developing interactive instructional: Topics by Science.gov

Sample records for developing interactive instructional

Interactive Video in Vocational Education. Overview. ERIC Digest No. 51.

ERIC Educational Resources Information Center

Kerka, Sandra

Interactive video, a combination of computer-assisted instruction and video technology, is an important new development in instructional media. Because interactive video has its roots in individualized instruction, it is particulary useful in personalizing instruction by allowing students to proceed at their own pace (one of the tenets of…
Interactive Instructional Technology Systems Development at Kirtland Community College, Roscommon, Michigan.

ERIC Educational Resources Information Center

Perry, Steven B.

1988-01-01

Describes Kirtland Community College's plans to develop an interactive instructional studio on campus to transmit academic courses, develop six interactive satellite stations, provide in-service teacher training on the use of two-way telecommunications, modify existing courses, and incorporate interactive televideo into the college's instructional…
Developing Exemplar Interactive Multimedia Instruction for Unmanned Aircraft System Repairers

DTIC Science & Technology

2017-08-01

material and also compared the effectiveness of two different IMI design approaches used to progress the learner through the various training modules...instruction. For the Hydraulics Theory and Components, we compared the learner-controlled Interactive Multimedia Instruction and the designer ... Design Three UAS Repairer IMI modules were developed, and the effectiveness of each was compared to the current live instruction covering the
Training Interactive Videodisc Designers.

ERIC Educational Resources Information Center

Allen, Brockenbrough S.; Erickson, Debra M.

1986-01-01

Describes a model for training instructional designers who will work as members of videodisc development teams. This model develops and integrates competencies relating to instructional design, project management, interpersonal skills, storyboarding and flowcharting, programming, video production, and interactive video system knowledge. Three…
A Description of a Prototype System at NTID which Merges Computer Assisted Instruction and Instructional Television.

ERIC Educational Resources Information Center

vonFeldt, James R.

The development of a prototype system is described which merges the strengths of computer assisted instruction, data gathering, interactive learning, individualized instruction, and the motion in color, and audio features of television. Creation of the prototype system will allow testing of both TV and interactive CAI/TV strategies in auditory and…
Individualizing Student Instruction Precisely: Effects of Child by Instruction Interactions on First Graders’ Literacy Development

PubMed Central

Connor, Carol McDonald; Piasta, Shayne B.; Fishman, Barry; Glasney, Stephanie; Schatschneider, Christopher; Crowe, Elizabeth; Underwood, Phyllis; Morrison, Frederick J.

2009-01-01

Recent findings demonstrate that the most effective reading instruction may vary with children’s language and literacy skills. These child X instruction interactions imply that individualizing instruction would be a potent strategy for improving students’ literacy. A cluster-randomized control field trial, conducted in 10 high-moderate poverty schools, examined effects of individualizing literacy instruction. The instruction each first grader received (n=461 in 47 classrooms, mean age = 6.7 years), fall, winter and spring, was recorded. Comparing intervention-recommended amounts of instruction with observed amounts revealed that intervention teachers individualized instruction more precisely than did comparison teachers. Importantly, the more precisely children received recommended amounts of instruction, the stronger was their literacy skill growth. Results provide strong evidence of child X instruction interaction effects on literacy outcomes. PMID:19236394
Mage: A Tool for Developing Interactive Instructional Graphics

ERIC Educational Resources Information Center

Pavkovic, Stephen F.

2005-01-01

Mage is a graphics program developed for visualization of three-dimensional structures of proteins and other macromolecules. An application of the Mage program is reported here for developing interactive instructional graphics files (kinemages) of much smaller scale. Examples are given illustrating features of VSEPR models, permanent dipoles,…
The Development and Use of Interactive Videodisc Instruction for Navy Medical Corpsmen.

ERIC Educational Resources Information Center

Whitney, Marcia A.; Strub, Philip M.

The University of Maryland's Center for Instructional Development and Evaluation has developed interactive video material for the Navy Medical Department to teach Navy medical corpsmen appropriate response procedures for each of seven emergency medical conditions: angina pectoris, acute myocardial infarction, congestive heart failure, stroke,…
A Descriptive Assessment of Instruction-Based Interactions in the Preschool Classroom

ERIC Educational Resources Information Center

Ndoro, Virginia W.; Hanley, Gregory P.; Tiger, Jeffrey H.; Heal, Nicole A.

2006-01-01

The current study describes preschool teacher-child interactions during several commonly scheduled classroom activities in which teachers deliver instructions. An observation system was developed that incorporated measurement of evidence-based compliance strategies and included the types of instructions delivered (e.g., integral or deficient…
Know-Who? Linking Faculty's Networks to Stages of Instructional Development

ERIC Educational Resources Information Center

Van Waes, Sara; Van den Bossche, Piet; Moolenaar, Nienke M.; De Maeyer, Sven; Van Petegem, Peter

2015-01-01

Research into faculty members' instructional development has primarily focused on individual skills and knowledge. As collegial interactions may support or constrain faculty's professional development in higher education, this study compared and contrasted the networks of faculty members in different stages of instructional development (novice,…
Relationship of preschool special education outcomes to instructional practices and parent-child interaction.

PubMed

Mahoney, Gerald; Wheeden, C Abigail; Perales, Frida

2004-01-01

Developmental outcomes attained by children receiving preschool special education services in relationship to both the general instructional approach used by their teachers and their parents' style of interaction were examined. The sample included 70 children from 41 Early Childhood Special Education (ECSE) classrooms. The type of instructional model children received was determined by dividing the sample into three clusters based upon six global ratings of children's classroom environment: Choice; Cognitive Problem-Solving; Child-Initiated Learning; Developmental Match; Child-Centered Routines; and Rewards and Discipline Strategies. Based on this analysis, 27 children were classified as receiving developmental instruction; 15 didactic instruction; and 28 naturalistic instruction. Observations of parent-child interaction collected at the beginning and end of the year were classified along four dimensions using the Maternal Behavior Rating Scale: Responsiveness, Affect, Achievement Orientation and Directiveness. Results indicated that the kinds of experiences that children received varied significantly across the three instructional models. However, there were no significant differences in the impact of these instructional models on children's rate of development. Regression analyses indicated that children's rate of development at the end of intervention was significantly related to their parents' style of interaction but was unrelated to the type of instructional model they received.
Instructional Systems Development Model for Interactive Videodisc. Final Report.

ERIC Educational Resources Information Center

Campbell, J. Olin; And Others

This third and final report on a 3-year project, which developed authoring and production procedures for interactive videodisc based on the Interservice Procedures for Instructional Systems Development (IPISD), reviews the current state of the art, provides an overview of the project, and describes two videodiscs made for the project and the…
Cognitive/Information Processing Psychology and Instruction: Reviewing Recent Theory and Practice.

ERIC Educational Resources Information Center

Gallagher, John P.

1979-01-01

Discusses recent developments in instructional psychology relative to cognitive task analysis, individual difference variables, and cognitive models of interactive instructional decision making, which use constructs developed within the field of cognitive/information processing psychology. (Author/WBC)
Instructional Context and Student Motivation, Learning, and Development: Commentary and Implications for School Psychologists

ERIC Educational Resources Information Center

Pendergast, Laura L.; Kaplan, Avi

2015-01-01

From an ecological perspective, learning and development in childhood and throughout the lifespan occur in the context of interactions within complex social networks. Collectively, the articles in this special issue illuminate three important themes related to teacher-student interactions within instructional contexts: relationships, competence,…
Interactive computer-assisted instruction in acid-base physiology for mobile computer platforms.

PubMed

Longmuir, Kenneth J

2014-03-01

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.
Training Teachers to Enhance the Play Skills of Young Children with Developmental Disabilities during Outdoor Time by Embedding Instructional Interactions

ERIC Educational Resources Information Center

Martin, Christian A.; Drasgow, Erik; Halle, James W.

2015-01-01

We created and evaluated a professional development package for training four teachers to embed instructional interactions during outdoor time to enhance the play skills of young children with significant developmental disabilities. The instructional package included an initial 20-min session that consisted of providing written and verbal…
Impact of technology-infused interactive learning environments on college professors' instructional decisions and practices

NASA Astrophysics Data System (ADS)

Kuda Malwathumullage, Chamathca Priyanwada

Recent advancements in instructional technology and interactive learning space designs have transformed how undergraduate classrooms are envisioned and conducted today. Large number of research studies have documented the impact of instructional technology and interactive learning spaces on elevated student learning gains, positive attitudes, and increased student engagement in undergraduate classrooms across nation. These research findings combined with the movement towards student-centered instructional strategies have motivated college professors to explore the unfamiliar territories of instructional technology and interactive learning spaces. Only a limited number of research studies that explored college professors' perspective on instructional technology and interactive learning space use in undergraduate classrooms exist in the education research literature. Since college professors are an essential factor in undergraduate students' academic success, investigating how college professors perceive and utilize instructional technology and interactive learning environments can provide insights into designing effective professional development programs for college professors across undergraduate institutions. Therefore, the purpose of this study was to investigate college professors' pedagogical reasoning behind incorporating different types of instructional technologies and teaching strategies to foster student learning in technology-infused interactive learning environments. Furthermore, this study explored the extent to which college professors' instructional decisions and practices are affected by teaching in an interactive learning space along with their overall perception of instructional technology and interactive learning spaces. Four college professors from a large public Midwestern university who taught undergraduate science courses in a classroom based on the 'SCALE-UP model' participated in this study. Major data sources included classroom observations, interviews and questionnaires. An enumerative approach and the constant comparative method were utilized to analyze the data. According to the results obtained, all the participating college professors of this study employed a variety of instructional technologies and learning space features to actively engage their students in classroom activities. Participants were largely influenced by the instructional technology and the learning space features at lesson planning and execution stages whereas this influence was less notable at the student assessment stage. Overall, college professors perceive technology-infused interactive learning environments to be advantageous in terms of enabling flexibility and creativity along with easy facilitation of classroom activities. However, they felt challenged when designing effective classroom activities and preferred continuous professional development support. Overall, college professors' pedagogical decision making process, their perceived benefits and challenges seemed to be interrelated and centered on the learners and the learning process. Primary implication of this study is to implement effective professional development programs for college professors which enable them to familiarize themselves with student-centered pedagogy and effective classroom activity design along with the novel trends in learning space design and instructional technologies. Furthermore, higher education institutions need to devise incentives and recognition measures to appreciate college professors' contributions to advance scholarship of teaching and learning.
Computer-aided Instructional System for Transmission Line Simulation.

ERIC Educational Resources Information Center

Reinhard, Erwin A.; Roth, Charles H., Jr.

A computer-aided instructional system has been developed which utilizes dynamic computer-controlled graphic displays and which requires student interaction with a computer simulation in an instructional mode. A numerical scheme has been developed for digital simulation of a uniform, distortionless transmission line with resistive terminations and…
Designing and Producing Videotex Instruction. A Producer's Handbook.

ERIC Educational Resources Information Center

Nugent, Gwen; And Others

One of the objectives of the Nebraska Interactive Cable Project, an investigation of the educational potential of interactive cable, was to develop a design and production process for interactive cable/videotex instruction. The first part of the project involved the adaptation of three existing correspondence courses on marriage and the family,…
The Computer as Adaptive Instructional Decision Maker.

ERIC Educational Resources Information Center

Kopstein, Felix F.; Seidel, Robert J.

