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The purpose of this study was to examine the effectiveness of video-based mathematics instruction for seven middle school students with specific learning disability (SLD), using an augmented reality-based training package. The dependent variable was the percentage of steps students performed correctly to solve each type of mathematics problem. The independent variable was the augmented reality video-based intervention, which used video to model the individual steps for solving four types of multistep mathematics problems: (a) addition and subtraction of integers, (b) multiplication and division of integers, (c) using ratio reasoning to convert measurement units, and (d) using multiplication and division to calculate rate of change. Results indicated a functional relation between the video-based mathematics intervention and the percentage of steps completed correctly for each type of problem. All seven participants showed significant gains immediately after receiving the intervention and maintained improved problem-solving skills in at least three out of the four problem categories. [ABSTRACT FROM AUTHOR]

The Stanley Parable uses metafiction and elements borrowed from the "Theatre of the Absurd" to reveal a didactic, pedagogical, and despotic voice that lies below many of the choices found within gamebooks, literary games, and interactive narratives. The satirical character of the "narrator," coupled with the game's use of paradoxes, makes choosers aware of the catechistic structure that many didactic choices employ. This pedagogic choice structure has its roots in the TutorText series of programmed learning novels—a structure repeated (and hidden) by the Choose Your Own Adventure-style gamebooks that followed and that is subsequently parodied in The Stanley Parable. The Stanley Parable itself provides players with choices that lack a solution, with choices such as the "two doors" embodying a juxtaposition between the closed choices of TutorText and the open choices presented by the game. [ABSTRACT FROM AUTHOR]

Quantitative mixed models were used to examine literature published from 1966 through 2016 on the effectiveness of Direct Instruction. Analyses were based on 328 studies involving 413 study designs and almost 4,000 effects. Results are reported for the total set and subareas regarding reading, math, language, spelling, and multiple or other academic subjects; ability measures; affective outcomes; teacher and parent views; and single-subject designs. All of the estimated effects were positive and all were statistically significant except results from metaregressions involving affective outcomes. Characteristics of the publications, methodology, and sample were not systematically related to effect estimates. Effects showed little decline during maintenance, and effects for academic subjects were greater when students had more exposure to the programs. Estimated effects were educationally significant, moderate to large when using the traditional psychological benchmarks, and similar in magnitude to effect sizes that reflect performance gaps between more and less advantaged students. [ABSTRACT FROM AUTHOR]

Study guides are a popular and frequently student-requested instructional support developed primarily by upper elementary, middle, and high school teachers to help students navigate through a course of study. With the increase of the number of learners with diverse needs in general education classrooms, teachers need to be mindful of various ways to differentiate study guides, that is, make adjustments that maintain the integrity of student outcomes while offering choices and respecting each learner’s background knowledge, skill-level, interests, and learning preferences. Specifically, teachers can differentiate study guides by adjusting questions and content, providing different kinds of study guides, allowing students to demonstrate knowledge in different ways, reinforcing student efforts, and allowing students to use classroom materials and space in various ways. This article presents ways teachers can apply the components of differentiation to maximize the use of study guides in inclusive classrooms. [ABSTRACT FROM AUTHOR]

Objective: There is a correlation between American Board of Pediatrics In-Training and General Pediatrics Certifying Examination scores. A course targeted mainly for residents "at-risk" based on in-training scores may improve the outcome of the certification exam. The objective of the study was to evaluate the impact of a board review course on pediatric board certification scores, particularly for residents at-risk. Methods: Residents "at-risk" taking the course (Yes) were compared to residents not taking the course who were not at-risk (No) as well as to a cohort of residents predating the onset of the course with mixed risk (Comparison). Analyses compared board exam scores and passing rates in the three groups and in the subcategory of residents who scored ≤300 on the in-training exam in each group. Results: Standard scores and pass rates were higher for the residents not at risk, middle for residents of mixed risk and lowest for residents at risk. When analyzing the subset of scores for those with in-training score of <300, the scores were higher for the residents in the course than those who never took it. Also, residents with in-training score of <300 achieved higher average point score gains when comparing the certification exam to their last in-training score. Linear regression analysis showed that not delaying board certification, third year in-training scores and taking the board review course were significantly associated with higher board certification scores. Conclusions: Pediatric residents at risk for not passing their Pediatric board certification exams benefited from a board review course. [ABSTRACT FROM AUTHOR]

