaluation of a computer simulation, IRIS: Informal Reading Inventory Simulation, which can be used as an adjunct to classroom instruction on the administration and scoring of an Informal Reading Inventory. IRIS was developed using a new authoring system. Course of Action. Using this system required a good understanding of the content to be presented, but no programming skills. Students from a second reading course at East Carolina University were randomly assigned to either the control (Homework) group (N=17) or the experimental (Simulation) group (N=18). Both groups received the same in-class instruction and guided practice. The control group was given the same homework assignment as had been given in previous semesters. The treatment group received approximately two hours experience with the computer simulation. The experiment ran for eight days. To evaluate the efficacy of the simulation, students were tested using the Test of Essential Judgement and Administrative Skills (TEJAS), an objective test developed for this study. Results strongly support the use of the computer simulation as an adjunct to regular classroom instruction on the Informal Reading Invcntorv.Item Effects of learning style and learning environment on achievement of physical therapy graduate students in distance education(Texas Tech University, 1999-12) Daniel, John ANot availableItem The effects of reflective prompts and collaborative learning in hypermedia problem-based learning environments on problem solving and metacognitive skills(2005) Corliss, Stephanie Brooks; Weinstein, Claire E.; Svinicki, Marilla D., 1946-
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