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1.
Abstract In September 1990 computer assisted learning (CAL) was introduced at the Larenstein International Agricultural College. At first, CAL was only used for remedial teaching. The use of CAL was extended in 1991 to some regular courses (statistics, economy), and some courseware has been developed for specific purposes. Students like the use of CAL, especially in the regular courses. They appreciate the immediate feedback and the flexibility of the programmes. Teachers are also positive about this kind of instruction, because theses lessons are less tiring for them, and because it gives them more time to help students with serious problems. It is hard to prove that exam results get better, but there are signs that CAL help to improve the quality of education. However, CAL is an educational instruments that keeps students alert, just because it is different. 相似文献
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杨先明 《黄冈师范学院学报》2008,28(2):106-110
现有的商业化词汇记忆软件强调的是单词的拼写和个别义项的记忆,从词汇学习的范畴来看是不够全面的。本文讨论英语词汇计算机辅助学习（CAL）系统设计中的相关理论问题,明确系统的作用、构成以及设计原则,以便为英语词汇CAL系统设计提供可靠的理论指导。 相似文献
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John Edmonstone 《Action Learning: Research and Practice》2019,16(2):136-148
Action learning has evolved over a period of time when managerialism and performativity, which are aspects of neoliberalism, have become stronger and this explains, in part, the emergence of Critical Action Learning (CAL). Performativity, in particular, has increasingly become internalised by people at work. CAL seems to be limited to power relations within and between organisations and thus tends to ignore the dominant ideology of the day – neoliberalism. The paper asserts that action learning is antithetical to a neoliberal worldview and there are therefore practical implications for action learning practitioners. 相似文献
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This article addresses key topics of Chinese as an Additional Language (CAL) education and classroom pedagogical practices. It reports on a 3-year ethnographic study within Australian schools to discuss dialogic pedagogical practices and students’ aspirations. Based on Freire’s conceptualisation of conscientização and banking education, the purpose of this article is therefore to unpack a journey to voices, courage and hope of a cohort of socially, linguistically and economically disadvantaged students in Western Sydney, one of the most culturally diverse regions in the country. Their experiences, responses, dreams and understanding of CAL education in multicultural Australia were thus captured. Our data shows that critical CAL education might point to some avenues for the educational equity agenda. By arguing that emancipatory and critical practices could enhance students to achieve consciousness and collective self-transformation, we aim to make a contribution to the literature on CAL and languages education, which all too often isolates from broader issues in educational theory. The article also adds to the limited research that engages with CAL classroom data. Our critical approach to CAL education illuminates the intersections between language and social inclusion. Considering the worldwide growing upheaval and scepticism around CAL education, we call for writing inclusive languages education and related pedagogical practices into the social inclusion agenda in Australia and internationally, for the teaching and learning of all additional languages. 相似文献
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Stephen W. Rainbow Eugene Sadler-Smith 《British journal of educational technology : journal of the Council for Educational Technology》2003,34(5):615-624
Computer‐assisted learning (CAL) is becoming ever more important as a method of teaching and facilitating learning in an increasingly overburdened higher education sector in the UK. A number of authors have made pleas for more evaluation and research in the area of CAL. This study set out to evaluate the attitudes to CAL amongst over 300 business and management undergraduates using a questionnaire survey. The survey revealed a positive disposition towards CAL irrespective of age, gender or educational background. In addition respondents were asked to compare the features of CAL with those of other more traditional methods of teaching and learning. Two factors were identified, labelled CAL ‘instructional’ features and CAL ‘tutorial’ features. The instructional features of CAL were rated more highly than its tutorial features. Respondents rated CAL as better than traditional methods in terms of its instructional features and about the same as traditional methods in terms of its tutorial features. Younger respondents rated the instructional features of CAL more highly than did the older respondents. The findings were discussed in terms of their implications for the use of CAL in an expanding system of mass higher education. 相似文献
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Dr Barbara Watson 《British journal of educational technology : journal of the Council for Educational Technology》2001,32(5):587-593
This paper identifies key factors affecting conceptual gains from using a CAL package and their application to a practical laboratory class. Data was collected on over 120 first year students who studied a CAL package as an integral part of their course at two sites of a university. A variety of factors were analysed in order to identify which ones affected conceptual gains. These factors were students' biographical characteristics, design features of the CAL package and the way the CAL was integrated into the curriculum. The key factors that were identified as having an effect on conceptual gains were the students' prior academic attainment, their prior use of email, the WWW and CAL packages, and the way that the CAL package was integrated into the course. Those students, who were most successful in learning from the CAL and applying this learning, had higher academic attainment and had previously used the WWW, email and other CAL packages. They were also better at linking their study of the CAL package to other parts of the course. 相似文献
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Theodore Micceri William H Pritchard rew J Barrett 《British journal of educational technology : journal of the Council for Educational Technology》1989,20(2):120-128
In today's complex computer training market, flashy presentations frequently prove the most important purchasing element while instructional design and content take a back seat to form. Courseware purchasers obviously require an objective and generic measure of computer assisted learning (CAL) courseware. Since any such measure must include a human evaluator this is a difficult objective to attain. Funded by a grant from the Westinghouse Corporation, the Center for Interactive Technologies, Applications and Research (CITAR) at the University of South Florida attempted to break complex concepts such as instruction, management and user interface into component pieces small enough for objective evaluation. A study involving ten CAL packages produced agreements among an average of seven of eight raters and reliabilities around. 70, while an investigation of traditional perceptual evaluation procedures by the same raters on the same courseware produced far lower estimates for both agreement and reliability. Seeking reasons for these differences, a detailed investigation of courseware summaries showed that evaluators tend to pay more attention to the presentation than to the instructional aspects of the courseware. This phenomenon apparently has less influence on the low inference CITAR evaluation model which produces relatively consistent evaluations of CAL courseware. 相似文献
9.