The number of students who speak languages other than English continues to grow in both rural and urban public schools in the United States. Teachers are challenged to accommodate the diverse needs of English language learners (ELLs). This exploratory study investigated the perceptions of eleven teachers from a rural public elementary school in North Carolina and how these perceptions affect the learning experiences of ELLs. This article discusses pedagogical implications for inservice teachers educating ELLs. [ABSTRACT FROM AUTHOR]

Simultaneous prompting is a response-prompting procedure requiring two daily sessions: an instructional session in which a controlling prompt is provided on all trials, and a probe session in which no prompt is provided on any trials. In this study, two schedules of conducting the probe sessions (daily vs. every fourth day) were compared using the adapted alternating treatments design. Four children enrolled in an inclusive preschool program participated in the study and were taught two sets of behavior. The results showed that 3 of 4 participants acquired the target behaviors under both probing conditions, and 1 participant acquired the target behaviors only in the every-fourth-day probing condition. [ABSTRACT FROM AUTHOR]

Simulation, in its many forms, has been a part of nursing education and practice for many years. The use of games, computer-assisted instruction, standardized patients, virtual reality, and low-fidelity to high-fidelity mannequins have appeared in the past 40 years, whereas anatomical models, partial task trainers, and role playing were used earlier. A historical examination of these many forms of simulation in nursing is presented, followed by a discussion of the roles of simulation in both nursing education and practice. A viewpoint concerning the future of simulation in nursing concludes this article. [ABSTRACT FROM AUTHOR]

Graphic organizers are powerful visual tools. The representation provides dimension and relationship to ideas and a framework for organization and elaboration. The LIBRE Stick Figure Tool is a graphic organizer for the problem-solving application of the LIBRE Model counseling approach. It resembles a "stick person" and offers the teacher and student a problem-solving processing map. The use of the LIBRE Stick Figure Tool is presented to demonstrate its application and illustrate potential benefits to both student and teacher. [ABSTRACT FROM AUTHOR]

This study integrated object-oriented programming instruction with transfer training activities in everyday tasks, which might provide a mechanism that can be used for efficient problem solving. Specifically, a Visual BASIC embedded with everyday tasks group was compared to another group exposed to Visual BASIC instruction only. Subjects were 40 undergraduate students enrolled in 2 sections of a Visual BASIC programming class. Students in the 2 intact classes were assigned 1 of 2 instructional treatments. Problem-solving and programming competency instruments were used as a pre-and posttest measure. After an 8-week treatment, the results of the study did not show any significant difference between both groups on general problem solving ability as measured by the instrument used. Only 1 of the 4 problem-solving skills (Analysis of Attributes) measured, showed an improvement in performance favoring the programming plus everyday task group. Significant improvement in performance favoring the programming plus everyday task group versus the programming-only group was identified. An unexpected but significant difference between both groups on the programming competence test was also identified. [ABSTRACT FROM AUTHOR]

The following autoethnography reflects a neophyte instructor's obsession with teaching an online graduate course. The experience forces her to move ethnographically forward and backward with students in a novel, and sometimes, more intimate fashion. She struggles to balance a serving of technology with a dollop of human interaction, but finds online teaching can be time consuming. Though students are physically dispersed and isolated, they sustain and bond in new and different ways in an online community. Her narrative reveals how technologies are created, apprehended, and used in everyday life. Online learning has become ubiquitous at all levels of education. Teachers and students need to question whether technology in their lives represents a force for good or evil. In the end, autoethnography becomes transformative as the author gains a heightened awareness of the social, cultural, and personal influences shaping her online teaching experience. [ABSTRACT FROM AUTHOR]

This article will describe research done at the National Institute of Multimedia in Education, Japan and the University of North Texas on the creation of a distributed Internet-based spoken language learning system that would provide more interactive and motivating learning than current multimedia and audiotape-based systems. The project combined a 3D online learning environment by Created Realities Group with Nuance speech recognition technology. The system created an immersive situated learning environment that overlaid spoken language training with audio feedback and used the speech recognition system to determine if the student has accurately said the language items. A small study showed that participants did improve their spoken language skills within the narrow parameters of the research environment in the authentic and situated environment. [ABSTRACT FROM AUTHOR]

