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Abstract. Students with disabilities must meet many testing demands, given the current emphasis on accountability and state competency testing. The purpose of this project was to develop and field test [...]

The article discusses how to use digital technology to support the growth and implementation of high quality technology-enhanced science lessons.

Abstract The computer-supported Project Work classroom learning environment discussed in this paper represents a paradigm shift from teacher-centered to student-centered teaching and learning in Singapore schools. Besides the face-to-face weekly […]

Abstract We further evaluated the Virtual Lecture Hall (VLH) (Cramer, Collins, Snider, & Fawcett, in press), an instructional computer-based platform to deliver PowerPoint slides threaded with audio clips for later […]

A computer skill certification test is one of the most important methods for evaluation of a student's computer ability. Since the tests are held frequently, one must efficiently and effectively compose test sheets from a large item bank containing over 10000 test items. To certify student computer skills fairly, the composed test sheets must meet multiple assessment criteria such as the ratio of relevant concepts to be evaluated, the average discrimination degree, the difficulty degree, and the estimated testing time. One must allow significant time to compose an optimal test sheet from a large item bank by generating and testing each possible combination of test items. To cope with this problem, a Tabu search-based approach is proposed for more efficient composition of near-optimal test sheets from very large item banks, while meeting multiple assessment criteria. Based on the proposed approach, a computer-assisted testing system has been developed, and a series of experiments have been conducted to compare the efficiency and efficacy of this approach with other approaches. The experimental results show that the new approach is desirable for the composition of near-optimal test sheets from large item banks. Index Terms--Computer-assisted testing, computer skill certification, Tabu search, test-sheet composing.

This paper describes a Web-based learning and assessment tool developed and implemented over a five-year period. Used predominately with first- and second-year students for skills practice and summative assessment, the tool delivers individualized tasks, marks student responses, supplies students with prompt feedback, and logs student activity. Interviews with instructors indicated that the software had enabled them to manage workloads in spite of rising class sizes and that student learning, based on observation and assessment results, had been enhanced rather than compromised. Student surveys, interviews, focus-group discussions, and informal feedback showed that students found the software easy to use and felt it helped them improve their skills and understanding. Student activity logs provided an insight into student study habits and confirmed the motivating power of assessment. Index Terms--Computer-assisted learning, electrical engineering education, student feedback, student motivation, Web-based assessment.

Abstract This study examines two groups (one group as a control) of secondary school students and studies the effects of using the computer as a tool for teaching and learning [...]

Abstract The State of Virginia's Standards of Learning (SQL) curriculum identifies specific objectives for each grade level in the subjects of reading, math, science, and social studies, and assesses student […]

Abstract This study examined the relationship between the language functions associated with messages generated through computer-mediated communication (CMC) and the collaborative learning process. In addition, the study explores the extent […]

Abstract The purpose of this study was to examine perceptions of interactive learning modules ILMs) developed for use in an undergraduate recreation and leisure studies course. Interpretive analysis of qualitative […]

Abstract This study compared the attainments of elementary students in technology-enriched classrooms and students in traditional classrooms in terms of student achievement, self-esteem, and classroom interaction. Intact classes from five […]

This article takes a brief look at the recent history of distance learning, summarizes some the expectations for potential on-line students, and offers some comments on the current status of the field., Distance learning is not new; but the arrival of the personal computer, the expansion of the Internet, and the willingness of national and regional accreditation agencies to consider other than [...]

This study attempted to optimize a computer-based learning environment designed to teach learners how to solve word problems by incorporating an animated pedagogical agent. The agent was programmed to deliver instructional explanations either textually or aurally, while simultaneously using gaze and gesture to direct the learners to focus their attention on the relevant part of the example. In Experiment 1, learners presented with an agent delivering explanations aurally (voice plus agent) outperformed their control peers on measures of transfer. In Experiment 2, learners in the voice-plus-agent condition outperformed their peers presented with textual explanations on a variety of measures, including far transfer. In sum, an animated agent programmed to deliver instructions aurally can help optimize learning from examples.

Abstract This exploratory study investigated the influence of two recreational computer games on children's subsequent performance on computer-based instructional tasks. Children were assigned to three groups: two were invited to […]

Abstract This article reviews the literature on computer uses in second language and foreign language learning from 1990 to 2000 inclusive. Given the strong interest in technology use for language […]

Abstract Faculty are implementing instructional technology into their higher education classrooms at an exponential rate. With this increase comes the need for models of evaluation aimed at measuring quality implementation. [...]

This meta-analysis investigated how effective computer-assisted instruction (CAI) is on student achievement in secondary and college science education when compared to traditional instruction. An overall effect size of 0.273 was […]

This study quantitatively synthesized the empirical research on the effects of social context (i.e., small group versus individual learning) when students learn using computer technology. In total, 486 independent findings were extracted from 122 studies involving 11,317 learners. The results indicate that, on average, small group learning had significantly more positive effects than individual learning on student individual achievement (mean ES = +0.15), group task performance (mean ES = +0.31), and several process and affective outcomes. However, findings on both individual achievement and group task performance were significantly heterogeneous. Through weighted least squares univariate and multiple regression analyses, we found that variability in each of the two cognitive outcomes could be accounted for by a few technology, task, grouping, and learner characteristics in the studies.

