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"Computer-assisted instruction 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
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
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
Mobile-assisted language learning: A Duolingo case study
The growing availability of mobile technologies has contributed to an increase in mobile-assisted language learning in which learners can autonomously study a second language (L2) anytime or anywhere (e.g. Kukulska-Hulme, Lee & Norris, 2017; Reinders & Benson, 2017). Research investigating the effectiveness of such study for L2 learning, however, has been limited, especially regarding large-scale commercial L2 learning apps, such as Duolingo. Although one commissioned research study found favorable language learning outcomes (Vesselinov & Grego, 2012), limited independent research has reported issues related to learner persistence, motivation, and program efficacy (Lord, 2015; Nielson, 2011). The current study investigates the semester-long learning experiences and results of nine participants learning Turkish on Duolingo. The participants showed improvement on L2 measures at the end of the study, and results indicate a positive, moderate correlation between the amount of time spent on Duolingo and learning gains. In terms of perceptions of their experiences, the participants generally viewed Duolingo’s flexibility and gamification aspects positively; however, variability in motivation to study and frustration with instructional materials were also expressed.
Journal Article
Effects of computer-assisted learning for removable partial denture design on learning outcomes and satisfaction
Background
Computer-assisted learning (CAL) has the potential to enhance learning outcomes and satisfaction. However, there are limited reports in the literature that describe or evaluate the implementation of this method to promote competency-based learning in removable partial denture (RPD) design. Therefore, this study aimed to: (1) compare the effectiveness of different learning methods using a 3D software-aided RPD design program, (2) evaluate the learning outcomes associated with these different methods following active learning, and (3) assess students’ satisfaction.
Methods
Forty undergraduate dentistry students were divided into four groups of ten students. Each group was assigned different learning methods for a period of 28 days using the CMU-3D RPD Design program. The learning methods included lecture-based learning (LBL), case-based learning (CBL), a combination of LBL and CBL, and a control group that did not engage in LBL or CBL. Following this period, participants in all four groups engaged in active learning activities related to RPD design. Learning outcomes were measured three times: prior to the experiment, after using the software, and after participating in active learning activities.
Results
Analysis of pre- and post-training assessments using multiple-choice questions revealed that dental students in the combined LBL and CBL group demonstrated statistically significant improvements in test scores compared to baseline (
p
< 0.05). Notably, there were marked enhancements in comprehension, application, and analysis skills. Outcomes following active learning were significantly improved in groups with a foundation in lecture-based learning. Furthermore, all groups reported high levels of satisfaction (over 90%) after utilizing the software and participating in active learning activities.
Conclusions
Computer-assisted learning, combined with active learning strategies, improves learners’ outcomes and satisfaction. Learning RPD design through computer-assisted methods positively influenced learning outcomes, particularly when both lecture-based and case-based learning approaches were used. Active learning strategies resulted in more substantial improvements when applied to students with a strong foundation in lecture-based learning.
Journal Article