Building a strong sense of community in text-based computer-mediated communication courses can be a challenge to instructors. This article presents how a sound practical approach called STEP is implemented into one textbased fully online course and one hybrid course at a university in the northeastern region of the United States. Students' perceptions on connectedness and learning are measured toward the sense of community. The effectiveness of the systematic approach with a variety of strategies in building a sense of community in both fully online and hybrid courses has been confirmed in this study. Discussion and conclusion of building the sense of community for text-based computer-mediated communication courses are included. [ABSTRACT FROM AUTHOR]

This study investigated the effects of a Direct Instruction (Dl) reading comprehension program implemented with students who had developmental disabilities, including autism spectrum disorders (ASD) and reading delays. There is little research in the area of reading comprehension for students with ASD and no research as to the effectiveness of reading comprehension Dl. A multiple-probe-across-behaviors design was employed. A functional relationship between Direct Instruction and reading comprehension skills and behaviors was demonstrated across all behavioral conditions and across students. Results and their implications are discussed. [ABSTRACT FROM AUTHOR]

The present study investigated the value of changing the format of overhead presentations from one dominated by headings and bulleted lists to one using a sentence assertion followed by visual evidence. A review of the literature of earlier studies on the subject of traditional overhead projections noted criticism of the traditional format. Recent studies showing improved comprehension and higher retention rates when using the revamped style. Additionally, the case study discussed here found improved quality of class discourse and a higher quality of discussions online. By reviewing education theory, the author looks at why students' learning might improve using this new format as the new design moves away from a teacher-centric learning modality to a student-dominated one. [ABSTRACT FROM AUTHOR]

This article investigates the impact of an audience response system (ARS) on student engagement in undergraduate university courses. A survey was administered to students in a dozen courses piloting the ARS system. On 13 out of 14 measures the majority of students thought the system was helpful. Overall, students were more positive about the use of the ARS in courses that used the tool for formative feedback (empowering) rather than for grading or attendance purposes (compelling). The authors discuss the positive impact of the ARS on the engagement of 'reluctant participators' or students who reported that they are least likely to participate in class under normal conditions. Reluctant participators' perceptions of the helpfulness of the ARS were compared to those of non-reluctant participators. Finally, student comments were analyzed to determine why students with the most negative feelings about the ARS felt the way they did and which teaching practices using the ARS were perceived to have the greatest value by the students. [ABSTRACT FROM AUTHOR]

This article discusses issues relating to the use of computer-based learning (CBL) materials for entrepreneurship education at university level. It considers CBL as a means of addressing the increased volume and range of provision required in the current context. The issues raised in this article have importance for all forms of computer-based learning and also have relevance for emerging technologies in the field. Based on evidence reported in this article, it is argued that, while there is potential for gaining economies of scale by using CBL materials for entrepreneurship education, there are also potential trade offs and conflicts of interest involved in such approaches. The findings also point to the importance of the student perspective for the design and use of CBL materials for high volume entrepreneurship education. [ABSTRACT FROM AUTHOR]

This investigation considers the effects of learner-generated headings on memory. Participants (N = 63) completed a computer-based lesson with or without learner-generated text topic headings. Posttests included a cued recall test of factual knowledge and a sorting task measure of structural knowledge. A significant disordinal interaction was observed with the no headings group performing better on the cued recall test and worse on the structural knowledge sorting task. In addition, a measure of structural knowledge using a list-wise rating task was field trialed. The two structural knowledge tasks were analyzed using a Pathfinder network scoring technique that measured both linear and nonlinear text subtopic organization. The sorting and rating tasks were differentially sensitive to participants' linear and nonlinear knowledge organization. Unexpectedly, the sorting and rating posttest tasks improved cued recall posttest scores. The implications of the results for measuring structural knowledge are considered and suggestions for further studies are presented. [ABSTRACT FROM AUTHOR]

