Computer Managed Instruction


Book Description




ICT-Based Assessment, Methods, and Programs in Tertiary Education


Book Description

The use of information and communication technologies (ICTs) in education has revolutionized learning. Shifting beyond traditional mode of education, the integration of ICTs has become an advantage for students at tertiary education when used for the right purpose to enhance learning. The use of technology brings forth a flexible and accessible mode of education and bridges the gap of learning across borders. This enables students at tertiary level to have access to other universities and academic resource materials globally, thereby expanding their knowledge. Thus, it is crucial to consider the development of technology in education as part of a comprehensive pedagogical framework and take into account new developments in ICTs. ICT-Based Assessment, Methods, and Programs in Tertiary Education is an essential research publication that provides relevant theoretical frameworks and recent empirical research findings on integrating ICTs in tertiary education to enhance learning and allow students to take more control of their learning. Highlighting topics such as assessment, language learning, and e-learning, this book is ideal for teachers, professionals, academicians, researchers, administrators, curriculum designers, instructional designers, and students.




Computer Managed Instruction


Book Description




Computer-Managed Instruction: Theory, Application, and Some Key Implementation Issues


Book Description

As a mechanism for understanding computer use in education, this thesis focus on Computer-Managed Instruction (CMI). The first chapters provide the background, so CMI can be distinguished from other computer applications in education. Chapter III examines the theoretical basis for CMI, showing that issues in education rather than in computer technology serve as the foundation for CMI. Chapter IV discusses aspects of hardware, system configurations, and software. It also presents a comprehensive discussion of the generic functions of CMI systems. Chapter V highlights the diverse nature of CMI applications by focusing on two operational CMI systems. Chapter VI examines the importance of teacher acceptance of the CMI system during implementation. In contrast Computer Aided Instruction (CAI), which was externally imposed onto the educational field, CMI origins rest in the classroom itself. Because of this and its slow, low-keyed but steady developmental pattern, CMI appears to have a reasonable probability of continued success.




Computer Managed Instruction


Book Description




Development and Implementation of a Computer Managed Instruction System in Graduate Training


Book Description

The primary objective of the study was to test the feasibility of developing and implementing a graduate level course by computer-managed instruction (CMI). Various approaches to both the management and individualization of instruction were studied. The instructional logic included a motivational game in which the student bid points on his estimate of how well he could perform on a unit test. (Author).




An Introduction to Educational Computing


Book Description

In both education and training, teachers are faced with many and varied problems relating to their teaching and their students’ learning. Educational technology, in its widest sense, provides teachers with methods and tools which, if properly used, can alleviate some of these problems. The computer is one such tool, offering, within certain limitations, some possible solutions. Originally published in 1979, this book describes the use of the computer as a resource and as a manager in education and training. It discusses the use, potential and limitations of this technology in helping the teacher and trainer. Beginning with a consideration of the role of the computer as a mediator in the flow of information between the student and his learning environment, the book goes on to look at Computer Assisted Learning from an educational viewpoint, the strength and weaknesses of a number of different media, and the problems of managing modular courses and course structures and handling information on students’ performance and progress. A chapter on informatics and education addresses the problem of what both teachers and students should know about computers, while the final chapter examines the practical problems of prompting and organising the appropriate use of this technology.




Handbook of Human-Computer Interaction


Book Description

This Handbook is concerned with principles of human factors engineering for design of the human-computer interface. It has both academic and practical purposes; it summarizes the research and provides recommendations for how the information can be used by designers of computer systems. The articles are written primarily for the professional from another discipline who is seeking an understanding of human-computer interaction, and secondarily as a reference book for the professional in the area, and should particularly serve the following: computer scientists, human factors engineers, designers and design engineers, cognitive scientists and experimental psychologists, systems engineers, managers and executives working with systems development.The work consists of 52 chapters by 73 authors and is organized into seven sections. In the first section, the cognitive and information-processing aspects of HCI are summarized. The following group of papers deals with design principles for software and hardware. The third section is devoted to differences in performance between different users, and computer-aided training and principles for design of effective manuals. The next part presents important applications: text editors and systems for information retrieval, as well as issues in computer-aided engineering, drawing and design, and robotics. The fifth section introduces methods for designing the user interface. The following section examines those issues in the AI field that are currently of greatest interest to designers and human factors specialists, including such problems as natural language interface and methods for knowledge acquisition. The last section includes social aspects in computer usage, the impact on work organizations and work at home.