Selecting Goals For An Introductory Computer Programming Course

1973 ◽  
Vol 66 (7) ◽  
pp. 599-603
Author(s):  
David Moursund
Keyword(s):  
Computer Programming ◽  
Mathematics Classroom ◽  
Real Life ◽  
Computer Assisted ◽  
Student Knowledge ◽  
Life Problems ◽  
Instructional Use ◽  
Assisted Instruction ◽  
Introductory Computer Programming ◽  
Drill And Practice

The instructional use of computers in the secondary schools is growing rapidly, One can divide instructional uses of Computers into two categories—those that require student knowledge of computer programming and those that do not. In the latter category, one typically finds com-puter-managed instruction, various forms of computer-assisted instruction (such as drill and practice, tutorial, and gaming and simulation), and use of canned programs to do the computations involved in solving particular problems. Computer programming, on the other hand, is a fundamental tool in general problem solving. That is, the computer is an essential tool to many people who attempt to apply mathematics to “real life” problems. Thus it is natural that computing should come into the mathematics classroom, and that mathematics teachers should get involved in the teaching of computer programming.

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.

Hybrid Teaching and Learning of Computer Programming Language

2010 ◽  
pp. 487-502
Author(s):  
Fu Lee Wang ◽  
Tak-Lam Wong
Keyword(s):  
Large Class ◽  
Class Size ◽  
Teaching And Learning ◽  
Computer Programming ◽  
Computer Assisted ◽  
Large Class Size ◽  
Hybrid Teaching ◽  
Face To Face Instruction ◽  
Assisted Instruction ◽  
Programming Courses

Teaching and learning computer programming has created significant difficulties to both teacher and student. Large class size is one of the major barriers to effective instruction. A well-designed pedagogy can make the instruction most effective. Hybrid teaching and learning combines face-to-face instruction and computer-assisted instruction to maximize students’ learning. This chapter will share the authors’ experiences in City University of Hong Kong (CityU) as they teach computer programming courses with large class size by hybrid learning model. Evaluation has showed that hybrid teaching and learning provide great flexibilities to both teaching and learning of computer programming. The students’ academic results have been significantly improved in computer programming courses.

Brief Reports: Using a Computer Game to Reinforce Skills in Addition Basic Facts in Second Grade

1981 ◽  
Vol 12 (2) ◽  
pp. 152-155
Author(s):  
William H. Kraus
Keyword(s):  
Computer Game ◽  
Computer Assisted Instruction ◽  
Second Grade ◽  
Computer Assisted ◽  
Programmed Instruction ◽  
Immediate Feedback ◽  
Basic Facts ◽  
The Cost ◽  
Assisted Instruction ◽  
Drill And Practice

Early work in computer-assisted instruction (CAl) involved using the computer to present drill-and-practice exercises to the student (e.g., Suppes, Jerman, & Brian, 1968; Suppes & Morningstar, 1972). Since the computer can provide immediate feedback to the student and can control the sequence in which the exercises are presented, such CAl has generally proven to be effective, although the cost-effectiveness of such systems of programmed instruction bas been questioned (Vinsonhaler & Bass, 1972).

Applying Instructional Design Principles to CAI for Mildly Handicapped Students: Four Recently Conducted Studies

1986 ◽  
Vol 8 (1) ◽  
pp. 13-26 ◽  
Author(s):  
John Woodward ◽  
Doug Carnine ◽  
Russell Gersten ◽  
Mary Gleason ◽  
Gary Johnson ◽  
...  
Keyword(s):  
Instructional Design ◽  
Secondary Students ◽  
Design Principles ◽  
Instructional Program ◽  
Computer Assisted ◽  
Design Variables ◽  
Experimental Treatments ◽  
Instructional Design Principles ◽  
Assisted Instruction ◽  
Drill And Practice

This report summarizes four recently conducted studies involving computer assisted instruction for mildly handicapped secondary students. A variety of CAI programs were used—drill and practice, tutorial, and simulation—and each study focused on the effects of specific instructional design variables. Three of the four studies produced statistically significant differences for the experimental treatments, indicating that sophisticated instructional design principles can make a considerable difference in the effectiveness of an instructional program. This research agenda also has implications for teaching practices which work in concert with the principles used in designing a practical CAI programs.