This paper presents a new approach for managing laboratory work mini-projects that is used in the Computer Architecture Department of the Technical University of Madrid (UPM). The approach is based on a chain of tools (a Delivery Agent; an Automatic Project Evaluator; and a Plagiarism Detection Assistant) that a small number of teachers can use to efficiently manage a course with a large number of students (400 each year). Students use this tool chain to complete the Assembly Language Programming laboratory assignments using an MC88110 simulator built in our department. Jointly, these tools have demonstrated over the last decade what important benefits can be gained from the exploitation of a global laboratory work management system. Some of the benefits may have a continuation in an area of growing importance that we have not yet explored, such as distance learning environments for technical subjects. [ABSTRACT FROM AUTHOR]

This paper presents a web-based simulator for an educational pipelined RISC processor, developed at the Faculty of Electrical Engineering, University of Belgrade. The architecture and organisation of the processor are devised to include typical features of both the RISC architecture and the pipelined organisation. Its graphical simulator makes it possible to follow parts of the processor organisation at both the global level and the register transfer level. The simulator, also, enables the navigation through all parts of the processor, the customisable notifications of significant events during the execution of an instruction and the tracking of relevant values of signals and contents of registers and memory locations. The execution of instructions can be carried out forward one clock or the whole programme and can be returned one clock backward. The simulator is aimed to be used both for exercises in a laboratory and individual student training via the Internet. [ABSTRACT FROM AUTHOR]

Many consider rich argumentation to be the core of quality discussions and view it as a vehicle to solving problems and clarifying content. This study examined the influence of a discussion leader intervention on the quality of online argumentation and interactivity. Subjects were 44 undergraduate students who participated in online discussions on a technology issue over two weeks. Participants who received pre-determined instructions from the leader prior to the issue discussion were more likely to produce enriched argumentation and increased interaction than the control participants who did not receive specific instructions prior to the issue discussion. Results indicated that students participating in groups receiving specific argumentation instructions from the leader produced better online argumentation for the second week and exhibited increased interactivity patterns for both weeks. [ABSTRACT FROM AUTHOR]

The development of collaborative studies in learning has led to a renewed interest in the field of Web-based education. In this experimental study a highly interactive and collaborative virtual teaching environment has been created by supporting Moodle LMS with collaborative learning tool GREWPtool. The aim of this experimental study has been to find out the success rate of students when using an advanced and a standard collaborative tool in teaching programming languages over the Internet. The system has been tested with a total of 58 students whose aim was to learn the programming language Java. Success rate of students have been measured using two different assessments. Our results show a higher success rate when an LMS system is combined with an advanced collaborative tool during the teaching of programming languages in a Web-based environment. [ABSTRACT FROM AUTHOR]

The objective of the study is to introduce the use of a computer-aided designed high-voltage cell for teaching electrical insulation. The cell allows students to make real applications in high voltage (HV) topics taught in a single-semester course for senior undergraduate students. The system is constituted of two main parts. The first part is a metal cell which consists of a 220 V/0–100 kV HV transformer, a variable transformer driven by an a.c. motor and a motor driver. The second part is a hand-made electrode system made of tempered glass. The system was controlled manually or automatically using a Programmable Logic Controller (PLC), an operation panel and a computer. In experiments, polyester films are used at various thicknesses as a solid insulation, and transformer oil is also used as a liquid insulation. Each student measures the breakdown voltages under various conditions for solid and liquid insulation using this system. Dielectric strength and ageing of the insulation were determined by computing the mean of the data obtained by each group of students from the experiments. The results and educational benefits are also presented in this paper. [ABSTRACT FROM AUTHOR]

Hurricanes Katrina and Rita displaced thousands of K-12 students and demonstrated that when K-12 schools close unexpectedly and indefinitely, educational chaos results. Events such as deadly flu outbreaks or bioterrorist attacks will have the same impact on education. These possibilities demonstrate the need for state and local officials to begin taking action to ensure that schooling can continue when it is not feasible for students to attend school in person. The development of online learning communities, first to supplement face-to-face instruction and then as a total online replacement, is an uncomplicated and cost effective way to continue schooling without disrupting the learning process. Basically, schools would move online until it was safe to return to school campuses. This article presents a set of guidelines for establishing the infrastructure needed to develop online learning communities and the types of training and support needed to sustain them. [ABSTRACT FROM AUTHOR]