This paper reports an investigation of cognitive style, gender, attitude toward using computer‐assisted learning (CAL) and academic achievement among university students. A Group Embedded Figures Test was used to assess students’ cognitive style and a questionnaire was used for the evaluation of students’ attitude toward CAL. The results revealed that students have positive attitudes toward CAL but they were not prepared to rely entirely on CAL. A 2 x 2 ANOVA was used to investigate the effect of cognitive style and gender on the attitude toward CAL. The results revealed that male students preferred using CAL significantly more than females and field dependent students were more prepared to rely entirely on CAL than field independent students. On the other hand, there was a significant difference between males and females in their achievement scores in favour of the male group. But there was no difference between field dependence and field independence groups in their achievement. The results also revealed no significant relationship between students’ attitudes toward CAL and their achievement in these courses. 相似文献
10.
D. I. CRECRAFT 《European Journal of Engineering Education》1992,17(2):123-128
The role of the SEFI Working Group on Computer-Aided Engineering Education is introduced, and its involvement in the COMETT and DELTA programmes is outlined. Development work is described on aspects of computer-aided learning (CAL) and associated authoring systems at MEDC (Paisley), EPFL (Lausanne) and NTH (Trondheim), together with the SHIVA system developed by CNRS-IRPEACS (Lyon) and the Open University (Milton Keynes). The use of computers in distance education, for both home computing and computer conferencing, is also referred to. 相似文献
11.
《Journal of Teaching in Social Work》2013,33(2):21-34
While the use of computer assisted learning (CAL) along with the techniques of fixed-format testing are fairly well established in the United States, they are only recently finding their way into general use in the United Kingdom. The authors review their progress in introducting CAL to the British social work education scene. Since 1983 they havce developed a number of programmes for teaching and testing mental health. They have applied these programmes under controlled conditions, investigating variouis aspects of CAL in respect of both student preference and performance. The results have been generally favourable to date and point the way for continued work. 相似文献
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Anthony Garvin & Stephen Carrington 《British journal of educational technology : journal of the Council for Educational Technology》1997,28(3):191-198
The Directed–Self Education programme (DSE) in the first year undergraduate course in veterinary anatomy seeks to support students in developing personal study and information technology skills. It also aims to move computer–assisted learning (CAL) towards offering tools for students to create a variety of computer–based materials of their own which subsequently can be repurposed by staff as teaching resources. This aspect addresses the issue that many British academics have little incentive to devote time to improving teaching through CAL methods, as innovation and excellence in teaching is not rewarded in career terms on par with excellence in research. The programme seeks to integrate a modest type of "problem–based learning" (PBL) methodology without demanding the total integration of pre–clinical with clinical teaching advocated by full–scale PBL. Since 1993 the outcomes of the programme have been that lectures in the first year veterinary anatomy course have been reduced by a third, with a slight change in the mean value of the final grades in the first year final examination in veterinary anatomy during 1994–5, as compared to the years 1991–3. Other benefits have included the rapid creation of a library of student–produced CAL which is recycled by staff into other forms of computer–based teaching. It has also led to involvement in the use of CAL by lecturers hitherto resistant to applying technology to teaching, and the vacation employment of current BVSc undergraduates from the programme in university and national projects producing CAL for medical teaching. 相似文献
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There is growing interest by both educators and policymakers in helping underperforming students catch up using computer assisted learning (CAL). While CAL interventions have been shown to be effective internationally and elsewhere in China, these have been mostly offline CAL programs that are difficult and costly to implement. An online CAL (OCAL) may be able to bypass many of offline CAL's implementation problems and enhance the remedial tutoring experience. The objective of this paper is to examine the impact of an OCAL intervention on the academic and non-academic performance of students and to explore the mechanism behind OCAL's impact. According to the findings, OCAL improved overall English scores of students in the treatment group relative to the control group by 0.48 standard deviations. This impact is large when compared with offline CAL programs previously evaluated in rural China. We found that OCAL also led to a positive change in the attitudes of students towards English learning and student aspirations for their future education level. We found three possible explanations for OCAL's impact. We believe that online features that enhance the interest-oriented stimulation of the software is the main source of improvement among students. Cost-effectiveness analysis showed that the OCAL program is more cost-effective than traditional offline CAL, which is suitable for policymakers as it indicates high potential for OCAL program expansion. 相似文献
16.