Methodological Issues in the Evaluation of Intelligent Tutoring Systems

2001 ◽  
Vol 29 (3) ◽  
pp. 251-258
Author(s):  
Yukiko Inoue
Keyword(s):  
Formative Evaluation ◽  
Intelligent Tutoring ◽  
Intelligent Tutoring System ◽  
Evaluation Studies ◽  
Methodological Issue ◽  
Computer Assisted ◽  
Traditional Teaching ◽  
Tutoring Systems ◽  
Assisted Instruction ◽  
Drill And Practice

Drill and practice, simulation, and tutorial are the main formats of computer-assisted instruction, yet tutorial format is particularly suitable to conceptual school subjects. When a knowledge module is added to the tutorial format, it is termed an intelligent tutoring system (ITS). Although ITS evaluation studies greatly influence interest in and support for the future ITS work, valid evaluation methodologies are lacking because ITS is fairly new. Consequently, this article examined the ITS evaluation studies, with the focus on the methodological issue. The critical component in ITS is the knowledge component that has not been evaluated adequately to verify the knowledge. Definitely summative evaluation is more difficult than formative evaluation since it involves the comparison of ITS with human tutors using traditional teaching methods across extensive subject domains.

Hybrid Teaching and Learning of Computer Programming Language

2012 ◽  
pp. 1272-1287
Author(s):  
Fu Lee Wang ◽  
Tak-Lam Wong
Keyword(s):  
Large Class ◽  
Class Size ◽  
Teaching And Learning ◽  
Computer Programming ◽  
Computer Assisted ◽  
Large Class Size ◽  
Hybrid Teaching ◽  
Face To Face Instruction ◽  
Assisted Instruction ◽  
Programming Courses

Teaching and learning computer programming has created significant difficulties to both teacher and student. Large class size is one of the major barriers to effective instruction. A well-designed pedagogy can make the instruction most effective. Hybrid teaching and learning combines face-to-face instruction and computer-assisted instruction to maximize students’ learning. This chapter will share the authors’ experiences in City University of Hong Kong (CityU) as they teach computer programming courses with large class size by hybrid learning model. Evaluation has showed that hybrid teaching and learning provide great flexibilities to both teaching and learning of computer programming. The students’ academic results have been significantly improved in computer programming courses.

A workshop on computer-assisted instruction in elementary mathematics

1969 ◽  
Vol 16 (3) ◽  
pp. 193-197
Author(s):  
Max Jerman ◽  
Patrick Suppes
Keyword(s):  
Social Sciences ◽  
Elementary Mathematics ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Phone Line ◽  
School Year ◽  
Single Room ◽  
The Social ◽  
Assisted Instruction ◽  
Drill And Practice

During the 1967/68 school year the Stanford project in computer-assisted instruction in elementa ry mathematics was expanded to include schools in Iowa, Kentucky, and Mississippi, in addition to schools in California. As many as 78 students were able to take arithmetic lessons simultaneously on instructional terminals operated by phone line from the computer of Stanford's Institute for Mathematical Studies in the Social Sciences. The instructional terminals (teletype machines with modified keyboards) were located one to a classroom in some schools and grouped in a single room in other schools. Before describing the workshop held at Stanford for Mississippi teachers, a brief description of the drill-and-practice program in arithmetic skills and concepts will be given.

Learning Disabled Students' Engaged Time and Classroom Interaction: The Impact of Computer Assisted Instruction

1986 ◽  
Vol 2 (2) ◽  
pp. 189-198 ◽  
Author(s):  
Charles A. Macarthur ◽  
Jacqueline A. Haynes ◽  
David B. Malouf
Keyword(s):  
Classroom Interaction ◽  
Learning Disabled ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Disabled Students ◽  
Teachers And Students ◽  
Assisted Instruction ◽  
Drill And Practice ◽  
The Impact ◽  
Academic Content

The affective, social, and behavioral responses of learning disabled students to computer assisted instruction are important both as significant outcomes themselves and as variables that may influence achievement. This study investigated two sets of variables that might influence achievement differences between computer assisted drill and practice (CADP) and independent seat-work: engaged time and interactions with teachers and peers. Twenty-four learning disabled students in six self-contained classrooms were observed during CADP and seatwork. During CADP, students spent significantly more time attending to academic content (engaged time) and waiting and significantly less time off task. Total time interacting with teachers and peers did not differ, but the type of help students received from teachers and the amount of time teachers and students spent watching were different. Implications for research and implementation of microcomputers in special education settings are discussed.

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