Animation of various types has been used increasingly in different disciplines in computer-based learning environments to facilitate achievements of different kinds of learning objectives. However, the result of empirical animation studies has been mixed and mostly discouraging. The purpose of this meta-analysis was to examine the instructional effectiveness of different types of enhancement strategies used to complement animated instruction. Eleven hundred and twenty-four college-level students participated in 12 independent experimental studies. The uniqueness of this meta-analysis lies in the fact that the instructional content and four independent criterion measures were held constant in all studies. One hundred and twenty-four effect sizes were calculated. The results indicate that when "conventional" one dimensional animation strategies are employed to complement animated instruction, small to moderate effect sizes are realized and that the various enhancement strategies were not equally effective in facilitating different types of educational objectives. [ABSTRACT FROM AUTHOR]

Technologies for learning environments are a vital and growing market for software development and utilization. A team of designers and developers created a Web-based intelligent tutoring system to teach a reading comprehension strategy for elementary and middle school students. Our approach to designing ITSS. combined the waterfall method of technology design with prescriptions for creating cognitive tutors. This article reports on each phase of the process: analysis, design, development, and implementation of the system and the challenges and solutions at each stage. [ABSTRACT FROM AUTHOR]

Traditional student evaluations of teaching do not adequately assess the essential constructivist-based practices that have been recommended for effective online instruction. There is a need for student evaluation of teaching instruments that are specifically designed to provide online instructors with valid feedback about the effectiveness of their online teaching practices. This study was undertaken to develop and validate a student evaluation of online teaching effectiveness instrument based on Chickering and Gamson's (1987) Seven Principles of Effective Teaching. Eight hundred and seven students enrolled in WebCT courses at a mid-sized university in the western United States completed the Student Evaluation of Online Effectiveness (SEOTE) for this study. Results from an exploratory factor of analysis of a randomly selected sub-sample of SEOTE responses of online students yielded four interpretable factors: Student-Faculty Interaction, Active Learning, Time on Task, and Cooperation Among Students. A confirmatory factor analysis of the second subsample found that the hypothesized four-factor model fit the data well. [ABSTRACT FROM AUTHOR]

The article analyzes several traditional dictation practices, and put forth different ways to grasp listening skills to bring out students' critical listening and musicianship. The author also attempts to find out the prime skills necessary for the study of music. According to the author, the traditional dictation exercises is very important in bringing out the students' listening skills. To train students in music, a programmed learning sequence from extremely easy to complex, is also useful. The author presents a melodic and rhythmic concept which depicts the traditional dictation exercises found in many aural-skills classrooms.

A computer-animated tutor, Baldi, has been successful in teaching vocabulary and grammar to children with autism and those with hearing problems. The present study assessed to what extent the face facilitated this learning process relative to the voice alone. Baldi was implemented in a Language Wizard/Tutor, which allows easy creation and presentation of a vocabulary lesson involving the association of pictures and spoken words. The lesson plan included both the receptive identification of pictures and the production of spoken words. A within-subject design with five children with autism followed an alternating treatment in which each child continuously learned to criterion sets of words with and without the face. The rate of learning was significantly faster and the retention was better with the face. The research indicates that at least some children with autism benefit from the face in learning new language within an automated program. [ABSTRACT FROM AUTHOR]

Universities sometimes offer students the choice of an online course as an alternative to the traditional classroom. We employed the theory of planned behavior (Azjen, 1991) to examine an individual's intention to enroll in an online experimental psychology class versus a traditional class. General attitudes and subjective norms significantly predicted students' reported enrollment intentions. We discuss suggestions for increasing interest in online courses. [ABSTRACT FROM AUTHOR]

This article explores how districts negotiate the conflict that emerges as they attempt to de-legitimize inequity by prompting institutional and organizational-level changes that create equitable access and outcomes for all children. To this end, this article highlights the contentious nature of this pursuit as well as the intended and unintended consequences of such changes. Specifically, the author addresses how district leaders erode inequity by initiating and addressing instigators for change, altering interpretive schemas, and developing normative understandings. These efforts occur as districts straddle the "margin of tolerance" within a political, social, and economical environment that has not radically shifted its ideas about equity. Consequently, as this discussion illuminates, district efforts must concurrently de-legitimize inequity while legitimizing equitable beliefs, practices, structures, and policies. [ABSTRACT FROM AUTHOR]