The computer's potential for education, and most particularly for instruction, is contingent on the development of a class of instructional decision models (formal instructional strategies) that interact with the student through appropriate peripheral equipment (man-machine interfaces). Computer hardware and software by themselves should not be…

Analyzing the Knowledge Construction and Cognitive Patterns of Blog-Based Instructional Activities Using Four Frequent Interactive Strategies (Problem Solving, Peer Assessment, Role Playing and Peer Tutoring): A Preliminary Study

ERIC Educational Resources Information Center

Wang, Shu-Ming; Hou, Huei-Tse; Wu, Sheng-Yi

2017-01-01

Instructional strategies can be helpful in facilitating students' knowledge construction and developing advanced cognitive skills. In the context of collaborative learning, instructional strategies as scripts can guide learners to engage in more meaningful interaction. Previous studies have been investigated the benefits of different instructional…
Testing the Impact of Child Characteristics × Instruction Interactions on Third Graders’ Reading Comprehension by Differentiating Literacy Instruction

PubMed Central

Connor, Carol McDonald; Morrison, Fredrick J.; Fishman, Barry; Giuliani, Sarah; Luck, Melissa; Underwood, Phyllis S.; Bayraktar, Aysegul; Crowe, Elizabeth C.; Schatschneider, Christopher

2016-01-01

There is accumulating correlational evidence that the effect of specific types of reading instruction depends on children’s initial language and literacy skills, called child characteristics × instruction (C×I) interactions. There is, however, no experimental evidence beyond first grade. This randomized control study examined whether C×I interactions might present an underlying and predictable mechanism for explaining individual differences in how students respond to third-grade classroom literacy instruction. To this end, we designed and tested an instructional intervention (Individualizing Student Instruction [ISI]). Teachers (n = 33) and their students (n = 448) were randomly assigned to the ISI intervention or a vocabulary intervention, which was not individualized. Teachers in both conditions received professional development. Videotaped classroom observations conducted in the fall, winter, and spring documented the instruction that each student in the classroom received. Teachers in the ISI group were more likely to provide differentiated literacy instruction that considered C×I interactions than were the teachers in the vocabulary group. Students in the ISI intervention made greater gains on a standardized assessment of reading comprehension than did students in the vocabulary intervention. Results indicate that C×I interactions likely contribute to students’ varying response to literacy instruction with regard to their reading comprehension achievement and that the association between students’ profile of language and literacy skills and recommended instruction is nonlinear and dependent on a number of factors. Hence, dynamic and complex theories about classroom instruction and environment impacts on student learning appear to be warranted and should inform more effective literacy instruction in third grade. PMID:27867226
The Role of Interactions between Student and Classroom Context in Developing Adaptive Self-Efficacy in One Sixth-Grade Mathematics Classroom

ERIC Educational Resources Information Center

Yetkin Ozdemir, I. Elif; Pape, Stephen J.

2013-01-01

Research and theory suggest several instructional practices that could enhance student self-efficacy. However, little is known about the ways these instructional practices interact with individual students to create opportunities or challenges for developing adaptive self-efficacy. In this study, we focused on two sources of efficacy, mastery…
Advancing the Assessment of Parent-Child Interactions: Development of the Parent Instruction-Giving Game with Youngsters

ERIC Educational Resources Information Center

Hupp, Stephen D. A.; Reitman, David; Forde, Debra A.; Shriver, Mark D.; Kelley, Mary Lou

2008-01-01

This study investigates the validity of the Parent Instruction-Giving Game with Youngsters (PIGGY), a newly developed direct-observation system. The PIGGY is a derivative of the Dyadic Parent-Child Interaction Coding System II [DPICS-II; Eyberg, S. M., Bessmer, J., Newcomb, K., Edwards, D., Robinson, E. (1994). Manual for the Dyadic Parent-Child…
Developing and Evaluating an Interactive Multimedia Instructional Tool: Learning Outcomes and User Experiences of Optometry Students

ERIC Educational Resources Information Center

Wang, Ling

2008-01-01

This study developed an interactive multimedia-based software program for Optics instruction, which was expected to overcome the imperfection of traditional optical labs. The researcher evaluated the effectiveness of the program through an experimental study that compared the learning outcomes of the students who used and did not use the software.…
Performance and Norms of Time for Adult Learners Instructed in CPR by an Interactive Videodisc System.

ERIC Educational Resources Information Center

Lyness, Ann L.

A computer system using interactive videodisc was developed and used by the American Heart Association to teach nursing students and others cardiopulmonary resuscitation (CPR). Two studies were made of the use of the system. Between September 1982 and April 1983, 48 participants received CPR instruction by interactive videodisc and 51 by…
Possible Content Areas for Implementation of the Basic Life Functions Instructional Program Model.

ERIC Educational Resources Information Center

Wisconsin State Dept. of Public Instruction, Madison. Div. for Handicapped Children.

Identified are curricular items intended to develop skills pertinent to the 12 broad instructional objectives of the Basic Life Functions Instructional Program Model, a program for trainable mentally retarded children. The 12 instructional objectives are: communicating ideas, self-understanding, interacting with others, traveling, adapting to and…
Basic Life Functions Instructional Program Model. Field Copy.

ERIC Educational Resources Information Center

Wisconsin State Dept. of Public Instruction, Madison. Div. for Handicapped Children.

Presented is a model, designed by the Wisconsin Department of Public Instruction, for development of an instructional program in basic living skills for trainable mentally retarded children (2- to 20-years-old). The model identifies the following instructional goals: to communicate ideas, to understand one's self and interact with others, to…
The Effect of Interactive CD-ROM/Digitized Audio Courseware on Reading among Low-Literate Adults.

ERIC Educational Resources Information Center

Gretes, John A.; Green, Michael

1994-01-01

Compares a multimedia adult literacy instructional course, Reading to Educate and Develop Yourself (READY), to traditional classroom instruction by studying effects of replacing conventional learning tools with computer-assisted instruction (CD-ROMs and audio software). Results reveal that READY surpassed traditional instruction for virtually…
Practically Speaking: A Sourcebook for Instructional Consultants in Higher Education.

ERIC Educational Resources Information Center

Brinko, Kathleen T., Ed.; Menges, Robert J., Ed.

The selections in this sourcebook offer a blend of research-based principles and practical advice to the instructional consultant. The first section, Skills and Techniques of Instructional Consultation, contains: (1) The Interactions of Teaching Improvement (Kathleen T. Brink); (2) Instructional Consulting: A Guide for Developing Professional…
Digital Immersive Virtual Environments and Instructional Computing

ERIC Educational Resources Information Center

Blascovich, Jim; Beall, Andrew C.

2010-01-01

This article reviews theory and research relevant to the development of digital immersive virtual environment-based instructional computing systems. The review is organized within the context of a multidimensional model of social influence and interaction within virtual environments that models the interaction of four theoretical factors: theory…
Towards a TPACK-Fostering ICT Instructional Process for Teachers: Lessons from the Implementation of Interactive Whiteboard Instruction

ERIC Educational Resources Information Center

Koh, Joyce Hwee Ling; Divaharan, Shanti

2013-01-01

This paper describes an on-going design-based research project that aims to develop an instructional process to facilitate pre-service teachers' technological pedagogical content knowledge (TPACK) development as they learn to integrate information and communication technology (ICT) in their teaching content subjects. In conjunction with an…
Developing Computer-Assisted Instruction Multimedia For Educational Technology Course of Coastal Area Students

NASA Astrophysics Data System (ADS)

Idris, Husni; Nurhayati, Nurhayati; Satriani, Satriani

2018-05-01

This research aims to a) identify instructional software (interactive multimedia CDs) by developing Computer-Assisted Instruction (CAI) multimedia that is eligible to be used in the instruction of the Educational Technology course; b) analysis the role of instructional software (interactive multimedia CDs) on the Educational Technology course through the development of Computer-Assisted Instruction (CAI) multimedia to improve the quality of education and instructional activities. This is Research and Development (R&D). It employed the descriptive procedural model of development, which outlines the steps to be taken to develop a product, which is instructional multimedia. The number of subjects of the research trial or respondents for each stage was 20 people. To maintain development quality, an expert in materials outside the materials under study, an expert in materials who is also a Educational Technology lecturer, a small groupof 3 students, a medium-sized group of 10 students, and 20 students to participate in the field testing took part in this research. Then, data collection instruments were developed in two stages, namely: a) developing the instruments; and b) trying out instruments. Data on students’ responses were collected using questionnaires and analyzed using descriptive statistics with percentage and categorization techniques. Based on data analysis results, it is revealed that the Computer-Assisted Instruction (CAI) multimedia developed and tried out among students during the preliminary field testing falls into the “Good” category, with the aspects of instruction, materials, and media falling into the “Good” category. Subsequently, results of the main field testing among students also suggest that it falls into the “Good” category, with the aspects of instruction, materials, and media falling into the “Good” category. Similarly, results of the operational field testing among students also suggest that it falls into the “Good” category. Thus, it can be concluded that quality of the Computer-Assisted Instruction (CAI) multimedia developed in this research falls into the “Good” category viewed from the aspects of instruction, materials, and media. In other words, overall, the quality of this multimedia belongs to the “Good” category.
Evaluating a Novel Instructional Sequence for Conceptual Change in Physics Using Interactive Simulations

ERIC Educational Resources Information Center

Fan, Xinxin; Geelan, David; Gillies, Robyn

2018-01-01

This study investigated the effectiveness of a novel inquiry-based instructional sequence using interactive simulations for supporting students' development of conceptual understanding, inquiry process skills and confidence in learning. The study, conducted in Beijing, involved two teachers and 117 students in four classes. The teachers…
Enhancing Interactivity and Productivity through Object-Oriented Authoring: An Instructional Designer's Perspective.

ERIC Educational Resources Information Center

Chapman, Bryan L.

1994-01-01

Discusses the effect of object-oriented programming on the evolution of authoring systems. Topics include the definition of an object; examples of object-oriented authoring interfaces; what object-orientation means to an instructional developer; how object orientation increases productivity and enhances interactivity; and the future of courseware…
Jugando en el Pidi: Active Learning, Early Child Development and Interactive Radio Instruction. Supporting Caregivers, Parents, and Young Children. LearnTech Case Study Series, No. 4.

ERIC Educational Resources Information Center

Bosch, Andrea; Crespo, Cecilia

In 1993, Bolivia was selected as a site to pilot an interactive radio instruction (IRI) project that would provide practical support to adult caregivers and children around early childhood development. Through linkages with health and education networks, PIDI (Programa Integral de Desarrollo Infantil) provided young children under the age of six…
Developing Leadership Content Knowledge during School Leader Preparation

ERIC Educational Resources Information Center

Carver, Cynthia L.

2012-01-01

This instructional module describes a performance assessment designed to equip prospective principals with the knowledge and skill needed to evaluate curriculum, observe and assess instruction, interact meaningfully with teachers about instructional decision-making, and design professional learning opportunities that enhance student learning…
Methods of Writing Instruction Evaluation.

ERIC Educational Resources Information Center

Lamb, Bill H.

The Writing Program Director at Johnson County Community College (Kansas) developed quantitative measures for writing instruction evaluation which can support that institution's growing interest in and support for peer collaboration as a means to improving instructional quality. The first process (Interaction Analysis) has an observer measure…
A System for Generating Instructional Computer Graphics.

ERIC Educational Resources Information Center

Nygard, Kendall E.; Ranganathan, Babusankar

1983-01-01

Description of the Tektronix-Based Interactive Graphics System for Instruction (TIGSI), which was developed for generating graphics displays in computer-assisted instruction materials, discusses several applications (e.g., reinforcing learning of concepts, principles, rules, and problem-solving techniques) and presents advantages of the TIGSI…
Analysis of attitude and achievement using the 5E instructional model in an interactive television environment

NASA Astrophysics Data System (ADS)

Cherry, Gamaliel R.

The purpose of this quasi-experimental study was to examine attitude and achievement among fifth grade students participating in inquiry and lecture-based forms of instruction through interactive television. Participants (N = 260) were drawn from registered users of NASA's Digital Learning Network(TM). The first three levels of Bloom's Revised Taxonomy were used to measure levels of achievement while the Science Attitude Inventory II was used to measure science attitudes. Results indicated a significant interaction between inquiry and topic area, as well as achievement for remember, understand, and apply levels of Bloom's Revised Taxonomy. Differences between mean scores were in favor of the treatment group on both topic and achievement levels. Findings echo research that encourages the use of inquiry-based instruction to improve achievement. This study also serves as a reference for supplemental content providers searching for an effective instructional strategy when delivering instruction through interactive television. Recommendations for future research include the examination of: development time between inquiry-based and lecture-based strategies, a longitudinal study of attitude and achievement from elementary through middle school, differences between interactive television sessions and asynchronous sessions, and types of inquiry-based instruction related to student achievement and retention through interactive television.

The Moderating Influence of Instructional Intensity and Word Type on the Acquisition of Academic Vocabulary in Young English Language Learners

ERIC Educational Resources Information Center

August, Diane; Artzi, Lauren; Barr, Christopher; Francis, David

2018-01-01

This study used a within-subjects design to explore two instructional conditions for developing vocabulary in second-grade Spanish-speaking English learners (ELs)--extended instruction and embedded instruction implemented during shared interactive reading. Words assigned to the extended condition were directly taught using a multifaceted approach…
The Impact of Inherent Instructional Design in Online Courseware.

ERIC Educational Resources Information Center

Harvey, Douglas M.; Lee, Jung

2001-01-01

Examines how the use of server-based courseware development solutions affects the instructional design process when creating online distance education. Highlights include pedagogical, visual interface (e.g., visual metaphor and navigation layout), interaction, and instructional design implications of online courseware. (Contains 54 references.)…
Team Production of Learner-Controlled Courseware: A Progress Report.

