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"Computer-assisted instruction Computer software."
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Moodle for Dummies
You've heard about the learning content management system with the funny name, and wondered if it's right for your students. This book explains Moodle and what you can do with it.
Book
Developing reading comprehension
\"Presents cutting-edge, evidence-based interventions for dealing with specific difficulties of reading comprehension in children aged 7-11. An in-depth introduction to the 'poor comprehender profile', which describes children who despite being fluent readers have difficulty extracting meaning from text. Sets out a range of practical interventions for improving reading skills in this group - along with comprehensive guidance on assessment and monitoring, and insightful accounts of professionals' experience in delivering the techniques described. Includes an overview of psychological theories of reading comprehension, evaluating their practical applicability. \"--
eBook
How computer games help children learn
In this trailblazing book, leading educational expert David Shaffer examines how particular video and computer games can help teach kids to think like doctors, lawyers, engineers, urban planners, journalists and other professionals. Based on more than a decade of research in technology, game science, and education, this book revolutionizes how we think about education in the digital age. (DIPF/Orig.).
eBook
Computer-Assisted Remedial Reading Intervention for School Beginners at Risk for Reading Disability
The aim of the longitudinal study was to investigate whether a computer application designed for remedial reading training can enhance letter knowledge, reading accuracy, fluency, and spelling of at-risk children. The participants, 7-year-old Finnish school beginners (N = 166), were assigned to 1 of 3 groups: (a) regular remedial reading intervention (n = 25), (b) computer-assessed reading intervention (n = 25), and (c) main-stream reading instruction (n = 116). Based on the results, computer-assisted remedial reading intervention was highly beneficial, whereas regular type of intervention was less successful. The results indicated that at-risk children require computer-based letter-name and letter-sound training to acquire adequate decoding and spelling skills, and to reach the level of their non-at-risk peers.
Journal Article
Developmental research on an interactive application for language speaking practice using speech recognition technology
This developmental research aims to (1) examine the design and developmental process, (2) investigate the nature and structure of the application, and (3) analyze the results of expert reviews and usability tests. Twenty-five participants, including a developer, an instructional designer, Korean language educators, educational technology researchers, human–computer interaction experts, and language learners, were involved in this study. This study was conducted in the following steps: (1) formulated design principles through the literature review of language instruction and learning theories, computer-assisted language learning, speech recognition technology, human–computer interaction, and scaffolding, (2) developed a functional software prototype that adopted the formulated design principles, (3) conducted expert reviews and learner usability tests, (4) revised and updated the application through the repetitive expert reviews and learner usability tests, (5) analyzed the results of the final expert review, usability test, and log data analysis, and (6) clarified the implications of the development research. The developed application shows an approach to addressing the challenges of second language classrooms that might cause a low-level of learner’s language speaking performance. This study specifically delivers knowledge about the design and developmental process of computer-assisted language learning software. This provides guidelines for educational technology researchers and practitioners who work on similar projects.
Journal Article
Planned online language education versus crisis‐prompted online language teaching: Lessons for the future
Online (language) teaching has been found to be as effective as face‐to‐face (F2F) learning (Moneypenny & Aldrich 2016, J. Educators Online, 13, 105–174; Goertler & Gacs, 2018, Die Unterrichtspraxis/Teaching German, 51, 156–174). Online language teaching has different affordances and challenges than F2F teaching, which can be taken into consideration when online language education is carefully planned using a backwards design iterative process (e.g., Meskill & Anthony, 2015, Teaching language online). In early 2020, many institutions rapidly transitioned away from F2F instruction due to the global pandemic. While this was at times referred to as online teaching, it in fact is not planned online teaching but rather crisis‐prompted remote teaching (Hodges, Moore, Lockee, Trust, & Bond, 2020, Educause Review, 27 March). Given the circumstances and the timeframes for crisis online teaching, quality expectations must be lowered especially in regards to testing security, technological sophistication, accessibility, copyright, and learning outcomes. This article presents a roadmap for planning, implementing, and evaluating online education in ideal and in crisis contexts. The Challenge In Spring 2020, teachers around the globe were suddenly forced to teach online, learners forced to learn online. Emotions ran high, lawsuits were filed. Yet, it is important to acknowledge that this crisis‐prompted remote language teaching is not comparable to well‐designed and carefully planned online language education.
Journal Article
Increasing Student Engagement and Retention in e-learning Environments: Web 2.0 and Blended Learning Technologies
Increasing Student Engagement and Retention in e-Learning Environments: Web 2.0 and Blended Learning Technologies examines new research on how online and blended learning technologies are being used in higher education to increase learner engagement in an era of increasing technological convergence and dependence. These enabling technologies are reshaping and reframing the practice of teaching and learning in higher education. Through case studies, surveys, and literature reviews, this volume will examine online and blended technologies are being used to improve academic literacies in students, to create engaging communities of practice, and how these technologies are being used to improve learner motivation and self-empowered learners. This volume will also discuss a framework for adopting and deploying these technologies.
eBook
Blended Learning Compared to Traditional Learning in Medical Education: Systematic Review and Meta-Analysis
Blended learning, which combines face-to-face learning and e-learning, has grown rapidly to be commonly used in education. Nevertheless, the effectiveness of this learning approach has not been completely quantitatively synthesized and evaluated using knowledge outcomes in health education.
The aim of this study was to assess the effectiveness of blended learning compared to that of traditional learning in health education.
We performed a systematic review of blended learning in health education in MEDLINE from January 1990 to July 2019. We independently selected studies, extracted data, assessed risk of bias, and compared overall blended learning versus traditional learning, offline blended learning versus traditional learning, online blended learning versus traditional learning, digital blended learning versus traditional learning, computer-aided instruction blended learning versus traditional learning, and virtual patient blended learning versus traditional learning. All pooled analyses were based on random-effect models, and the I
statistic was used to quantify heterogeneity across studies.
A total of 56 studies (N=9943 participants) assessing several types of learning support in blended learning met our inclusion criteria; 3 studies investigated offline support, 7 studies investigated digital support, 34 studies investigated online support, 8 studies investigated computer-assisted instruction support, and 5 studies used virtual patient support for blended learning. The pooled analysis comparing all blended learning to traditional learning showed significantly better knowledge outcomes for blended learning (standardized mean difference 1.07, 95% CI 0.85 to 1.28, I
=94.3%). Similar results were observed for online (standardized mean difference 0.73, 95% CI 0.60 to 0.86, I
=94.9%), computer-assisted instruction (standardized mean difference 1.13, 95% CI 0.47 to 1.79, I
=78.0%), and virtual patient (standardized mean difference 0.62, 95% CI 0.18 to 1.06, I
=78.4%) learning support, but results for offline learning support (standardized mean difference 0.08, 95% CI -0.63 to 0.79, I
=87.9%) and digital learning support (standardized mean difference 0.04, 95% CI -0.45 to 0.52, I
=93.4%) were not significant.
From this review, blended learning demonstrated consistently better effects on knowledge outcomes when compared with traditional learning in health education. Further studies are needed to confirm these results and to explore the utility of different design variants of blended learning.
Journal Article