A multi-stage study of the practices of expert courseware designers was conducted with the final goal of identifying methods for assisting non-experts with the design of effective instructional systems. A total of 25 expert designers were involved in all stages of the inquiry. A model of the expert courseware design process was created, tested, and refined through four try-outs. The final version of the model included instructional design task descriptions and electronic worksheets. The study revealed a common expert process that included the use of rapid prototypes, an opportunistic method of applying 14 key instructional design tasks, 8 success factors related to courseware design, and design guidelines for 10 preferred instructional strategies for courseware. [ABSTRACT FROM AUTHOR]

Person-centered significant or experiential learning as developed by Carl Rogers addresses the learner at three levels: intellect, social skills, and feelings or intuitions. Although the added value of personal growth, improved creativity, interpersonal skills, and better problem-solving capabilities is well documented in the literature, its transition into higher education practice clearly lags behind because of the increased effort required to facilitate person-centered courses. The goal, therefore, is to make person-centered learning and teaching more effective and feasible by enriching it with elements of computer-supported learning ("e-learning"), resulting in a blended approach: person-centered e-learning (PCeL). This article discusses expressions of Rogers' core conditions in learning situations, the contributions and limitations of technology support, manifestations of PCeL in a course on project management, students' reactions, and results of an empirical study regarding students' motivation. Finally, the article shares some personal experiences of the author in the form of a catalogue of PCeL practices. [ABSTRACT FROM AUTHOR]

Problems related to disruptive behaviors of children in schools continue to be a topic of public debate and empirical inquiry among teachers and researchers across America. Although this problem is historic, it has resurfaced, with momentous attention during recent years. This article focuses on a computerized simulation used as an integrated component of a curriculum course. The simulation includes discipline issues with certain situations as one of six categories of emphasis. The researchers attempted to ascertain the extent to which the simulation influenced selected disciplines styles of preservice teachers before and after field experience. Chi-square, Somers'd, Gamma, Correlation, and Regression were applied to the data using after field experience as a dependent variable. Significant difference was found on "rating of simulation on discipline before-after field experience" with Chi-square analyses ( 2 = 27.196; df = 12; p < 0.007), and with regression analyses (b = .249). Thus, preservice teachers who experienced a computerized simulation on discipline before field experience perceived the computerized simulation on discipline as an effective tool to learn discipline after their four-week field experience. Computerized simulation is shown to be helpful to preservice early childhood teachers prior to field experience. Therefore, integrating technology-based simulations into preservice teacher education programs can potentially and effectively influence solving discipline problems in real classrooms by helping preservice teachers construct their own beliefs and philosophy about discipline. Emergent themes and direct quotes from preservice early childhood teachers are shown on the aspect of discipline. [ABSTRACT FROM AUTHOR]

The present study investigated the effects of question prompts in scaffolding novice instructional designers solving ill-structured, instructional design problems in a Web-based learning environment. The effects of question prompts were studied under different prompting conditions (Question-Elaboration vs. Question-Guidance), taking into consideration various levels of learners' prior knowledge and experience. The study employed a comparative, multiple-case study design using the technique of think-aloud protocols, which were followed by interviews. Eight graduate students from the program of Instructional Design and Technology participated in the study. While the qualitative findings supported the previous research on the advantages of question prompts in scaffolding ill-structured problem solving, they also shed light on the specific cognitive and metacognitive functions, as well as limitations, of question prompts in different conditions. The study has implications for designing instructional scaffolds for supporting ill-structured problem solving of various domains in a Web-based learning environment. [ABSTRACT FROM AUTHOR]