ERIC Educational Resources Information Center

Bunderson, C. Victor

A project being conducted by the MITRE Corporation and Brigham Young University (BYU) is developing hardware, software, and courseware for the TICCIT (Time Shared, Interactive, Computer Controlled Information Television) computer-assisted instructional system. Four instructional teams at BYU, each having an instructional psychologist, subject…
Interactive Computer-Assisted Instruction in Acid-Base Physiology for Mobile Computer Platforms

ERIC Educational Resources Information Center

Longmuir, Kenneth J.

2014-01-01

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…
Instructional Coaching through Dialogic Interaction: Helping a Teacher to Become Agentive in Her Practice

ERIC Educational Resources Information Center

Haneda, Mari; Teemant, Annela; Sherman, Brandon

2017-01-01

We investigate the instructional coaching interactions between a kindergarten teacher and an experienced coach using the analytic lens of dialogic teaching. The data were collected in the context of a US professional development project that supports urban elementary school teachers in enacting critical sociocultural teaching practices. We…
Face Detection Technique as Interactive Audio/Video Controller for a Mother-Tongue-Based Instructional Material

NASA Astrophysics Data System (ADS)

Guidang, Excel Philip B.; Llanda, Christopher John R.; Palaoag, Thelma D.

2018-03-01

Face Detection Technique as a strategy in controlling a multimedia instructional material was implemented in this study. Specifically, it achieved the following objectives: 1) developed a face detection application that controls an embedded mother-tongue-based instructional material for face-recognition configuration using Python; 2) determined the perceptions of the students using the Mutt Susan’s student app review rubric. The study concludes that face detection technique is effective in controlling an electronic instructional material. It can be used to change the method of interaction of the student with an instructional material. 90% of the students perceived the application to be a great app and 10% rated the application to be good.
Pittsburgh Science Technology Society Project: Instruction Modules. Interrelationships Science--Technology--Society.

ERIC Educational Resources Information Center

O'Brien, George, Ed.

This collection of instruction modules studies the interactions of science, technology, and society (STS) using five activity sets. The introduction module includes activities which show students the STS relationships in their world, develop good organizational skills, develop an understanding of who and what a scientist is, develop graphing…
The Pendulum Swing of User Instruction and Interaction: The Resurrection of "How to Use" Technology to Learn in the 21st Century

ERIC Educational Resources Information Center

Ramsay, Judith; Terras, Melody M.

2015-01-01

The use of technology to support learning is well recognised. One generation ago a major strand of human--computer interaction research focussed on the development of forms of instruction in how to interact with computers. Today, however, the advanced usability of modern technologies has all but removed the presence of many user manuals. Learners,…
Designing Effective Curricula with an Interactive Collaborative Curriculum Design Tool (CCDT)

ERIC Educational Resources Information Center

Khadimally, Seda

2015-01-01

Guided by the principles of the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) instructional design (ID) model, this creative instructional product presents a learning/teaching approach that is fundamentally constructivist. For the purposes of designing effective instruction in an academic preparation course, a…
Videodiscs in Voc Ed. Information Series No. 299.

ERIC Educational Resources Information Center

Olivier, William P.

This paper provides teachers and trainers with the concepts and procedures involved in using interactive videodisc technology for instruction. Described first are types of individualized instruction that have influenced videodisc development: programmed and computer-aided instruction, as well as computer graphics. Then the author explains how…
A Criterion-Referenced Approach to Student Ratings of Instruction

ERIC Educational Resources Information Center

Meyer, J. Patrick; Doromal, Justin B.; Wei, Xiaoxin; Zhu, Shi

2017-01-01

We developed a criterion-referenced student rating of instruction (SRI) to facilitate formative assessment of teaching. It involves four dimensions of teaching quality that are grounded in current instructional design principles: Organization and structure, Assessment and feedback, Personal interactions, and Academic rigor. Using item response…
An Automated Approach to Instructional Design Guidance.

ERIC Educational Resources Information Center

Spector, J. Michael; And Others

This paper describes the Guided Approach to Instructional Design Advising (GAIDA), an automated instructional design tool that incorporates techniques of artificial intelligence. GAIDA was developed by the U.S. Air Force Armstrong Laboratory to facilitate the planning and production of interactive courseware and computer-based training materials.…
Comparison of Instructional Methods for Screening, Brief Intervention, and Referral to Treatment for Substance Use in Nursing Education.

PubMed

Knopf-Amelung, Sarah; Gotham, Heather; Kuofie, Araba; Young, Pamela; Manney Stinson, Ronalda; Lynn, Jolene; Barker, Kendra; Hildreth, Jessica

Most nursing programs lack curriculum on substance use. This project evaluated 3 didactic instructional methods for teaching baccalaureate nursing students about screening, brief intervention, and referral to treatment for substance use. In-person, asynchronous narrated slides and interactive online instructional methods were all effective in developing students' competency; however, active learning methods (in-person and interactive online course) were more effective in changing students' attitudes about their role in screening and intervening for drug use.
A Case Study: Implementing an Interactive Video Instruction System in Teaching Electronics and Industrial Maintenance.

ERIC Educational Resources Information Center

Shipe, Ron; And Others

A study examined the development and implementation of an interactive video instruction system for teaching electronics and industrial maintenance at the University of Tennessee. The specific purposes of the study were to document unusual problems that may be encountered when this new technology is implemented, suggest corrective actions, and…
Investigating the Effectiveness of an Active Learning Based-Interactive Conceptual Instruction (ALBICI) on Electric Field Concept

ERIC Educational Resources Information Center

Samsudin, Achmad; Suhandi, Andi; Rusdiana, Dadi; Kaniawati, Ida; Costu, Bayram

2016-01-01

The aim of this study was to develop an Active Learning Based-Interactive Conceptual Instruction (ALBICI) model through PDEODE*E tasks (stands for Predict, Discuss, Explain, Observe, Discuss, Explore, and Explain) for promoting conceptual change and investigating its effectiveness of pre-service physics teachers' understanding on electric field…
An Investigation of the Impact of Manipulative Type and Instructional Guidance on Preschoolers' Symbolic Development of Quantities

ERIC Educational Resources Information Center

Carbonneau, Kira J.

2013-01-01

Activity-based instructional strategies promote physical interaction with manipulatives to represent abstract concepts. As a means to improve student achievement in mathematics, educational researchers and practitioners often recommend instructional strategies that capitalize on the assumed benefits of manipulatives. Recent research has indicated…
A Framework for the Specification of the Semantics and the Dynamics of Instructional Applications

ERIC Educational Resources Information Center

Buendia-Garcia, Felix; Diaz, Paloma

2003-01-01

An instructional application consists of a set of resources and activities to implement interacting, interrelated, and structured experiences oriented towards achieving specific educational objectives. The development of computer-based instructional applications has to follow a well defined process, so models for computer-based instructional…
A Framework for the Instructional Design of Multi-Structured Educational Applications.

ERIC Educational Resources Information Center

Buendia, F.; Diaz, P.; Benlloch, J. V.

An instructional application consists of a set of resources and activities that implement interacting, interrelated and structured experiences oriented towards achieving specific educational objectives. Computer-based instructional applications have to be looked at as any other development activity following a well defined process. With this…
Planning And Reasoning For A Telerobot

NASA Technical Reports Server (NTRS)

Peters, Stephen F.; Mittman, David S.; Collins, Carol E.; O'Meara Callahan, Jacquelyn S.; Rokey, Mark J.

1992-01-01

Document discusses research and development of Telerobot Interactive Planning System (TIPS). Goal in development of TIPS is to enable it to accept instructions from operator, then command run-time controller to execute operations to execute instructions. Challenges in transferring technology from testbed to operational system discussed.
Literacity: A multimedia adult literacy package combining NASA technology, recursive ID theory, and authentic instruction theory

NASA Technical Reports Server (NTRS)

Willis, Jerry; Willis, Dee Anna; Walsh, Clare; Stephens, Elizabeth; Murphy, Timothy; Price, Jerry; Stevens, William; Jackson, Kevin; Villareal, James A.; Way, Bob

1994-01-01

An important part of NASA's mission involves the secondary application of its technologies in the public and private sectors. One current application under development is LiteraCity, a simulation-based instructional package for adults who do not have functional reading skills. Using fuzzy logic routines and other technologies developed by NASA's Information Systems Directorate and hypermedia sound, graphics, and animation technologies the project attempts to overcome the limited impact of adult literacy assessment and instruction by involving the adult in an interactive simulation of real-life literacy activities. The project uses a recursive instructional development model and authentic instruction theory. This paper describes one component of a project to design, develop, and produce a series of computer-based, multimedia instructional packages. The packages are being developed for use in adult literacy programs, particularly in correctional education centers. They use the concepts of authentic instruction and authentic assessment to guide development. All the packages to be developed are instructional simulations. The first is a simulation of 'finding a friend a job.'

The Development and Experimental Analysis of a Self-Instructional Program in Graphical Kinematics.

ERIC Educational Resources Information Center

Nee, John G.

A project to help vocational-technical teachers in the development and experimental analysis of self-instructional programs is presented. The emphasis in developing the program was on maximizing effectiveness and efficiency of program-learner interaction as measured by criterion items. These items emphasized cognitive content dealing with the…
Development of Communication Conventions in Instructional Electronic Chats.

ERIC Educational Resources Information Center

Collins, Mauri P.; Murphy, Karen L.

1997-01-01

This study used content analysis to identify the communication conventions and protocols that real-time, interactive electronic chat users developed in instructional settings. Most frequently used conventions included sharing information/techniques for conveying meaning and indicating interest in a topic, using keywords and names of individuals,…
The Special Education Teacher as an Instructional Designer. Rational, Content, and Strategy for an Innovative Individualized Course on Instructional Design in Special Education. Working Paper 9.14.

ERIC Educational Resources Information Center

Thiagarajan, Sivasailam

Provided are the rationale, content and strategy for an introductory course in instructional design for special education teachers. The teacher's need for varied competencies in instructional design, management and interaction are discussed. It is recommended that teacher training include development of such design skills as task analysis, learner…
A National Study Assessing the Teaching and Learning of Introductory Astronomy; Part I: The Effect of Interactive Instruction

NASA Astrophysics Data System (ADS)

Prather, E. E.; Rudolph, A. L.; Brissenden, G.; Schlingman, W. M.

2011-09-01

We present the results of a national study on the teaching and learning of astronomy taught in general education, non-science major, introductory astronomy courses (Astro 101). Nearly 4000 students enrolled in 69 sections of Astro 101 taught at 31 institutions completed (pre- and post- instruction) the Light and Spectroscopy Concept Inventory (LSCI) from Fall 2006 to Fall 2007. The classes varied in size from very small (N < 10) to large (N˜180) and were from all types of institutions, including both 2-year and 4-year colleges and universities. To study how the instruction in different classrooms affected student learning, we developed and administered an Interactivity Assessment Instrument (IAI). This short survey, completed by instructors, allowed us to estimate the fraction of classroom time spent on learner- centered, active-engagement instruction such as Peer Instruction and collaborative tutorials. Pre-instruction LSCI scores were clustered around ˜25% (24 ± 2%), independent of class size and institution type; however, the gains measured varied from about (-)0.07-0.50. The distribution of gain scores indicates that differences were due to instruction in the classroom, not the type of class or institution. Interactivity Assessment Scores (IAS's) ranged from 0%-50%, showing that our IAI was able to distinguish between classes with higher and lower levels of interactivity. A comparison of class-averaged gain score to IAS showed that higher interactivity classes (IAS > 25%) were the only instructional environments capable of reaching the highest gains ( > 0.30). However, the range of gains seen for both groups of classes was quite wide, suggesting that the use of interactive learning strategies is not sufficient by itself to achieve high student gain.
The Goals and Development of an Interactive Web Module for a Teacher Education Course.

ERIC Educational Resources Information Center

Schnorr, Donna; Bracken, Nicole; Hazari, Sunil

The World Wide Web has become a promising medium for delivery of instruction. This paper describes a case study in which the Internet was used to supplement teacher education course instruction via an Interactive Web module. The goals of using such a medium for facilitating teaching and enhancing learning are described as they relate to learning…
Negotiation of Meaning and Co-Construction of Knowledge: An Experimental Analysis of Asynchronous Online Instruction

ERIC Educational Resources Information Center

Hull, Darrell M.; Saxon, Terrill F.

2009-01-01

Variations in group co-construction of knowledge and the extent to which participants engaged in negotiating meaning were directly related to instruction. The authors examined social interaction resulting from controlled variation in instruction using a counter-balanced design in two professional development courses for teachers. Both courses were…
The Effects of Instructional Interaction Guided by a Typology of Ethnic Identity Development: Teachers' Perceptions of Theory and Their Conceptualizations of Related Practice: Phase Two. Reading Research Report No. 84.

ERIC Educational Resources Information Center

Tomlinson, Louise M.

