Computer-Assisted Versus Traditional Instruction: Differential Moderating Influences Of Math, Verbal And Visual-Spatial Abilities On Learning

1994 ◽  
Vol 26 (2) ◽  
pp. 197-210 ◽  
Author(s):  
Bernadette M. Ruf ◽  
Robert M. Brown ◽  
Helen J. Crawford
Keyword(s):  
Traditional Instruction ◽  
Spatial Abilities ◽  
Computer Assisted ◽  
Visual Spatial

Visual-spatial abilities in surgical training

2000 ◽  
Vol 179 (6) ◽  
pp. 469-471 ◽  
Author(s):  
Dimitri J Anastakis ◽  
Stanley J Hamstra ◽  
Edward D Matsumoto
Keyword(s):  
Surgical Training ◽  
Spatial Abilities ◽  
Visual Spatial

Achievement Gains of Low-Achieving Students Using Computer-Assisted vs Regular Instruction

1998 ◽  
Vol 83 (3) ◽  
pp. 834-834
Author(s):  
L. David Weller ◽  
Shawn Carpenter ◽  
C. Thomas Holmes
Keyword(s):  
Traditional Instruction ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Regular Instruction ◽  
Achievement Gains ◽  
Grade 5 ◽  
Low Achieving Students ◽  
Assisted Instruction

One school used computer-assisted instruction for 63 low-achieving students in Grade 5. Another school used traditional instruction for 48 low-achieving students in Grade 5. Higher posttest scores for the former were attributed to daily computer-assisted instruction.

scholarly journals Effective Methods for Teaching Information Literacy Skills to Undergraduate Students: A Systematic Review and Meta-analysis

2006 ◽  
Vol 1 (3) ◽  
pp. 3 ◽  
Author(s):  
Denise Koufogiannakis ◽  
Natasha Wiebe
Keyword(s):  
Systematic Review ◽  
Teaching Methods ◽  
Traditional Instruction ◽  
Meta Analysis ◽  
The United States ◽  
Computer Assisted Instruction ◽  
Independent Learning ◽  
Sufficient Evidence ◽  
Computer Assisted ◽  
Assisted Instruction

Objective - The objective of this review was to assess which library instruction methods are most effective for improving the information skills of students at an introductory, undergraduate level, using cognitive outcomes (measuring changes in knowledge). The study sought to address the following questions: 1) What is the overall state of research on this topic? 2) Which teaching methods are more effective? Methods - Systematic review methodology was used. Fifteen databases were searched for relevant articles retrieving 4356 potentially relevant citations. Titles and abstracts were reviewed for relevance. Of those, 257 full articles were considered in-depth using a predetermined inclusion/exclusion form. 122 unique studies met the inclusion criteria and underwent an extensive data extraction and critical appraisal process. 55 of these studies met author defined quality criteria to provide information on the effectiveness of different teaching methods. Of these, 16 studies provided sufficient information to enable meta-analyses using standardized mean difference to be undertaken. Results - The overwhelming majority of studies were conducted in the United States (88%). 79 studies (65%) used experimental or quasi-experimental research methods. Teaching methods used in the studies varied, with the majority focused on traditional methods of teaching, followed by computer assisted instruction, and self-directed independent learning. Studies measured outcomes that correlated with Bloom’s lower levels of learning (Remember, Understand, Apply). 16 studies compared traditional instruction with no instruction, and 12 found a positive outcome. Meta-analysis of the data from 4 of these studies agreed with the positive conclusions favouring traditional instruction. 14 studies compared computer assisted instruction with traditional instruction. 9 of these showed a neutral result, and meta-analysis of 8 of these studies agreed with this neutral result. 6 studies compared self-directed independent learning with no instruction, and meta-analysis of 5 of these agreed that the result was positive in favour of self-directed independent learning. Conclusions - Based on the results of this meta-analysis, there is sufficient evidence to suggest that computer assisted instruction is as effective as traditional instruction. Evidence also suggests that both traditional instruction and self-directed independent instruction are more effective than no instruction. Additional comparative research needs to be done across different teaching methods. Studies comparing active learning, computer assisted instruction, and self-directed independent learning would greatly enrich the research literature. Further studies utilizing appropriate methodologies and validated research tools would enrich our evidence base, and contribute to the growth of knowledge about effectiveness of particular teaching methods.

scholarly journals Impaired structural connectivity between dorsal attention network and pulvinar mediates the impact of premature birth on adult visual–spatial abilities

2019 ◽  
Vol 40 (14) ◽  
pp. 4058-4071
Author(s):  
Maria Berndt ◽  
Josef G. Bäuml ◽  
Aurore Menegaux ◽  
Chun Meng ◽  
Marcel Daamen ◽  
...  
Keyword(s):  
Premature Birth ◽  
Structural Connectivity ◽  
Spatial Abilities ◽  
Attention Network ◽  
Visual Spatial ◽  
Dorsal Attention Network ◽  
The Impact
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