PDAs (Personal Digital Assistants) have been used widely in educational settings. In this study, the visual illustration of a scientific text (cognitive-interest illustration, emotional-interest illustration, or no illustration) was manipulated to investigate its impact on student interest in instructional materials, achievement, and time spent on reading materials in PDA-based learning. Forty-five graduate students were randomly assigned to one of the three treatment groups: the cognitive-interest illustration group, emotional-interest illustration group, and the text only group. Each group was given instructional material corresponding to the treatments. Results revealed that the levels of post-interest across the groups were not significantly different among the three groups. However, the students in the cognitive-interest illustration group showed significantly higher achievement than those in the emotional illustration group and the text only group. Implications of the findings as a catalyst for further research in the development of instructional materials for PDA-based learning were discussed. [ABSTRACT FROM AUTHOR]

Sixty-two high-school biology students, paired heterogeneously based on prior knowledge, learned about genetic using GenScope, a computer-based learning environment (CBLE), over four 90-minute class periods. Differences between low and high prior knowledge students emerged with convergence of verbal process data and pre- and post-test product data. The low prior knowledge students gained significantly in conceptual understanding from pre- to post-test, whereas the high prior knowledge students' understanding did not significantly change. In an analysis of their verbalizations, low prior knowledge students regulated their learning by relying on their partners for cognitive and other regulatory support whereas the high prior knowledge students spent most of their time regulating their own learning or providing external support for their lower prior knowledge peer. The results of this naturalistic study can potentially be used to inform educational practice by highlighting scaffolds that may foster self-regulated learning in a CBLE-mediated science inquiry context. [ABSTRACT FROM AUTHOR]

This paper presents the outcomes of a systematic review of the experience of the first cohorts using Ufi's online Learning through Work (LtW) facility to negotiate personalized programmes of study leading to full university awards based on projects related to their everyday work. The concept of learning through work and wider experience of online work-based learning are discussed, and the main features of the LtW programme are described. Data are drawn from user surveys and in-depth interviews of participants. A grounded theory methodology is used to allow propositions to emerge from the data about user readiness, institutional responses and wider impact on the learners and their work-place. These propositions are presented for discussion in the wider context of learner-managed learning and the use of the Internet for university-recognized learning through work. [ABSTRACT FROM AUTHOR]

Computer algebra systems are frequently used for research. In addition, some instructors have based entire advanced courses around these systems. One benefit is that they allow students to become familiar with the methods of calculus by individual experimentation. However, instructors have generally seen computer algebra systems as unsuitable for introductory algebra since the software is capable of doing all the math for the students. That barrier could be overcome if a suitable user interface were developed. Furthermore, embracing computer algebra could make for a completely different type of introductory course that shifts the focus from calculation to problem-solving. Computer algebra systems could also make life easier for math instructors as problem generators for tests and as automatic on-line graders, even of non-multiple choice problems. Computer algebra systems offer many new opportunities for math education. [ABSTRACT FROM AUTHOR]

It is the responsibility of teacher educators to Provide current information in response to changes in technology. 1 he success and availability of' web/ear implants in recent years has created a need for teachers of students who are deaf to obtain the knowledge and skills in preparation programs to successfully work with children who have these assistive devices. I he directors/chairs or coordinators of the 70 teacher preparation programs for teachers who serve children who are deaf or hard of hearing in the United States were surveyed to discover what information is provided to preservice teachers about cochlear implants and the subsequent implications for intervention. Information pertaining to demographics, knowledge, skills and materials was obtained. The respondents to the survey provided information indicating that teacher preparation programs fir teachers of children who are deaf and hates' of hearing are at various stages of development with regard to including knowledge and skill appropriate for working with children who have cochlear implants or for collaborating with general education teachers and other professionals who are involved in working with children who have implants. Suggestions for future research are presented in addition to modifications and enhancements to existing teacher preparation programs for teachers of children who are deaf or hard of hearing. [ABSTRACT FROM AUTHOR]

This study examined the use of a threaded discussion component in conjunction with a peer taught psychology course. Six of the 12 sections of Psychology 106 were randomly assigned to use an online component in which students read and responded to a weekly question. The remaining classes completed the assignment on paper. Students evaluated their section of the class on a 5-point scale with questions regarding course satisfaction and involvement. The time students reported spending on the weekly assignment and the number of sentences that each group wrote were assessed and analyzed. Results from the questionnaire indicate that the traditional class sections reported levels of satisfaction that were significantly higher than those reported by the experimental group. Students in the traditional classes also spent more time on the weekly assignment and wrote significantly more sentences when completing the weekly task than did the classes using the online procedure. [ABSTRACT FROM AUTHOR]

Presents a study which examined the use of business games in the learning experience of students in universities and colleges in Hong Kong, China. Statistics on the use of computer simulations in Hong Kong; Name of simulations in each discipline; Discussion on the usefulness of computer simulations.