A study collected data on teachers' perceptions of J. A. Banks' (1981) typology of ethnic identity development in relation to classroom instruction and their conceptualizations of related curriculum for literacy instruction as it evolved from a lesson bank exchange. Data collection also included a survey instrument to determine the extent to which…
An Assessment of Need for Instructional Professional Development for Middle School Science Teachers Using Interactive Lessons

NASA Astrophysics Data System (ADS)

Burton, Amanda

Numerous studies on the impact of interactive lessons on student learning have been conducted, but there has been a lack of professional development (PD) programs at a middle school focusing on ways to incorporate interactive lessons into the science classroom setting. The purpose of this case study was to examine the instructional practices of science teachers to determine whether the need for an interactive lessons approach to teaching students exists. This qualitative case study focused on teachers' perceptions and pedagogy to determine whether the need to use interactive lessons to meet the needs of all students is present. The research question focused on identifying current practices and determining whether a need for interactive lessons is present. Qualitative data were gathered from science teachers at the school through interviews, lesson plans, and observations, all of which were subsequently coded using an interpretative analysis. The results indicated the need for a professional development (PD) program centered on interactive science lessons. Upon completion of the qualitative study, a detailed PD program has been proposed to increase the instructional practices of science teachers to incorporate interactive lessons within the science classroom. Implications for positive social change include improved teaching strategies and lessons that are more student-centered resulting in better understanding and comprehension, as well as performance on state-mandated tests.
Effects of interactive technology, teacher scaffolding and feedback on university students' conceptual development in motion and force concepts

NASA Astrophysics Data System (ADS)

Stecklein, Jason Jeffrey

The utilization of interactive technologies will affect learning in science classrooms of the future. And although these technologies have improved in form and function, their effective employment in university science classrooms has lagged behind the rapid development of new constructivist pedagogies and means of instruction. This dissertation examines the enlistment of instructional technologies, in particular tablet PCs and DyKnow Interactive Software, in a technologically enhanced, university-level, introductory physics course. Results of this qualitative case study of three university students indicate that (1) the use of interactive technology positively affects both student learning within force and motion and self-reported beliefs about physics, (2) ad hoc use of instructional technologies may not sufficient for effective learning in introductory physics, (3) student learners dictate the leveraging of technology in any classroom, and (4) that purposeful teacher structuring of classroom activities with technologies are essential for student construction of knowledge. This includes designing activities to elicit attention and make knowledge visible for low-level content, while augmenting student interactions and modelling procedural steps for higher-level content.
Increasing Retention of Adult Learners in Telecourses through the Incorporation of Learning-Centered Instructional Strategies and the Use of Multiple Modalities for Content Delivery and Interaction.

ERIC Educational Resources Information Center

Nelson, Lin M.

A project was undertaken to increase retention in a health education telecourse by incorporating a competency-based orientation to distance learning and learner-centered instructional strategies into the telecourse, and by using multiple media for content delivery and interaction. A general orientation to distance learning was developed that…
The Growth of Instructional Coaching Partner Conversations in a PreK-3rd Grade Teacher Professional Development Experience

ERIC Educational Resources Information Center

Thomas, Earl E.; Bell, David L.; Spelman, Maureen; Briody, Jennifer

2015-01-01

Instructional coaching that supports teachers' with revising teaching practices is not understood. This study sought to understand the impact of the instructional coaching experience by recording coaching conversations/interactions with teachers. The purpose was to determine if the type of coaching conversations changed overtime during three…
Preparation for Instruction. A Module of Instruction in Teacher Education. Prepared for Project RAFT.

ERIC Educational Resources Information Center

Handley, Herbert M., Ed.

This module, developed by the Research Applications for Teaching (RAFT) project, was written to assist students to write lesson plans that are effective and interactive. Students are given directions for the preparation of behavioral objectives and for the selection of appropriate instructional methodologies to meet the widely varying needs of…
You Want Me To Do What? The Cultural and Psychological Struggle of Putting a Course Online.

ERIC Educational Resources Information Center

Anderson, Sharon K.; Middleton, Val

2002-01-01

Presents a case study of the development of a Web-based online course. Discusses the culture of online instruction; conflicts in course development; presenting students with reasons for Web-based instruction; student orientation for online programs; motivation; and the need for some human interaction. (LRW)
Using Interactive Video Instruction To Enhance Public Speaking Instruction.

ERIC Educational Resources Information Center

Cronin, Michael W.; Kennan, William R.

Noting that interactive video instruction (IVI) should not and cannot replace classroom instruction, this paper offers an introduction to interactive video instruction as an innovative technology that can be used to expand pedagogical opportunities in public speaking instruction. The paper: (1) defines the distinctive features of IVI; (2) assesses…
A National Study Assessing the Teaching and Learning of Introductory Astronomy; Part I: The Effect of Interactive Instruction

NASA Astrophysics Data System (ADS)

Rudolph, Alexander; Prather, E. E.; Brissenden, G.; Schlingman, W. M.; CATS

2009-01-01

We present the results of a national study on the teaching and learning of astronomy taught in general education, non-science major, introductory astronomy courses (Astro 101). Nearly 4000 students enrolled in 69 sections of Astro 101 taught at 30 institutions around the United States completed (pre- and post-instruction) the Light and Spectroscopy Concept Inventory (LSCI) from Fall 2006 to Fall 2007. The classes varied in size from very small (N<10) to large (N 180) and were from all types of institutions, including both 2-year and 4-year colleges and universities. To study how the instruction in different classrooms affected student learning, we developed and administered an Interactivity Assessment Instrument (IAI). This short survey, completed by instructors, allowed us to estimate the fraction of total classroom time that was dedicated to the use of interactive learning strategies. Pre-instruction LSCI scores were clustered around 25% (24±2%), independent of class size and institution type; however, the normalized gains for these classes varied from about (-)0.07-0.50. These two results suggest that the differences in gain were due to instruction in the classroom, not the size of class or type of institution. Interactivity Assessment Scores (IAS's) ranged from 0%-50%, showing that our IAI was able to distinguish between classes with higher and lower levels of interactive instruction. A comparison of class-averaged gain score to IAS showed that higher interactivity classes (IAS > 25%) were the only instructional environments capable of reaching the highest gains ( > 0.30). However, the range of gains seen for the higher interactivity classes was quite wide, suggesting that the use of interactive learning strategies is not sufficient by itself to achieve high student gains. We acknowledge the NSF for funding under Award No. 0715517, a CCLI Phase III Grant for the Collaboration of Astronomy Teaching Scholars (CATS) Program.
Development and test of a model for designing interactive CD-ROMs for teaching nursing skills.

PubMed

Jeffries, P R

2000-01-01

The use of interactive multimedia is well documented in the education literature as a medium for learning. Many schools of nursing and healthcare agencies purchase commercially-made CD-ROM products, and, in other cases, educators develop their own. Since nurses are increasingly designing CD-ROMs, they must be aware of the instructional design needed to develop comprehensive and effective CD-ROMs that do not compromise the quality of education. This article describes a process for developing and testing an interactive, multimedia CD-ROM on oral medication administration, using an instructional design model based on Chickering and Gamson's Principles of Good Practices in Education. Results from testing the model are reported. The findings can be used to guide the work of nurse educators who are interested in developing educational software.
IT [Information Technology] as a Change Agent in Education and National Development.

ERIC Educational Resources Information Center

Pan, Daphne

The case of Singapore illustrates how well-deployed information technology (IT) can be a change agent in education and national development. IT has been a catalyst and enabler of the shift from didactic, passive instruction to interactive, learner-centered and learner-directed instruction. In technical education in particular, IT has served as a…
Towards Contextualized Learning Services

NASA Astrophysics Data System (ADS)

Specht, Marcus

Personalization of feedback and instruction has often been considered as a key feature in learning support. The adaptations of the instructional process to the individual and its different aspects have been investigated from different research perspectives as learner modelling, intelligent tutoring systems, adaptive hypermedia, adaptive instruction and others. Already in the 1950s first commercial systems for adaptive instruction for trainings of keyboard skills have been developed utilizing adaptive configuration of feedback based on user performance and interaction footprints (Pask 1964). Around adaptive instruction there is a variety of research issues bringing together interdisciplinary research from computer science, engineering, psychology, psychotherapy, cybernetics, system dynamics, instructional design, and empirical research on technology enhanced learning. When classifying best practices of adaptive instruction different parameters of the instructional process have been identified which are adapted to the learner, as: sequence and size of task difficulty, time of feedback, pace of learning speed, reinforcement plan and others these are often referred to the adaptation target. Furthermore Aptitude Treatment Interaction studies explored the effect of adapting instructional parameters to different characteristics of the learner (Tennyson and Christensen 1988) as task performance, personality characteristics, or cognitive abilities, this is information is referred to as adaptation mean.
Computer Assistance for Writing Interactive Programs: TICS.

ERIC Educational Resources Information Center

Kaplow, Roy; And Others

1973-01-01

Investigators developed an on-line, interactive programing system--the Teacher-Interactive Computer System (TICS)--to provide assistance to those who were not programers, but nevertheless wished to write interactive instructional programs. TICS had two components: an author system and a delivery system. Underlying assumptions were that…
Teacher Reactions to Classroom Responses of Male and Female Students.

ERIC Educational Resources Information Center

Sadker, David; And Others

The 3-year research and development project described in this paper was conducted (1) to develop new knowledge about sex equity in classroom interactions, and (2) to develop successful techniques for reducing or eliminating sex-biased interaction. Two interventions were developed to train teachers in more equitable instructional behaviors. In the…

Using the Microcomputer to Develop Listening Skills.

ERIC Educational Resources Information Center

Mohler, Stephen C.

A college-level introductory Spanish instructional system uses an interactive combination of microcomputer and program-stop tape recorder to enhance students' listening skills. The basic content is listening drills, adapted to the computer medium. Microcomputer use adds considerable versatility to instructional materials, including such features…
Investigation of complexity of the instruction manuals for electrical coffeepots.

PubMed

Fernandes, C A; Teixeira, J M; Merino, E A D

2014-01-01

Electrical coffeepots are commonly used in professional and residential environments. Their instruction manuals are related to issues that involve the user's safety and ability to operate the machine correctly. To provide the best product performance to the user, one must indicate or inform the correct usability, to turn the interaction easier. This research proposes to investigate the instruction manuals of the electrical coffeepots. Four coffee pot instruction manuals were analyzed in relation to the complexity through the heuristic evaluation. For that, eight experts of the Graphic Design were chosen to answer twenty four questions with the aim of analyzing: images; texts; layout development; information and warnings. This study shows the results of the 04 (four) items analyzed: a) images; b) texts; c) layout development; d) information and warnings, together with the suggestions of improvements for each manual. It is believed that the methodological procedures for the application of the heuristic evaluation have facilitated the diagnosis of fragilities and barriers that the users find during the interaction with electrical coffeepot manuals.
The Influence of Interactive Multimedia Technology to Enhance Achievement Students on Practice Skills in Mechanical Technology

NASA Astrophysics Data System (ADS)

Made Rajendra, I.; Made Sudana, I.

2018-01-01

Interactive multimedia technology empowers the educational process by means of increased interaction between teachers and the students. The utilization of technology in the instructional media development has an important role in the increase of the quality of teaching and learning achievements of students. The application of multimedia technology in the instructional media development is able to integrate aspects of knowledge and skills. The success of multimedia technology has revolutionized teaching and learning methods. The design of the study was quasi-experimental with pre and post. The instrument used is the form of questionnaires and tests This study reports research findings indicated that there is a significance difference between the mean performances of students in the experimental group than those students in the control group. The students in the experimental group performed better in mechanical technology practice and in retention test than those in the control group. The study recommended that multimedia instructional tool is an effective tool to enhance achievement students on practice skills in mechanical Technology.
Ministry, Union, the Church and Teachers: Bolivia's Partners in Innovation. LearnTech Case Study Series, No. 6.

ERIC Educational Resources Information Center

Fryer, Michelle L.

A process of developing and testing an instructional methodology called interactive radio instruction (IRI) was begun in 1986 in order to improve the quality of primary school mathematics in Bolivia. When the development phase was complete and implementation well under way, management of the resultant Radio Learning Project (RLP) passed from the…
Instructional Technology. Symposium 18. [Concurrent Symposium Session at AHRD Annual Conference, 2000.

ERIC Educational Resources Information Center

2000

Three presentations are provided from Symposium 18, Instructional Technology, of the Academy of Human Resource Development (HRD) 2000 Conference Proceedings. "Strategies for Facilitating Interaction When Using Technology-Mediated Training Methods [TMTM]" (Jeffrey S. Lewis, Gary D. Geroy, Orlando Griego) focuses on differences between…
Impact of Simulator-Based Instruction on Diagramming in Geometrical Optics by Introductory Physics Students.

