Computer assisted learning in introductory soil science

1985 ◽  
Vol 14 (2) ◽  
pp. 77-80
Author(s):  
K. A. Barbarick
Keyword(s):  
Soil Science ◽  
Computer Assisted ◽  
Computer Assisted Learning

Effectiveness of computer‐assisted learning in sports dentistry: Studies over a multiple‐year period and at two universities

2021 ◽  
Author(s):  
Nana Shiota ◽  
Atsuhiro Kinoshita ◽  
Masayo Sunaga ◽  
Gen Tanabe ◽  
Kairi Hayashi ◽  
...  
Keyword(s):  
Computer Assisted ◽  
Computer Assisted Learning

The Finkleman Preparation: A Computer Simulation for Teaching Undergraduate Students of Pharmacology

1994 ◽  
Vol 22 (6) ◽  
pp. 474-480
Author(s):  
David Dewhurst ◽  
Ian Hughes ◽  
Richard Ullyott
Keyword(s):  
Undergraduate Students ◽  
Teaching And Learning ◽  
Learning Objectives ◽  
Computer Assisted ◽  
Learning Program ◽  
Computer Assisted Learning ◽  
Sympathetic Nerve Stimulation ◽  
Chart Recorder ◽  
Experimental Protocols ◽  
Evoked Contractions

An interactive computer-assisted learning program is described, which simulates a number of experiments which can be performed on the isolated, innervated duodenum of the rabbit (the Finkleman preparation). This preparation is one of the classical pharmacological preparations used to demonstrate to undergraduate students the effects of selected drugs: those acting on adrenoceptors or intestinal smooth muscle, or those affecting responses to sympathetic nerve stimulation. The program runs on any IBM compatible PC, and makes use of text and high resolution graphics to provide a background to the experiments and to describe the methodology. A screen display which emulates a chart recorder presents simulated results (spontaneous or evoked contractions of the gut), derived from actual data, in response to the selection by students of predetermined experimental protocols from a menu. The program is designed to enhance or replace the traditional laboratory-based practical using this preparation, whilst achieving the majority of the same teaching and learning objectives.

Effects of timing of formative feedback in computer‐assisted learning environments

2020 ◽  
Vol 36 (5) ◽  
pp. 718-728
Author(s):  
Carmen Candel ◽  
Eduardo Vidal‐Abarca ◽  
Raquel Cerdán ◽  
Marie Lippmann ◽  
Susanne Narciss
Keyword(s):  
Learning Environments ◽  
Formative Feedback ◽  
Computer Assisted ◽  
Computer Assisted Learning

Effects of state anxiety and task difficulty on computer-assisted learning.

1969 ◽  
Vol 60 (5) ◽  
pp. 343-350 ◽  
Author(s):  
Harold F. O'Neil ◽  
Charles D. Spielberger ◽  
Duncan N. Hansen
Keyword(s):  
State Anxiety ◽  
Task Difficulty ◽  
Computer Assisted ◽  
Computer Assisted Learning ◽  
And Task

Three Anchors and Computer-Assisted Learning

1986 ◽  
Vol 70 (489) ◽  
pp. 18-24
Author(s):  
Thomas C. O'Brien
Keyword(s):  
Computer Assisted ◽  
Computer Assisted Learning

Computer-assisted learning in undergraduate psychiatry (CAL-PSYCH): evaluation of a pilot programme

2003 ◽  
Vol 20 (3) ◽  
pp. 84-87 ◽  
Author(s):  
Allys Guerandel ◽  
Kevin Malone ◽  
Patrick Felle
Keyword(s):  
Computer Assisted ◽  
Attendance Rates ◽  
Computer Assisted Learning ◽  
Face To Face ◽  
Life Long Learning ◽  
Learning Techniques ◽  
Feedback Questionnaire ◽  
E Learning ◽  
On Line ◽  
The University

AbstractObjectives: To introduce and evaluate a computer assisted learning programme in undergraduate psychiatry (CAL-PSYCH).Methods: An interactive e-learning environment was created within the University College Dublin portal to assist students in acquiring the necessary skills in undergraduate psychiatry. The pilot phase consisted of providing their lectures on-line on the interactive site. Data were gathered from the last group of students in 2001 (pre-CAL-PSYCH) and the first group of students using CAL-PSYCH in 2002. We included assessment of percentage of students accessing the site, attendance rates at face-to-face lectures and tutorials, and also a feedback questionnaire from students who accessed the site.Results: All responders had used CAL-PSYCH. Students gave higher ratings for quality and interactivity of lectures compared with the pre-CAL-PSYCH curriculum. Students also expressed enthusiasm about CAL-PSYCH and encouraged us to develop it further.Conclusions: Computer-assisted learning environments such as CAL-PSYCH provide the opportunity to bring modern e-learning techniques to medical education, and may provide a new model for life-long learning in medicine.

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