This paper introduces a PC based educational tool for a switched reluctance drive (SRD) with fuzzy logic which is prepared for undergraduate and graduate level students. The paper first describes how the switched reluctance drive system works. Then details are given of how to estimate the flux linkage by using fuzzy set theory. Finally an application of fuzzy logic control to an SRM drive is presented. [ABSTRACT FROM AUTHOR]

The authors suggest that faculty adoption patterns move through three identifiable stages. In wave 1, technology serves a support function that improves efficiency but does not significantly affect teaching. During wave 2, teaching technology enables faculty to efficiently "mirror" classroom activities using new technologies. Not until wave 3, however, does discontinuous innovation occur. Wave 3 is characterized by unique applications that result in extending the classroom in ways that result in a more current, active, and interactive learning environment. The authors' conceptualization helps faculty and administrators better understand how they are currently using technology, identify barriers to wave 3 adoption behavior, and develop goals and create applications that will push faculty beyond using new technologies merely to support or mirror previous functions. [ABSTRACT FROM AUTHOR]

Courses in 'thinking skills' are being greeted with the same level of enthusiasm that once heralded the introduction of Nuffield Science, programmed learning, modem maths, Initial Teaching Alphabet, calculators, cooperative group work, real books, SMP mat/is, investigations, 'advance organisers' and much else. All of these have several things in common. They were accepted on the evidence of work with experimental groups that recorded better results than 'control' groups; the experimental studies were all conducted with enthusiasts doing the teaching: when the methods and materials were disseminated the de-facto programme differed markedly from the intended programme (it was in each case simplified). And they all fell into obscurity. The following article offers an explanation of why this could have happened. [ABSTRACT FROM AUTHOR]

This article presents a study which examined an integration of several technologies, as of January 2002, into a traditional lecture-format introductory course and the resulting impact on student grades. Virtual learning consists of education enhanced by electronic technologies to the process of teaching and learning. Therefore, it includes traditional learning models complemented by the use of technology, personal computing, chat rooms, asynchronous learning networks, and e-mail, the uses of which are rapidly spreading throughout higher education. Another recent and innovative teaching strategy is the learning community. The concept of learning communities, based on creating a peer support group for students, has been hailed in part for helping to create lasting relationships among students who meet and learn together. While studies have supported the use of technology as a method of increasing performance and student satisfaction in a course, this research does not support this body of literature. No statistically significant relationship was found between the use of virtual learning tools and grade outcome. Finally, while the results only approached significance, it is important to note the relationship between Learning in Communities enrollment and grade outcome. Students enrolled in the large-enrollment introductory course as part of its combination with freshman composition scored higher than those students who did not.

The Early Childhood Comprehensive Technology System (ECCTS) was a 3-year collaborative project designed to implement and maintain a comprehensive technology system based on combining four components of nationally recognized demonstration models and peer-reviewed outreach models funded by the Early Education Program for Children with Disabilities in the U.S. Department of Education. The models incorporated (a) on-going training, follow-up and technical support for teachers and an on-site technology support team (Tech Team); (b) team-based technology assessment for children with moderate to severe disabilities; (c) technology integration into the classroom curriculum; and (d) transition into public school kindergartens and other programs. ECCTS components were effective in establishing, maintaining, and institutionalizing computer technology in a large preschool program. [ABSTRACT FROM AUTHOR]

The article discusses the trends in management education curriculum. The authors analyze revolution in higher education with syllabuses that lessen the emphasis on the transmission of information to the inactive students. Emphasis is placed on teaching methods that enable the students to construct their own knowledge and skills actively. The efforts that changes the core technology of higher education have been isolated, probably due to the relative isolation of teachers and administrators from market forces.