ERIC Educational Resources Information Center

Reiner, Miriam; And Others

1995-01-01

Observations of high school physics students in an instructional experiment with an interactive learning environment in geometrical optics indicated that students in the Optics Dynagrams Project went through major conceptual developments as reflected in the diagrams they constructed. (Author/MKR)
Copyright Considerations in Distance Education and Technology-Mediated Instruction.

ERIC Educational Resources Information Center

Salomon, Kenneth D.

The accelerating development of distance education and the use of technology-mediated instructional materials over interactive computer networks has given rise to heightened interest and thought by faculty and administration alike about related copyright issues. The evolution of distance education from early morning television broadcasts to…
Design and Development of an Interactive Web-Based Curriculum in Support of the Space Science Education Initiative: Mars Millennium.

ERIC Educational Resources Information Center

Hunt, Leslie; Karl, Rita

This paper provides an account of the instructional design and development process used by a team of students enrolled in a graduate level course in distance education as the team members conceptualized and created two prototype World Wide Web-based instructional modules, aimed at grades 5 through 12, for the Lunar and Planetary Institute's Mars…
Development of a Low-Cost, Stand-Alone Microterminal for Support of Testing and Instruction. Final Report for Period January 1977-February 1978.

ERIC Educational Resources Information Center

Steffen, Dale A.; And Others

A study was undertaken to develop a microterminal for use in a computer-based instructional system. Objectives were to use new microprocessor technology to produce one terminal that is more effective and efficient than either the management terminal or the plasma type interactive terminal presently in use by the Air Force Advanced Instructional…
Empowering People through Technology. Proceedings of the International Conference of the Association for the Development of Computer-Based Instructional Systems (34th, Norfolk, Virginia, November 8-11, 1992).

ERIC Educational Resources Information Center

Association for the Development of Computer-based Instructional Systems.

These proceedings present 74 selected abstracts and 47 selected formal papers under 14 special interest group headings. Topics addressed by the papers include constructing multimedia; interactive video; computers in secondary school mathematics; access in computer-based instruction; implementing computer-based technology; advisor development;…
A CAI (Computer-Assisted Instruction) Course on Constructing PLANIT lessons: Development, Content, and Evaluation

DTIC Science & Technology

1980-06-01

courseware package on how to program lessons for an automated system. Since PLANIT (Programming Language for Interactive Teaching) is the student/author...assisted instruction (CAI), how to program PLANIT lessons, and to evaluate the effectiveness of the package for select Army users. The resultant courseware
The Living Soil: Exploring Inner Space. Unit II.

ERIC Educational Resources Information Center

Weber, Eldon C.

This instructional packet deals with biology, soil ecology, and specific farming practices that promote sustainable agriculture. It focuses on different types of life in the soil, the interactions that occur, and how proper tillage and nutrient management can enhance and develop beneficial soil life. The instructional materials are designed to…
Multifaceted NOS Instruction: Contextualizing Nature of Science with Documentary Films

ERIC Educational Resources Information Center

Bloom, Mark; Binns, Ian C.; Koehler, Catherine

2015-01-01

This research focuses on inservice science teachers' conceptions of nature of science (NOS) before and after a two-week intensive summer professional development (PD). The PD combined traditional explicit NOS instruction, numerous interactive interventions that highlighted NOS aspects, along with documentary films that portrayed NOS in context of…
Educating the Next Generation: Improving Teacher Quality in Cambodia. Directions in Development

ERIC Educational Resources Information Center

Tandon, Prateek; Fukao, Tsuyoshi

2015-01-01

This book diagnoses Cambodian teaching quality and presents policy options for reform. Through classroom observation, assessments of mathematics and pedagogical content knowledge, and surveys of teachers and school directors, it sheds light on content and instruction, interactions with school directors, instructional support systems, and the…
Dimensionality of Upper Elementary Mathematics Instruction: Exploring Factors across Two Observational Instruments

ERIC Educational Resources Information Center

Blazar, David; Braslow, David; Charalambous, Charalambos Y.

2015-01-01

Over the past several years, research teams have developed observational instruments to measure the quality of teachers' instructional practices. Instruments such as Framework for Teaching (FFT) and the Classroom Assessment Scoring System (CLASS) assess general teaching practices, including student-teacher interactions, behavior management, and…
Gender, Experience, and Self-Efficacy in Introductory Physics

ERIC Educational Resources Information Center

Nissen, Jayson M.; Shemwell, Jonathan T.

2016-01-01

There is growing evidence of persistent gender achievement gaps in university physics instruction, not only for learning physics content, but also for developing productive attitudes and beliefs about learning physics. These gaps occur in both traditional and interactive-engagement (IE) styles of physics instruction. We investigated one gender gap…
The Development and Evaluation of a Computer-Based System for Managing the Design and Pilot-Testing of Interactive Videodisc Programs. Training and Development Research Center, Project Number Forty-Three.

ERIC Educational Resources Information Center

Sayre, Scott Alan

The purpose of this study was to develop and validate a computer-based system that would allow interactive video developers to integrate and manage the design components prior to production. These components of an interactive video (IVD) program include visual information in a variety of formats, audio information, and instructional techniques,…
Surviving the Worst, Expecting the Best: Teacher Perceptions of Work Life in Virginia Schools.

ERIC Educational Resources Information Center

Appalachia Educational Lab., Charleston, WV.

The qualitative study described in this document presents Virginia teachers' perceptions on 10 factors that influence their work environment: resources/instructional materials; physical facilities/class size; professional development; teacher-teacher interactions; teacher-administrator interactions; teacher-student interactions;…
A Worldwide Intercultural Network: Exploring Electronic Messaging for Instruction. Interactive Technology Laboratory Report #8.

ERIC Educational Resources Information Center

Cohen, Moshe; Miyake, Naomi

A worldwide international computer network, called the Intercultural Learning Network, has been developed to provide students from different cultures with opportunities to work cooperatively. Prototype activities have been developed and tested which facilitate and contextualize interactions among secondary and college students. Joint projects in…
Development and evaluation of an interactive electronic laboratory manual for cooperative learning of medical histology.

PubMed

Khalil, Mohammed K; Kirkley, Debbie L; Kibble, Jonathan D

2013-01-01

This article describes the development of an interactive computer-based laboratory manual, created to facilitate the teaching and learning of medical histology. The overarching goal of developing the manual is to facilitate self-directed group interactivities that actively engage students during laboratory sessions. The design of the manual includes guided instruction for students to navigate virtual slides, exercises for students to monitor learning, and cases to provide clinical relevance. At the end of the laboratory activities, student groups can generate a laboratory report that may be used to provide formative feedback. The instructional value of the manual was evaluated by a questionnaire containing both closed-ended and open-ended items. Closed-ended items using a five-point Likert-scale assessed the format and navigation, instructional contents, group process, and learning process. Open-ended items assessed student's perception on the effectiveness of the manual in facilitating their learning. After implementation for two consecutive years, student evaluation of the manual was highly positive and indicated that it facilitated their learning by reinforcing and clarifying classroom sessions, improved their understanding, facilitated active and cooperative learning, and supported self-monitoring of their learning. Copyright © 2013 American Association of Anatomists.

Explicit Instructional Interactions: Observed Stability and Predictive Validity during Early Literacy and Beginning Mathematics Instruction

ERIC Educational Resources Information Center

Doabler, Christian T.; Nelson-Walker, Nancy; Kosty, Derek; Baker, Scott K.; Smolkowski, Keith; Fien, Hank

2013-01-01

In this study, the authors conceptualize teaching episodes such as an integrated set of observable student-teacher interactions. Instructional interactions that take place between teachers and students around critical academic content are a defining characteristic of classroom instruction and a component carefully defined in many education…
Possibilities and Limitations of Integrating Peer Instruction into Technical Creativity Education

ERIC Educational Resources Information Center

Wang, Shijuan; Murota, Masao

2016-01-01

The effects of active peer-peer interaction on the generation of new hypotheses or models and the increase of new solutions have attracted widespread attention. Therefore, the peer discussion portion of peer instruction is supposedly effective in developing students' creativity. However, few empirical research involves how to adapt peer…
The Application of the Integrative Model to Teach the Formation of American Political Parties

ERIC Educational Resources Information Center

Mitchell, Melissa Buelow

2011-01-01

The Integrative Model of instruction engages students in critical thinking while providing history teachers with an instructional strategy other than a traditional lecture format. The Integrative Model was used to develop an interactive lesson titled "The Formation of American Political Parties: Federalist versus Anti-federalist." This article…
Competencies for Teachers Who Instruct Children with Learning Disabilities. Project I.O.U.

ERIC Educational Resources Information Center

Keegan, William

The report lists competencies for teachers in every day interactions with learning disabled students. Developed by a task force, the competencies are intended to serve as general guidelines. Information is presented on the goal, assessment competencies, and instructional competencies for the following areas: classroom management, spoken language,…
Computer-Based Instruction in Statistical Inference; Final Report. Technical Memorandum (TM Series).

ERIC Educational Resources Information Center

Rosenbaum, J.; And Others

A two-year investigation into the development of computer-assisted instruction (CAI) for the improvement of undergraduate training in statistics was undertaken. The first year was largely devoted to designing PLANIT (Programming LANguage for Interactive Teaching) which reduces, or completely eliminates, the need an author of CAI lessons would…
A Professional Learning Community Activity for Science Teachers: How to Incorporate Discourse-Rich Instructional Strategies into Science Lessons

ERIC Educational Resources Information Center

Lewis, Elizabeth; Baker, Dale; Watts, Nievita Bueno; Lang, Michael

2014-01-01

In this article we describe current educational research underlying a comprehensive model for building a scientific classroom discourse community. We offer a professional development activity for a school-based professional learning community, providing specific science instructional strategies within this interactive teaching model. This design…
Examining the Association between Explicit Mathematics Instruction and Student Mathematics Achievement

ERIC Educational Resources Information Center

Doabler, Christian T.; Baker, Scott K.; Kosty, Derek B.; Smolkowski, Keith; Clarke, Ben; Miller, Saralyn J.; Fien, Hank

2015-01-01

Explicit instruction is a systematic instructional approach that facilitates frequent and meaningful instructional interactions between teachers and students around critical academic content. This study examined the relationship between student mathematics outcomes and the rate and quality of explicit instructional interactions that occur during…
Developing Classroom Interactions Which Signal Effective Teaching. A Module for Undergraduate Instruction in Teacher Education in the RAFT Program at Mississippi State University.

ERIC Educational Resources Information Center

Handley, Herbert M., Ed.

In this module, developed by the Research Applications for Teaching (RAFT) project, preservice teachers study the major types of classroom interactions which occur between teachers and students and review the research findings showing how these interactions are related to effective teaching. Much effort is spent on describing procedures for…
Interactive Video: A Cross Curriculum Computer Project.

ERIC Educational Resources Information Center

Grimm, Floyd M., III; And Others

Responding to the rapid development and often prohibitive costs of new classroom instruction technology, a group of interested faculty at Harford Community College (HCC), in Maryland, formed three Interactive Video (IV) Teams to explore the possibilities of using existing computer hardware and software at the college for interactive video…
Interactive Response Systems (IRS) Socrative Application Sample

ERIC Educational Resources Information Center

Aslan, Bilge; Seker, Hasan

2017-01-01

In globally developing education system, technology has made instructional improved in many ways. One of these improvements is the Interactive Response Systems (IRS) that are applied in classroom activities. Therefore, it is "smart" to focus on interactive response systems in learning environment. This study was conducted aiming to focus…
Designing Creative User Interactions for Learning

ERIC Educational Resources Information Center

Hong, Yi-Chun; Clinton, Gregory; Rieber, Lloyd P.