John R Gardner 《British journal of educational technology : journal of the Council for Educational Technology》1984,15(3):175-182
Beginning in the spring of 1983, a series of in-service courses in computer-assisted learning (CAL) for post-primary schoolteachers was organized under the auspices of the Microelectronics Education Programme (Northern Ireland Region). The courses were presented on a workshop basis and provided the teachers with the opportunity to consider the use of CAL in their teaching. The teachers attending the courses were invited to complete questionnaires which were designed to assess (a) the current level of CAL practice in schools and (b) the effectiveness of the various types of support, including in-service training, available for teachers interested in developing CAL practice in their teaching. This paper reports on the findings arising from the questionnaires. 相似文献
17.
Stephanie Atkinson 《教育心理学》2004,24(5):659-679
This article is concerned with comparing learning and achievement in the context of computer aided learning (CAL) and traditionally taught environments. The results of a small‐scale study involving 49 Year 10 pupils from a school in the north‐east of England are reported. Cognitive style, gender, attitude to CAL, and test results from a unit of work that used a CAL package and one that used traditional teaching material are analysed and conclusions are drawn. The study was too small to enable generalisations to be made although it did provide an informed picture suggesting that there are differences in how well a pupil may learn and perform in different teaching situations and that these differences are more marked for pupils of certain cognitive styles and/or gender. 相似文献
18.
Computer‐aided learning (CAL) is an integral part of many medical courses. The neuroscience course at Oxford University for medical students includes CAL course of neuroanatomy. CAL is particularly suited to this since neuroanatomy requires much detailed three‐dimensional visualization, which can be presented on screen. The CAL course was evaluated using the concept of approach to learning. The aims of university teaching are congruent with the deep approach—seeking meaning and relating new information to previous knowledge—rather than to the surface approach of concentrating on rote learning of detail. Seven cohorts of medical students (N = 869) filled in approach to learning scale and a questionnaire investigating their engagement with the CAL course. The students' scores on CAL‐course‐based neuroanatomy assessment and later university examinations were obtained. Although the students reported less use of the deep approach for the neuroanatomy CAL course than for the rest of their neuroanatomy course (mean = 24.99 vs. 31.49, P < 0.001), deep approach for CAL was positively correlated with neuroanatomy assessment performance (r = 0.12, P < 0.001). Time spent on the CAL course, enjoyment of it, the amount of CAL videos watched and quizzes completed were each significantly positively related to deep approach. The relationship between deep approach and enjoyment was particularly notable (25.5% shared variance). Reported relationships between deep approach and academic performance support the desirability of deep approach in university students. It is proposed that enjoyment of the course and the deep approach could be increased by incorporation of more clinical material which is what the students liked most. Anat Sci Educ 10: 560–569. © 2017 American Association of Anatomists. 相似文献
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杨赛 《青海师范大学学报(哲学社会科学版)》2008,(1):79-83
任昉是中古文学研究中的一个冷门。全面总结一千五百年来任昉研究的成果,弄清楚人们对任昉、任昉诗和任昉学问的看法,指明进一步研究的方向,对推动任昉研究、丰富和补充中古文学研究有较大的学术意义。 相似文献
20.
R I Nicolson P J Scott 《British journal of educational technology : journal of the Council for Educational Technology》1986,17(1):26-35
Following an analysis of the stages in software production this paper argues that team production remains the only satisfactory method of providing high quality software but that the key to a higher quantity of reasonable quality computer-assisted learning production lies in the development of support technology adequate to permit individual teachers to develop software within their existing curriculum framework. Three promising approaches—software toolboxes, CAL program shells and software CAL analysts—are described. 相似文献