scholarly journals Interactive computer-assisted instruction in acid-base physiology for mobile computer platforms

2014 ◽  
Vol 38 (1) ◽  
pp. 34-41 ◽  
Author(s):  
Kenneth J. Longmuir
Keyword(s):  
Active Learning ◽  
Subject Matter ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Lecture Hall ◽  
Acid Base ◽  
Mobile Computer ◽  
Learning Modules ◽  
The Subject ◽  
Assisted Instruction

In this project, the traditional lecture hall presentation of acid-base physiology in the first-year medical school curriculum was replaced by interactive, computer-assisted instruction designed primarily for the iPad and other mobile computer platforms. Three learning modules were developed, each with ∼20 screens of information, on the subjects of the CO2-bicarbonate buffer system, other body buffer systems, and acid-base disorders. Five clinical case modules were also developed. For the learning modules, the interactive, active learning activities were primarily step-by-step learner control of explanations of complex physiological concepts, usually presented graphically. For the clinical cases, the active learning activities were primarily question-and-answer exercises that related clinical findings to the relevant basic science concepts. The student response was remarkably positive, with the interactive, active learning aspect of the instruction cited as the most important feature. Also, students cited the self-paced instruction, extensive use of interactive graphics, and side-by-side presentation of text and graphics as positive features. Most students reported that it took less time to study the subject matter with this online instruction compared with subject matter presented in the lecture hall. However, the approach to learning was highly examination driven, with most students delaying the study of the subject matter until a few days before the scheduled examination. Wider implementation of active learning computer-assisted instruction will require that instructors present subject matter interactively, that students fully embrace the responsibilities of independent learning, and that institutional administrations measure instructional effort by criteria other than scheduled hours of instruction.

Computer-Assisted Instruction in Industrial Relations Teaching

1988 ◽  
Vol 30 (2) ◽  
pp. 215-229
Author(s):  
R.E. Fells ◽  
J.R. Weaver
Keyword(s):  
Professional Development ◽  
Low Cost ◽  
Industrial Relations ◽  
Health And Safety ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Government Agencies ◽  
The Subject ◽  
Assisted Instruction ◽  
Potential Use

The teaching of industrial relations in Australia is a fairly recent phenomenon, principally developing over the last twenty years. Consequently it is only recently that the 'academic infrastructure'—viable industrial relations departments, a range of literature, a choice of texts and journals—has developed to enable the subject to become an identifiable area of teaching. As a result it is not surprising that the use of computers in teaching industrial relations is not well developed when compared with other disciplines, such as economics, management and accounting where games, simulations and question testing banks are available. However, the use of computer-assisted instruction (CAI) is not confined to academic institutions: it has the potential to be a low-cost delivery system for training within other organizations. Employers, employer organizations and unions all engage in training and, therefore, all have a potential use for CAI. A number of government agencies are examining the use of computer- assisted instruction in training staff in, for example, occupational health and safety, and it has potential as a tool in professional development programmes. With the development of microcomputers the costs of using CAI are declining.

scholarly journals Automated and Amplified: Active Learning with Computers and Radio (1965-1979)

2014 ◽  
Vol 5 (2) ◽  
Author(s):  
Anne Trumbore
Keyword(s):  
Instructional Design ◽  
Student Engagement ◽  
Active Learning ◽  
Elementary School Students ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
School Students ◽  
Use Of Technology ◽  
Global Access ◽  
Assisted Instruction

Two combined design cases examine historically significant projects in technology-assisted instruction developed at Stanford in the 1960’s and 1970’s: Computer Assisted Instruction (CAI) for elementary school students, and the Nicaraguan Radio Mathematics Project (NRMP). The combination of the cases allows for the exploration of the commonalities in instructional design, use of technology, and methodology of each project, and reveals the practical and theoretical forces which positioned the highly experimental CAI as the genesis of NRMP, which became the model for Interactive Radio Instruction (IRI) which itself fulfilled the initial projects’ vision of active learning at scale. Today, as we pursue these same goals of student engagement and global access, these two integrated cases offer the successes and failures of the early experiments as considerations for our present designs while establishing a clearer intellectual heritage of technology-enhanced instruction. 

Murphy's Law Applied to Computer Assisted Instruction

1985 ◽  
Vol 45 ◽  
pp. 1-4
Author(s):  
Donald F. Kerle
Keyword(s):  
Educational Process ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Teaching Tool ◽  
Academic World ◽  
Innovative Teaching ◽  
The World ◽  
The Subject ◽  
Assisted Instruction ◽  
Short Courses

In political science as well as other areas of the academic world, computer- assisted instruction is being proclaimed as an innovative teaching tool which teachers should be bringing into the classroom. Workshops on the subject are offered and short courses taught to those unfortunate enough to have missed the computer revolution in their own educational process. The proponents of C.A.I, (for some reason the computer field is devoted to acronyms) or Computer Assisted Instruction are like snake oil salesmen. They always dwell on the positive aspects but fail to warn the consumer of the negative ones.Many of the great truths of the world have found applicability in more than one area. An illustration of this is a series of statements given the world by Murphy.

Computer-assisted instruction: implications for teacher education

1967 ◽  
Vol 14 (1) ◽  
pp. 24-29
Author(s):  
C. Alan Riedesel ◽  
Marilyn N. Suydam
Keyword(s):  
Teacher Education ◽  
Elementary Teachers ◽  
Subject Matter ◽  
Computer Assisted Instruction ◽  
Inservice Teachers ◽  
School Systems ◽  
Computer Assisted ◽  
Undergraduate Program ◽  
Mathematical Association ◽  
Assisted Instruction

There is agreement between mathematicians and educators that future and inservice teachers need a good background in mathematics subject matter. Toward this end many colleges, universities, and school systems have developed content courses for elementary teachers that are very similar to the recommendations of the Committee on Undergraduate Program in Mathematics of the Mathematical Association of America.

Mobile Computer Assisted Instruction for Inservice Teacher Education

1974 ◽  
Vol 2 (4) ◽  
pp. 305-313 ◽  
Author(s):  
Harold E. Mitzel
Keyword(s):  
Teacher Education ◽  
Computer Technology ◽  
Computer Assisted Instruction ◽  
Inservice Teachers ◽  
Computer Assisted ◽  
Mobile System ◽  
Mobile Computer ◽  
Inservice Teacher Education ◽  
Assisted Instruction

This article describes an application of computer technology to the retraining of inservice teachers. The obvious advantages of the CAI mobile system are its inherent interactive quality and the flexibility of scheduling made available to inservice educators. Preliminary follow-up evaluation results show that teachers find the content useful and would be willing to take additional courses by CAI. It is estimated that a single mobile van can facilitate 1500 course completions annually at a cost of approximately $120 per course for a rented computer or $53 per course for an owned computer.

Sign in / Sign up

Export Citation Format

Share Document