2014-01-01

Profitable creative ideas can emerge from within virtually any phase of the instructional design and development process. However, the design of user interactions is perhaps where learners can most directly experience the benefits of such ideas. In this article, the authors discuss principles of learner interaction as found in the instructional…
Designing for sustained adoption: A model of developing educational innovations for successful propagation

NASA Astrophysics Data System (ADS)

Khatri, Raina; Henderson, Charles; Cole, Renée; Froyd, Jeffrey E.; Friedrichsen, Debra; Stanford, Courtney

2016-06-01

[This paper is part of the Focused Collection on Preparing and Supporting University Physics Educators.] The physics education research community has produced a wealth of knowledge about effective teaching and learning of college level physics. Based on this knowledge, many research-proven instructional strategies and teaching materials have been developed and are currently available to instructors. Unfortunately, these intensive research and development activities have failed to influence the teaching practices of many physics instructors. This paper describes interim results of a larger study to develop a model of designing materials for successful propagation. The larger study includes three phases, the first two of which are reported here. The goal of the first phase was to characterize typical propagation practices of education developers, using data from a survey of 1284 National Science Foundation (NSF) principal investigators and focus group data from eight disciplinary groups of NSF program directors. The goal of the second phase was to develop an understanding of successful practice by studying three instructional strategies that have been well propagated. The result of the first two phases is a tentative model of designing for successful propagation, which will be further validated in the third phase through purposeful sampling of additional well-propagated instructional strategies along with typical education development projects. We found that interaction with potential adopters was one of the key missing ingredients in typical education development activities. Education developers often develop a polished product before getting feedback, rely on mass-market communication channels for dissemination, and do not plan for supporting adopters during implementation. The tentative model resulting from this study identifies three key propagation activities: interactive development, interactive dissemination, and support of adopters. Interactive development uses significant feedback from potential adopters to develop a strong product suitable for use in many settings. Interactive dissemination uses personal interactions to reach and motivate potential users. Support of adopters is missing from typical propagation practice and is important to reduce the burden of implementation and increases the likelihood of successful adoption.
A Framework and Implementation of User Interface and Human-Computer Interaction Instruction

ERIC Educational Resources Information Center

Peslak, Alan

2005-01-01

Researchers have suggested that up to 50 % of the effort in development of information systems is devoted to user interface development (Douglas, Tremaine, Leventhal, Wills, & Manaris, 2002; Myers & Rosson, 1992). Yet little study has been performed on the inclusion of important interface and human-computer interaction topics into a current…
Secondary analysis of teaching methods in introductory physics: A 50 k-student study

NASA Astrophysics Data System (ADS)

Von Korff, Joshua; Archibeque, Benjamin; Gomez, K. Alison; Heckendorf, Tyrel; McKagan, Sarah B.; Sayre, Eleanor C.; Schenk, Edward W.; Shepherd, Chase; Sorell, Lane

2016-12-01

Physics education researchers have developed many evidence-based instructional strategies to enhance conceptual learning of students in introductory physics courses. These strategies have historically been tested using assessments such as the Force Concept Inventory (FCI) and the Force and Motion Conceptual Evaluation (FMCE). We have performed a review and analysis of FCI and FMCE data published between 1995 and 2014. We confirm previous findings that interactive engagement teaching techniques are significantly more likely to produce high student learning gains than traditional lecture-based instruction. We also establish that interactive engagement instruction works in many settings, including those with students having a high and low level of prior knowledge, at liberal arts and research universities, and enrolled in both small and large classes.
Interaction and the Online Distance Classroom: Do Instructional Methods Effect the Quality of Interaction?

ERIC Educational Resources Information Center

Kanuka, Heather

2011-01-01

In this special issue, I bring together two studies to provide a comprehensive overview on diverse and interactive instructional methods aimed to facilitate higher levels of learning. One study explored the effects of group interaction using different instructional strategies focusing on the learning "process" using the Community of Inquiry…
Teaching as Interaction: Challenges in Transitioning Teachers' Instruction to Small Groups

ERIC Educational Resources Information Center

Wyatt, Tasha; Chapman-DeSousa, Brook

2017-01-01

Although small group instruction is often endorsed in teaching young children, teachers are rarely given explicit instruction on how to move instruction into small groups where effective adult-child interactions can take place. This study examines how 14 early childhood educators transitioned their instruction from whole to small group teaching…
Learning procedures from interactive natural language instructions

NASA Technical Reports Server (NTRS)

Huffman, Scott B.; Laird, John E.

1994-01-01

Despite its ubiquity in human learning, very little work has been done in artificial intelligence on agents that learn from interactive natural language instructions. In this paper, the problem of learning procedures from interactive, situated instruction is examined in which the student is attempting to perform tasks within the instructional domain, and asks for instruction when it is needed. Presented is Instructo-Soar, a system that behaves and learns in response to interactive natural language instructions. Instructo-Soar learns completely new procedures from sequences of instruction, and also learns how to extend its knowledge of previously known procedures to new situations. These learning tasks require both inductive and analytic learning. Instructo-Soar exhibits a multiple execution learning process in which initial learning has a rote, episodic flavor, and later executions allow the initially learned knowledge to be generalized properly.
The Role of Anchored Instruction in the Design of a Hypermedia Science Museum Exhibit.

ERIC Educational Resources Information Center

Bell, Benjamin; And Others

A hypermedia simulation, Sickle Cell Counselor, has been developed to anchor instruction for museum visitors using the task of advising couples about the decision to have children when there is a substantial genetic risk of sickle cell disease. A visitor can perform simulated laboratory tests and ask questions via interactive video. The anchored…
Blended Learning Approach for Enhancing Students' Learning Experiences in a Knowledge Society

ERIC Educational Resources Information Center

Suprabha, K.; Subramonian, G.

2015-01-01

Blended learning which, its name suggests, blends online learning with traditional methods of learning and development. It is a new instructional strategy, based on the non-linear and interactive features of the digital learning and instruction through the web. Exploring the literature review, the purpose of the study was to get a deeper…
Effects of Locus of Control and Learner-Control on Web-Based Language Learning

ERIC Educational Resources Information Center

Chang, Mei-Mei; Ho, Chiung-Mei

2009-01-01

The study explored the effects of students' locus of control and types of control over instruction on their self-efficacy and performance in a web-based language learning environment. A web-based interactive instructional program focusing on the comprehension of news articles for English language learners was developed in two versions: learner-…

Industrial and Labor Relations, Unit 4. A Core Curriculum of Related Instruction for Apprentices.

ERIC Educational Resources Information Center

New York State Education Dept., Albany. Bureau of Occupational and Career Curriculum Development.

The curriculum was designed to provide a systematic way of instructing apprentices preparing for various trades in the area of industrial and labor relations which would provide the apprentice with working knowledge of employee-employer interaction and the processes involved. The core curriculum is developed in 10 learning modules which are…
A Computer-Assisted Instruction Program for Exercises on Finding Axioms. Technical Report Number 186.

ERIC Educational Resources Information Center

Goldberg, Adele; Suppes, Patrick

An interactive computer-assisted system for teaching elementary logic is described, which was designed to handle formalizations of first-order theories suitable for presentation in a computer-assisted instruction environment. The system provides tools with which the user can develop and then study a nonlogical axiomatic theory along whatever lines…
The Integration of Digital Tools during Strategic and Interactive Writing Instruction

ERIC Educational Resources Information Center

Kilpatrick, Jennifer Renée; Saulsburry, Rachel; Dostal, Hannah M.; Wolbers, Kimberly A.; Graham, Steve

2014-01-01

The purpose of this chapter is to gain insight from the ways a group of elementary teachers of the deaf and hard of hearing chose to integrate digital tools into evidence-based writing instruction and the ways these technologies were used to support student learning. After professional development that exposed these teachers to twelve new digital…
Learning Financial Accounting in a Tertiary Institution of a Developing Country. An Investigation into Instructional Methods

ERIC Educational Resources Information Center

Abeysekera, Indra

2011-01-01

This study examines three instructional methods (traditional, interactive, and group case-based study), and student opinions on their preference for learning financial accounting in large classes at a metropolitan university in Sri Lanka. It analyses the results of a survey questionnaire of students, using quantitative techniques to determine the…
Measuring the Quantity and Quality of Instructional Interactions for Middle School Literacy Improvement

ERIC Educational Resources Information Center

Carlson, Sarah E.; Nelson-Walker, Nancy J.; Kennedy, Patrick C.; Biancarosa, Gina; Turtura, Jessica; Crone, Deanne A.; Baker, Scott K.; Fien, Hank; Cohen, Jason

2013-01-01

As education policy in the U.S. focuses increasingly on the quality of classroom instruction, there is a growing need to identify valid constructs and develop reliable tools that measure student opportunities to learn academic knowledge and skills. The purpose of this study is to examine the relative contributions of two different classroom…
Teacher Learning and Instructional Change: How Formal and On-the-Job Learning Opportunities Predict Change in Elementary School Teachers' Practice

ERIC Educational Resources Information Center

Parise, Leigh Mesler; Spillane, James P.

2010-01-01

Recent education reform has emphasized the importance of teacher learning in improving classroom instruction and raising student achievement. This article focuses on teachers' learning opportunities, including formal professional development and on-the-job learning that occurs through interactions with colleagues. Using data from 30 elementary…
Proof-of-Concept Demonstration and Comparative Evaluation of a Prototype Intelligent Videodisc System. Final Report.

ERIC Educational Resources Information Center

Bunderson, C. Victor; And Others

This report summarizes the results of a 22-month proof-of-concept demonstration of a class of interactive videodisc systems, which involved the use of an intelligent videodisc in developmental biology instruction at the undergraduate level. The study involved the development of hardware, software, courseware, and instructional strategies for…
Learning How the Electron Transport Chain Works: Independent and Interactive Effects of Instructional Strategies and Learners' Characteristics

ERIC Educational Resources Information Center

Darabi, Aubteen; Arrastia-Lloyd, Meagan C.; Nelson, David W.; Liang, Xinya; Farrell, Jennifer

2015-01-01

In order to develop an expert-like mental model of complex systems, causal reasoning is essential. This study examines the differences between forward and backward instructional strategies in terms of efficiency, students' learning and progression of their mental models of the electronic transport chain in an undergraduate metabolism course…
Intelligent Computer-Aided Instruction for Medical Diagnosis

PubMed Central

Clancey, William J.; Shortliffe, Edward H.; Buchanan, Bruce G.

1979-01-01

An intelligent computer-aided instruction (ICAI) program, named GUIDON, has been developed for teaching infectious disease diagnosis.* ICAI programs use artificial intelligence techniques for representing both subject material and teaching strategies. This paper briefly outlines the difference between traditional instructional programs and ICAI. We then illustrate how GUIDON makes contributions in areas important to medical CAI: interacting with the student in a mixed-initiative dialogue (including the problems of feedback and realism), teaching problem-solving strategies, and assembling a computer-based curriculum.
Crossing boundaries in interprofessional education: A call for instructional integration of two script concepts.

PubMed

Kiesewetter, Jan; Kollar, Ingo; Fernandez, Nicolas; Lubarsky, Stuart; Kiessling, Claudia; Fischer, Martin R; Charlin, Bernard

2016-09-01

Clinical work occurs in a context which is heavily influenced by social interactions. The absence of theoretical frameworks underpinning the design of collaborative learning has become a roadblock for interprofessional education (IPE). This article proposes a script-based framework for the design of IPE. This framework provides suggestions for designing learning environments intended to foster competences we feel are fundamental to successful interprofessional care. The current literature describes two script concepts: "illness scripts" and "internal/external collaboration scripts". Illness scripts are specific knowledge structures that link general disease categories and specific examples of diseases. "Internal collaboration scripts" refer to an individual's knowledge about how to interact with others in a social situation. "External collaboration scripts" are instructional scaffolds designed to help groups collaborate. Instructional research relating to illness scripts and internal collaboration scripts supports (a) putting learners in authentic situations in which they need to engage in clinical reasoning, and (b) scaffolding their interaction with others with "external collaboration scripts". Thus, well-established experiential instructional approaches should be combined with more fine-grained script-based scaffolding approaches. The resulting script-based framework offers instructional designers insights into how students can be supported to develop the necessary skills to master complex interprofessional clinical situations.
Interactive Video Courseware for Graphic Communications Teachers and Students.

ERIC Educational Resources Information Center

Sanders, Mark

1985-01-01

At Virginia Polytechnic Institute and State University, interactive video serves both as an instructional tool and a project for creative students in graphic communications. The package facilitates courseware development and teaches students simultaneously about microcomputer and video technology. (SK)
Effects of interactive instructional techniques in a web-based peripheral nervous system component for human anatomy.