This article examines the importance of communication and coordination in the successful management of emergencies, focusing on training theories and technologies used to support emergency management teams. Topics addressed include problem solving, decision making, and organization goals.

This article describes and evaluates a computer program that trains environmental management personnel in the skills of communication, decision making, and emergency management. The use of multimedia and simulation games in training is discussed.

Research presents an instructional design to aid collaborative learning in the field of robotics, focusing on how students can acquire specific skills relating to robotics. Topics include the dynamics of group work, constructivism in education, the use of educational technology, and problem-based learning.

Students' use of Web-based tutorial materials is discussed relative to their understanding of chemistry concepts. Research to find out how students perceive their understanding of chemistry concepts to be affected by the use of Web-based materials has been carried out. Other research was intended to discover how understanding of chemical concepts differs in students who use the Web-based materials and those who do not and how to measure the differences. Gender differences were seen and suggest that computers and the Web may be very valuable in educating females in science.

Research examines the impact of adult mediation on kindergarten childrens' use of computers and their subsequent cognitive behavior and performance. Findings suggest that cognitive performance is improved when adults actively encourage pre-school students' use of computers, as opposed to simply supervising or offering no assistance.

This article examines the effectiveness of using computer assisted-instruction in schools, focusing on how schools have revised curriculum in response to technological trends. Topics addressed include the impact of media on society, and pedagogical methods to introduce students to new media.

This article examines problems with user interfaces associated with computer-assisted instruction, and attempts to improve interface design using learning and instruction theory. Learning theories discussed include cognitive learning theory, complexity theory, objectivism, constructivism, and behaviorism.

This article presents an overview of developments in computer-aided history teaching in higher education in the UK and the US, which have focused primarily on providing students with access to primary sources in order to enhance their understanding of historical methods and content. From an initial emphasis on research training for postgraduates, which taught quantitative methods, or the use of drill-style question-and-answer programs, advances in hardware capacity and software provision have led to more varied methods of analysis. Computer-assisted learning lends itself particularly to the growing emphasis on students' use of primary sources, as more texts become available in electronic format on CD-ROM or the World Wide Web. Hypermedia can provide a unique learning environment in which students are exposed to different genres of sources such as images, texts and numerical data, encouraging them to discover interconnections and complexities, while learning at their own pace. Students can be expected to develop critical skills by comparing primary sources and forming their own historical interpretations. The various problems and methods of locating and assessing relevant information in cyberspace also foster critical thinking and a spirit of investigation. A computer-assisted course taught in Glasgow showed that students value the ease of access to relevant source materials offered by customised resource packs, which left them with more time to evaluate their contents critically.

The author discusses the use of technology for the teaching of literature and culture in language studies programs. Topics include computer-assisted language learning, technology-produced content and teaching methodology, and the effects of technology on teaching style.

The article offers a case study of the relationship between current developments in Classical Studies and the impact of computing and IT. The first section summarises the main features of the Classical Studies environment, especially the deep seated changes which have been taking place. These changes are then related to specific initiatives in Research, Teaching and Learning. The discussion is framed by a statement of micro-criteria for the evaluation of new developments and by reference to the macro-climate of debate about the nature of cyberspace, especially the dichotomy between conceptions of post-modem diversity and of Enlightenment images of rational structures. It is suggested that these debates mirror those with which the discipline itself engages. Keywords: accessibility, classical, data-bases, languages (ancient), learning, research, teaching

Web-accessible conferencing software and 'conversational ethics' drawn from Habermas and Rawls have successfully brought together on-line participants separated by geography and viewpoint, and occasionally resulted in consensus regarding otherwise divisive issues such as abortion. The author describes successes, limitations, and costs of incorporating these technologies and discourse ethics in a religious studies class. Results are striking, but the pedagogical benefits involve technical risks and high labor and time costs. This experience, coupled with recent research, suggests that electronic pedagogies, like other teaching strategies, work for some, but not all students: this argues that we take up electronic teaching as one approach among many. Keywords: CMC, conferencing, discourse ethics, Habermas, pedagogy, Rawls

The article describes how the British Government sees the electronic campus as a 'quick fix' for delivering its idea of the learning society and mass higher (and further) education. It suggests that this solution poses a number of major difficulties, especially for the humanities. The issues are located in a global context in which it is argued that so-called 'mega-universities' will come to dominate course production and distribution. This development will have profound implications for notions of institutional autonomy and the autonomy of individual teachers, and may undermine academic pluralism. The article concludes by arguing that, in the humanities, interventions are needed to secure an appropriate meld between the existing 'face-to-face' methods of teaching and learning, and the new technology. Keywords: academic autonomy, mass higher education, mega-universities, teaching and learning