Computer-Assisted Instruction

2013 ◽  
Vol 9 (1) ◽  
pp. 70-79
Author(s):  
Jared Keengwe ◽  
Farhan Hussein
Keyword(s):  
English Language Learners ◽  
Achievement Gap ◽  
English Language ◽  
Classroom Instruction ◽  
Traditional Classroom ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Traditional Lectures ◽  
Traditional Classroom Instruction ◽  
Assisted Instruction

The purpose of this study was to examine the relationship in achievement gap between English language learners (ELLs) utilizing computer-assisted instruction (CAI) in the classroom, and ELLs relying solely on traditional classroom instruction. The study findings showed that students using CAI to supplement traditional lectures performed better than the students relying solely on traditional classroom instruction. In addition, using CAI to supplement traditional lectures helped the charter schools to close the educational achievement gap of their students. Based on the findings, there is need for teachers to move past traditional learning, and learn new technology skills in order to incorporate sound technology-enhanced instructional strategies to support student learning.

USE OF COMPUTER ASSISTED INSTRUCTION TO IMPROVE STUDENTS’ READING SKILL IN ENGLISH LANGUAGE

2019 ◽  
Vol 9 (1) ◽  
pp. 32
Author(s):  
MOHAMMED ABBA HABIB ◽  
ALI MUSTAPHA MUHAMMAD ◽  
ALI HAJJAKALTUM ◽  
◽  
◽  
...  
Keyword(s):  
English Language ◽  
Reading Skill ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Assisted Instruction

Coordination of Instruction and Reinforcement as Enhancers of the Effectiveness of Computer-Assisted Instruction

1987 ◽  
Vol 3 (2) ◽  
pp. 219-230 ◽  
Author(s):  
Annette F. Gourgey
Keyword(s):  
Conceptual Understanding ◽  
Classroom Instruction ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Reinforcement Condition ◽  
Remedial Students ◽  
Formal Instruction ◽  
Significant Difference ◽  
Assisted Instruction ◽  
Drill And Practice

Three conditions of administration of drill-and-practice computer-assisted instruction were studied: CAI lessons coordinated with formal classroom instruction, CAI with reinforcement for good performance, and CAI alone. Seventy-seven grade 4 to 8 remedial students studied reading; 124 studied math. All three groups gained in achievement. In reading, the reinforcement condition was most effective, with no significant difference between CAI with coordinated instruction and CAI alone. In math, CAI with coordinated instruction was most effective, with no significant difference between CAI with reinforcement and CAI alone. It was concluded that type of administration affects CAI effectiveness, that motivation may strongly affect achievement in reading, and that formal instruction combined with CAI is essential for conceptual understanding in mathematics.

scholarly journals Compensating the socioeconomic achievement gap with computer‐assisted instruction

2021 ◽  
Author(s):  
Johann Chevalère ◽  
Loreleï Cazenave ◽  
Mickaël Berthon ◽  
Ruben Martinez ◽  
Vincent Mazenod ◽  
...  
Keyword(s):  
Achievement Gap ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Socioeconomic Achievement ◽  
Assisted Instruction

The University Student's Preference for Learning by Computer-Assisted Instruction

2000 ◽  
Vol 28 (3) ◽  
pp. 277-285 ◽  
Author(s):  
Yukiko Inoue
Keyword(s):  
Graduate Students ◽  
Undergraduate Students ◽  
Computer Literacy ◽  
Female Students ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Academic Status ◽  
Traditional Lectures ◽  
Assisted Instruction ◽  
The University

This study focused on the specific questions: Do significant differences exist in the preference for CAI between male and female students? Do significant differences exist in the preference for CAI between undergraduate and graduate students (academic status)? And does an interaction exist between gender and academic status? Seventy-six students ( N = 76) were randomly selected to answer the questionnaire. Analyses of variance (at the .05 level) showed graduate students favor CAI more than do undergraduate students, probably because they have jobs and need to study using CAI at a more convenient time and place. This result confirms the assumption that graduate students have more computer experiences. Since computer literacy increases as time passes, the chance of “give CAI a try” becomes higher. In technologically sophisticated societies of today, the option of mixing CAI and traditional lectures must be the key to the success of any institution of higher education.

scholarly journals A Comparison of Computer-Assisted Instruction and Traditional Classroom Lecture to Introduce the Occupational Adaptation Theory

2011 ◽  
Author(s):  
Angie Galvis ◽  
Jimmy Ishee ◽  
Sally Schultz
Keyword(s):  
Occupational Therapy ◽  
Computer Skills ◽  
Traditional Classroom ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Adaptation Theory ◽  
Occupational Adaptation ◽  
Power Point Presentation ◽  
Power Point ◽  
Assisted Instruction

The purpose of this study was to compare the effectiveness of computer-assisted instruction (CAI) and traditional classroom lecture (TCL). A randomized two-group pretest/posttest quasi-experimental design was used. Thirty first year students in a Master of Occupational Therapy program located in the southwestern United States were recruited. All participants were female, with a mean age of 25.8 years. Three percent of the participants rated themselves as novice concerning computer skills, 67% average computer skills, and 30% excellent computer skills. Two methods were compared for teaching the basic concepts of the Occupational Adaptation theory: lecture method in which the teacher follows a Power Point presentation, and an interactive, multimedia CD-ROM method, with the same Power Point presentation as lecture. There was no significant difference (p< .05) in baseline knowledge about the theory between the two groups. Results showed significant differences between the two groups in cognitive gains (p< 05.), with the CAI group demonstrating more cognitive gain than the TCL group. Additionally, the CAI group spent 46% less time than the TCL group to cover the material. The results of this study suggested that occupational therapy learners could independently learn theory using computer-assisted instruction materials.

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