PubMed

Allen, Edwin B; Walls, Richard T; Reilly, Frank D

2008-02-01

This study investigated the effects of interactive instructional techniques in a web-based peripheral nervous system (PNS) component of a first year medical school human anatomy course. Existing data from 9 years of instruction involving 856 students were used to determine (1) the effect of web-based interactive instructional techniques on written exam item performance and (2) differences between student opinions of the benefit level of five different types of interactive learning objects used. The interactive learning objects included Patient Case studies, review Games, Simulated Interactive Patients (SIP), Flashcards, and unit Quizzes. Exam item analysis scores were found to be significantly higher (p < 0.05) for students receiving the instructional treatment incorporating the web-based interactive learning objects than for students not receiving this treatment. Questionnaires using a five-point Likert scale were analysed to determine student opinion ratings of the interactive learning objects. Students reported favorably on the benefit level of all learning objects. Students rated the benefit level of the Simulated Interactive Patients (SIP) highest, and this rating was significantly higher (p < 0.05) than all other learning objects. This study suggests that web-based interactive instructional techniques improve student exam performance. Students indicated a strong acceptance of Simulated Interactive Patient learning objects.
Physics instructors are not blank slates either: An exploratory study of introductory physics instruction

NASA Astrophysics Data System (ADS)

Mitchell, Willyetta Adele

2009-11-01

The purpose of the study was to investigate the views of the nature of science and the classroom practices of instructors who teach introductory physics at a research intensive university. A study of this nature is necessary because calls to change how science is taught have been made since the 1800's, yet the methods of instruction have remained virtually unchanged. The conflict between how science is taught and how students learn science can be remedied by effective professional development at the university. However, training on the change process is virtually nonexistent in teacher education programs and in teacher professional development workshops at all levels. The Views About Science Survey (VASS) was first administered to a sample of twenty-nine physics instructors and graduate assistants who have taught introductory physics courses within the last five years. To assess instructional practices in introductory physics at a research extensive university, a purposeful, stratified sample of 56 classes was observed. The interactions between the students and teachers were analyzed using the Flanders Interaction Analysis. The findings suggest that the physics instructors hold a mixed view of the nature of science. The instructors' views do not necessarily indicate how they teach physics. The results also showed that the professors reported that they use elements of effective teaching practices throughout their instruction. The results of the classroom observations revealed that non interactive lecture is the dominate instructional method used. The Flander's confirms that the majority of the class time is spent with the teacher talking and the student passively listening.
Basic Communication Course Annual. Volume 6.

ERIC Educational Resources Information Center

Newburger, Craig, Ed.

This volume of an annual collection presents 14 essays relating to instruction in the basic communication course. Essays in the collection are "Using Interactive Video Instruction to Enhance Public Speaking Instruction" (Michael W. Cronin and William R. Kennan); "Interactive Video Instruction for Teaching Organizational Techniques…
Teaching science to English Language Learners: Instructional approaches of high school teachers

NASA Astrophysics Data System (ADS)

Frank, Betty-Vinca N.

Students who are English Language Learners (ELLs) form the fastest growing segment of the American school population. Prompted by the call for scientific literacy for all citizens, science educators too have investigated the intersection of language and science instruction of ELLs. However these studies have typically been conducted with elementary students. Few studies have explored how high school science teachers, particularly those who have not received any special training, approach science instruction of ELLs and what supports them in this endeavor. This was a qualitative case study conducted with five science teachers in one small urban high school that predominantly served ELLs. The purpose of this study was to examine instructional approaches used by teachers to make science accessible to ELLs and the factors that supported or inhibited them in developing their instructional approaches. This goal encompassed the following questions: (a) how teachers viewed science instruction of ELLs, (b) how teachers designed a responsive program to teach science to ELLs, (c) what approaches teachers used for curriculum development and instruction, (d) how teachers developed classroom learning communities to meet the needs of ELLs. Seven instructional strategies and five perceived sources of support emerged as findings of this research. In summary, teachers believed that they needed to make science more accessible for their ELL students while promoting their literacy skills. Teachers provided individualized attention to students to provide relevant support. Teachers engaged their students in various types of active learning lessons in social contexts, where students worked on both hands-on and meaning-making activities and interacted with their peers and teachers. Teachers also created classroom communities and learning spaces where students felt comfortable to seek and give help. Finally, teachers identified several sources of support that influenced their instructional approaches including, the structure of the school, working on instructional teams, collaborating and working with other teachers especially English teachers and including science teachers, and participating in various professional development activities. The findings indicated that the instructional approaches used by teachers were largely supported by literacy education and science education done at elementary level. Findings also revealed that teachers in this study encouraged their ELLs to participate in classroom conversations and involved them in answering open-ended questions. However, not all teachers in this study had the same repertoire of instructional strategies for their ELL students and some teachers demonstrated a better understanding of these approaches than others. All teachers perceived that the structure of the school as well as collaborating and working with other teachers, especially English teachers, as their main source of support in designing instructional approaches. This study suggests that teacher educators and professional development providers need to develop courses and programs to help high school teachers learn about how to design instructional activities that simultaneously promote both academic science and English literacy. Also, administrators need to create conditions at their schools that would allow teachers to interact, collaborate, and learn from each other.
Exploring Student and Supervisor Interaction during the SciPro Thesis Process: Two Use Cases

ERIC Educational Resources Information Center

Hansen, Preben; Hansson, Henrik

2017-01-01

Common problems identified by students during their interaction with supervisors are too little instructions as well as infrequent and insufficient supervisor feedback. The SciPro system has been developed to tackle these problems. This paper describes, analyzes and discusses the interaction between students and supervisors using the SciPro…
Faculty professional development in emergent pedagogies for instructional innovation in dental education.

PubMed

Zheng, M; Bender, D; Nadershahi, N

2017-05-01

Innovative pedagogies have significantly impacted health professions' education, dental education included. In this context, faculty, defined in this study as instructor in higher education, has been increasingly required to hone their instructional skills. The purpose of this exploratory study was to share the design, implementation and preliminary outcomes of two programmes to enhance dental faculty's instructional skills, the Teaching and Learning Seminar Series and the Course Director Orientation. Data sources included faculty and student surveys developed and administered by the researchers; data extracted from the learning management system; reports from the learning analytics tool; and classroom observations. Participants' satisfaction, self-reported learning, instructional behavioural change, and impact on student learning behaviours and institutional practice were assessed borrowing from Kirkpatrick's 4-level model of evaluation of professional development effectiveness. Initial findings showed that faculty in both programmes reported positive learning experiences. Participants reported that the programmes motivated them to improve instructional practice and improved their knowledge of instructional innovation. Some faculty reported implementation of new instructional strategies and tools, which helped create an active and interactive learning environment that was welcomed by their students. The study contributes to literature and best practice in health sciences faculty development in pedagogy and may guide other dental schools in designing professional development programmes. © 2015 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.
Learner Control versus Program Control in Interactive Videodisc Instruction: What Are the Effects in Procedural Learning?

ERIC Educational Resources Information Center

Shyu, Hsin-Yih; Brown, Scott W.

1992-01-01

Discussion of learner-controlled instruction focuses on a study of undergraduates that compared learner control with program control in interactive videodisc instruction for making an origami crane. Student performance, self-efficacy concerning the instructional task, time on task, and student attitudes toward the instruction are examined. (32…
Development of an Interactive Computer-Based Learning Strategy to Assist in Teaching Water Quality Modelling

ERIC Educational Resources Information Center

Zigic, Sasha; Lemckert, Charles J.

2007-01-01

The following paper presents a computer-based learning strategy to assist in introducing and teaching water quality modelling to undergraduate civil engineering students. As part of the learning strategy, an interactive computer-based instructional (CBI) aid was specifically developed to assist students to set up, run and analyse the output from a…
Variability in Preschool Teachers' Interactions with Children as a Predictor of Children's Development

ERIC Educational Resources Information Center

Curby, Timothy W.; Brock, Laura L.; Hamre, Bridget K.

2011-01-01

The purpose of this proposal is to examine whether variability in the quality of teachers' interactions (Emotional Support, Classroom Organization, Instructional Support) with students is systematically related to the children's development. In other words, the authors examine whether the amount that teachers vary over the course of a day is a…

Getting the Most from Your Interactive Whiteboard Investment: Three Guiding Principles for Designing Effective Professional Development

ERIC Educational Resources Information Center

DeSantis, Josh

2012-01-01

The adoption of interactive whiteboards (IWB) in many schools outpaced the delivery of adequate professional development on their use. Many teachers receive IWBs without adequate training on methods to use the technology to improve their instruction. Consequently, IWBs remain an underutilized resource in many classrooms. Teachers who are given…
A Computer-Based, Interactive Videodisc Job Aid and Expert System for Electron Beam Lithography Integration and Diagnostic Procedures.

ERIC Educational Resources Information Center

Stevenson, Kimberly

This master's thesis describes the development of an expert system and interactive videodisc computer-based instructional job aid used for assisting in the integration of electron beam lithography devices. Comparable to all comprehensive training, expert system and job aid development require a criterion-referenced systems approach treatment to…
Using a Humanoid Robot to Develop a Dialogue-Based Interactive Learning Environment for Elementary Foreign Language Classrooms

ERIC Educational Resources Information Center

Chang, Chih-Wei; Chen, Gwo-Dong

2010-01-01

Elementary school is the critical stage during which the development of listening comprehension and oral abilities in language acquisition occur, especially with a foreign language. However, the current foreign language instructors often adopt one-way teaching, and the learning environment lacks any interactive instructional media with which to…
Integrating Anatomy Training into Radiation Oncology Residency: Considerations for Developing a Multidisciplinary, Interactive Learning Module for Adult Learners

ERIC Educational Resources Information Center

Labranche, Leah; Johnson, Marjorie; Palma, David; D'Souza, Leah; Jaswal, Jasbir

2015-01-01

Radiation oncologists require an in-depth understanding of anatomical relationships for modern clinical practice, although most do not receive formal anatomy training during residency. To fulfill the need for instruction in relevant anatomy, a series of four multidisciplinary, interactive learning modules were developed for a cohort of radiation…
Capturing the complexity: Content, type, and amount of instruction and quality of the classroom learning environment synergistically predict third graders’ vocabulary and reading comprehension outcomes

PubMed Central

Connor, Carol McDonald; Spencer, Mercedes; Day, Stephanie L.; Giuliani, Sarah; Ingebrand, Sarah W.; McLean, Leigh; Morrison, Frederick J.

2014-01-01

We examined classrooms as complex systems that affect students’ literacy learning through interacting effects of content and amount of time individual students spent in literacy instruction along with the global quality of the classroom-learning environment. We observed 27 third grade classrooms serving 315 target students using two different observation systems. The first assessed instruction at a more micro-level; specifically, the amount of time individual students spent in literacy instruction defined by the type of instruction, role of the teacher, and content. The second assessed the quality of the classroom-learning environment at a more macro level focusing on classroom organization, teacher responsiveness, and support for vocabulary and language. Results revealed that both global quality of the classroom learning environment and time individual students spent in specific types of literacy instruction covering specific content interacted to predict students’ comprehension and vocabulary gains whereas neither system alone did. These findings support a dynamic systems model of how individual children learn in the context of classroom literacy instruction and the classroom-learning environment, which can help to improve observations systems, advance research, elevate teacher evaluation and professional development, and enhance student achievement. PMID:25400293
Planning, Using the New Technology in Classrooms.

ERIC Educational Resources Information Center

Barker, Bruce O.

1990-01-01

"Technology talk" among progressive administrators includes more than just computers and VCRs. New telecommunications developments (in satellites, fiber optics, electronic bulletin boards, electronic mail, and two-way interactive instructional delivery) are "hot topics" that both principals and teachers must learn about. Peer interactions and…
Teleseminars and Teacher Education. Research Report.

ERIC Educational Resources Information Center

Edwards, Peter; Sofo, Frank

This exploratory study developed instructional materials designed to maximize learning through individual and group interaction and used the materials to examine the effectiveness of a teleseminar approach for interactive distance presentations. In this teleseminar model, duplicate sets of overhead transparencies with overlays and other materials…
Effectiveness of Interactive Video to Teach CPR Theory and Skills.

ERIC Educational Resources Information Center

Lyness, Ann L.

This study investigated whether an interactive video system of instruction taught cardiopulmonary resuscitation (CPR) as effectively as traditional instruction. Using standards of the American Heart Association, the study was designed with two randomized groups to be taught either by live instruction or by interactive video. Subjects were 100…
Instructional development for teachers in higher education: effects on students' perceptions of the teaching-learning environment.

PubMed

Stes, Ann; De Maeyer, Sven; Gijbels, David; Van Petegem, Peter

2012-09-01

Although instructional development for teachers has become an important topic in higher education, little is known about its actual impact. In particular, evidence regarding the impact of teachers' instructional development on students' perceptions of the teaching-learning environment is scarce. The impact of an instructional development programme for beginning university teachers on students' perceptions of the teaching and learning environment was investigated. We also explored whether this impact is dependent on class size and student level (first years vs. non-first years). Quantitative data were gathered from more than 1,000 students at pre- and post-tests, using a quasi-experimental design. A multi-level analysis was conducted in which five models were estimated. A basic model made clear that teachers did differ from each other with respect to the dependent variables concerned; however, differences in scale scores also resulted to a large extent from differences between students. A second model, in which the moderating impact by way of teacher characteristics, context, and student characteristics was not taken into account, reported no significant effect of training. A third model, examining the net impact of instructional development revealed some impact, which was, remarkably, negative. A first interaction model proved a differential impact of instructional development for teachers teaching first years and those teaching non-first years. A second one showed that the impact of training depended on the number of students one teaches. Instructional development for teachers in higher education does not easily result in effects on students' perceptions of the teaching and learning environment. Perspectives for further research into instructional development are discussed. ©2011 The British Psychological Society.
Transactions and Answer Judging in Multimedia Instruction: A Way to Transact with Features Appearing in Video and Graphic Images.

ERIC Educational Resources Information Center

Casey, Carl

1992-01-01

Discussion of transactions in computer-based instruction for ill-structured and visual domains focuses on two transactions developed for meteorology training that provide the capability to interact with video and graphic images at a very detailed level. Potential applications for the transactions are suggested, and early evaluation reports are…
Learner Perceptions on Instructional Design of Multimedia in Learning Abstract Concepts in Science at a Distance

ERIC Educational Resources Information Center

Kulasekara, Geetha Udayangani; Jayatilleke, Buddhini Gayathri; Coomaraswamy, Uma

2011-01-01

This study was carried out to explore learner perceptions on the instructional design features of interactive multimedia (IMM), which was especially designed to support the open and distance learners studying microbiology as a part of the BSc degree programme of the Open University of Sri Lanka (OUSL). The purpose of developing this IMM was to…
Integrating the Computer into Language Arts in a Fifth Grade Classroom: A Developing Instructional Model.

ERIC Educational Resources Information Center

Lund, David M.; Hildreth, Donna

A case study investigated an instructional model that incorporated the personal computer and Hyperstudio (tm) software into an assignment to write and illustrate an interactive, multimedia story. Subjects were 21 students in a fifth-grade homeroom in a public school (with a state-mandated minimum 45% ratio of minority students achieved by busing…
A research strategy for the dynamic study of students' concepts and problem solving strategies using science software

NASA Astrophysics Data System (ADS)

Krajcik, Joseph S.; Simmons, Patricia E.; Lunetta, Vincent N.

Microcomputers and appropriate software have the potential to help students learn. They can also serve as appropriate media for investigating how students learn. In this article we describe a research strategy examining learning and behavior when students interacted with microcomputers and software. Results from two preliminary studies illustrate the strategy.A major feature of the strategy included recording students interacting with microcomputer software interfaced with a VCR. The VCR recorded the video output from a microcomputer and students' verbal commentary via microphone input. This technique allowed students' comments about their observations, perceptions, predictions, explanations, and decisions to be recorded simultaneously with their computer input and the display on the microcomputer monitor.The research strategy described can provide important information about cognitive and affective behaviors of students engaged in using instructional software. Research studies utilizing this strategy can enhance our understanding of how students develop and employ important concepts and scientific relationships, how students develop problem-solving skills and solve problems, and how they interact with instructional software. Results of such studies have important implications for teaching and for the design of instructional software.
A Comparative Evaluation of Computer Based and Non-Computer Based Instructional Strategies.

ERIC Educational Resources Information Center

Emerson, Ian

1988-01-01

Compares the computer assisted instruction (CAI) tutorial with its non-computerized pedagogical roots: the Socratic Dialog with Skinner's Programmed Instruction. Tests the effectiveness of a CAI tutorial on diffusion and osmosis against four other interactive and non-interactive instructional strategies. Notes computer based strategies were…
Using Interactive Science Notebooks for Inquiry-Based Science

ERIC Educational Resources Information Center

Chesbro, Robert

2006-01-01

The interactive science notebook (ISN) is a perfect opportunity for science educators to encapsulate and promote the most cutting-edge constructivist teaching strategies while simultaneously addressing standards, differentiation of instruction, literacy development, and maintenance of an organized notebook as laboratory and field scientists do.…
Application of distance learning to interactive seminar instruction in orthodontic residency programs.

PubMed

Bednar, Eric D; Hannum, Wallace M; Firestone, Allen; Silveira, Anibal M; Cox, Thomas D; Proffit, William R

2007-11-01

A series of experiments involving 3 orthodontic departments has shown that distance learning can be acceptable to residents and effective in teaching concepts that are fundamental to orthodontic practice. Residents in each department participated in distance seminars, clinical conferences, and clinical seminars via high-speed Internet connections. The acceptability of this form of instruction was judged from evaluation forms completed by the residents. Its effectiveness was judged from pretests and posttests on the seminar topics. The improvement from pretest to posttest scores after observing a sequence of distance seminars was similar to that with direct instruction. Orthodontic residents rated the educational experiences positively. Live participation in seminars via video conferencing was preferred to live observation or later observation of a recording, but observation provided similar improvement in test scores. The acceptability of the distance seminars appeared to be influenced by the instructor's personality and teaching style in facilitating interaction, the seminar subject, the residents' comfort level in dealing with this technology, and the sequence for interaction vs observation. Further development of recorded seminars with live follow-up discussions has the potential to supplement instruction in graduate orthodontic programs and help with the impending shortage of experienced full-time orthodontic faculty.
Development of Interactive Computer Programs To Help Students Transfer Basic Skills to College Level Science and Behavioral Science Courses.

ERIC Educational Resources Information Center

Mikulecky, Larry

Interactive computer programs, developed at Indiana University's Learning Skills Center, were designed to model effective strategies for reading biology and psychology textbooks. For each subject area, computer programs and textbook passages were used to instruct and model for students how to identify key concepts, compare and contrast concepts,…
Effective Classroom Instruction: Implications of Child Characteristics by Reading Instruction Interactions on First Graders’ Word Reading Achievement

PubMed Central

Morrison, Frederick J.; Schatschneider, Christopher; Toste, Jessica; Lundblom, Erin; Crowe, Elizabeth C; Fishman, Barry

2011-01-01

Too many children fail to learn how to read proficiently with serious consequences for their overall well-being and long term success in school. This may be because providing effective instruction is more complex than many of the current models of reading instruction portray; there are child characteristic by instruction (CXI) interactions. Here we present efficacy results for a randomized control field trial of the Individualizing Student Instruction (ISI) intervention, which relies on dynamic system forecasting intervention models to recommend amounts of reading instruction for each student, taking into account CXI interactions that consider his or her vocabulary and reading skills. The study, conducted in seven schools with 25 teachers and 396 first graders, revealed that students in the ISI intervention classrooms demonstrated significantly greater reading skill gains by spring than did students in control classrooms. Plus, they were more likely to receive differentiated reading instruction based on CXI interaction guided recommended amounts than were students in control classrooms. The precision with which students received the recommended amounts of each type of literacy instruction, the distance from recommendation, also predicted reading outcomes. PMID:22229058
The effect of thematic learning model, learning style, and reading ability on the students’ learning outcomes

NASA Astrophysics Data System (ADS)

Nurlaela, L.; Samani, M.; Asto, I. G. P.; Wibawa, S. C.

2018-01-01

This study aims at gaining empirical findings of the effectiveness of thematic instructional model as compared to conventional instruction; and the potential capacity of thematic instructional model in accommodating different learning styles and reading abilities. This is an experimental research design with 140 elementary students as research subject. The data were collected by using achievement test, learning style questionnaire, and reading comprehension test, and analyzed by using Anava. The results indicate: there is a significant difference in achievement between students who use thematic instructional model and those using conventional model; a significant difference in achievement between students with visual learning style and those having auditorial learning style; a significant difference between students with high reading ability and those with low reading ability. Student’s achievement is influenced by the interaction between instructional model and student’s learning style. Student’s achievement is not influenced by the interaction between instructional model and student’s reading ability, the interaction between student’s learning style and student’s reading ability, and the interaction among instructional model, learning style and student’s reading ability. The conclusion is thematic instructional model was more effective than conventional instruction and thematic instructional model had a capacity in accommodating different learning styles and reading abilities.
Cognitive Psychology and Design Paradigms in the Development of Multimedia Courseware

DTIC Science & Technology

1993-09-01

Cognitive Apprenticeship : Teaching the Crafts of Reading, Writing, and Mathematics ". In Resnick, Lauren B. (Editor) Knowing, Learning , and Instruction , pp... thinking are cognitive processes the designers of interactive learning systems must consider the connection between cognition and the ability of an...should be based on instructional design theory, human factors, and cognitive learning theories. If these elements are not included in a

A Policy Assessment of Priorities and Functional Needs for the Military Computer-Assisted Instruction Terminal

DTIC Science & Technology

1975-12-01

ceases to act as a testing ground for determining user needs when demand is low relative to high initial development costs. Customers are forced to...ANASTASIO Associate Director Data Analysis Research Division Educational Testing Service Princeton, NJ 08540 (609)921-9000 Director of Educational...technology and educational psychology - Indiana University. Research interestes in adaptive, interactive instructional systems. Management
A Cognitive Approach to e-Learning

DOE Office of Scientific and Technical Information (OSTI.GOV)

Greitzer, Frank L.; Rice, Douglas M.; Eaton, Sharon L.

2003-12-01

Like traditional classroom instruction, distributed learning derives from passive training paradigms. Just as student-centered classroom teaching methods have been applied over several decades of classroom instruction, interactive approaches have been encouraged for distributed learning. While implementation of multimedia-based training features may appear to produce active learning, sophisticated use of multimedia features alone does not necessarily enhance learning. This paper describes the results of applying cognitive science principles to enhance learning in a student-centered, distributed learning environment, and lessons learned in developing and delivering this training. Our interactive, scenario-based approach exploits multimedia technology within a systematic, cognitive framework for learning. Themore » basis of the application of cognitive principles is the innovative use of multimedia technology to implement interaction elements. These simple multimedia interactions, which are used to support new concepts, are later combined with other interaction elements to create more complex, integrated practical exercises. This technology-based approach may be applied in a variety of training and education contexts, but is especially well suited for training of equipment operators and maintainers. For example, it has been used in a sustainment training application for the United States Army's Combat Support System Automated Information System Interface (CAISI). The CAISI provides a wireless communications capability that allows various logistics systems to communicate across the battlefield. Based on classroom training material developed by the CAISI Project Office, the Pacific Northwest National Laboratory designed and developed an interactive, student-centered distributed-learning application for CAISI operators and maintainers. This web-based CAISI training system is also distributed on CD media for use on individual computers, and material developed for the computer-based course can be used in the classroom. In addition to its primary role in sustainment training, this distributed learning course can complement or replace portions of the classroom instruction, thus supporting a blended learning solution.« less
Integrating HCI into IDT: Charting the Human Computer Interaction Competencies Necessary for Instructional Media Production Coursework

ERIC Educational Resources Information Center

Brown, Abbie; Sugar, William

2004-01-01

A report on the efforts made to describe the range of human-computer interaction skills necessary to complete a program of study in Instructional Design Technology. Educators responsible for instructional media production courses have not yet articulated which among the wide range of possible interactions students must master for instructional…
Effects of Multimodal Instruction on Personal Finance Skills for High School Students

ERIC Educational Resources Information Center

Dyer, Steffani P.; Lambeth, Dawn T.; Martin, Ellice P.

2016-01-01

The purpose of the current research study was to compare the use of interactive instruction to direct instruction on the acquisition of personal finance skills for high school students. Participants were 45 high school seniors who were divided into a Traditional and an Interactive Instruction group. The 9-week research study measured the impact…
Production Plan and Formative Evaluation Report.

ERIC Educational Resources Information Center

Castle, Thomas J.; And Others

1981-01-01

Instructional development projects in Medical Terminology and Orientation to Hearing Aids are reviewed to demonstrate the procedural steps used and the interactive dynamics employed by development teams at the National Technical Institute for the Deaf. Six references are provided. (MER)
Interactive Multimedia Learning: Innovating Classroom Education in a Malaysian University

ERIC Educational Resources Information Center

Leow, Fui-Theng; Neo, Mai

2014-01-01

This research study was conducted at INTI International University, and aimed at enhancing the quality of classroom learning for University students with three important emphases: Gagne's instructional model, multimedia, and student-centred learning. An Interactive Learning Module (ILM) was developed as the core component in forming the…
ICCE/ICCAI 2000 Full & Short Papers (Interactive Learning Environments).

ERIC Educational Resources Information Center

2000

This document contains the full and short papers on interactive learning environments from ICCE/ICCAI 2000 (International Conference on Computers in Education/International Conference on Computer-Assisted Instruction) covering the following topics: a CAL system for appreciation of 3D shapes by surface development; a constructivist virtual physics…
Enhancement of Teaching and Learning of the Fundamentals of Nuclear Engineering Using Multimedia Courseware.

ERIC Educational Resources Information Center

Keyvan, Shahla A.; Pickard, Rodney; Song, Xiaolong

1997-01-01

Computer-aided instruction incorporating interactive multimedia and network technologies can boost teaching effectiveness and student learning. This article describes the development and implementation of network server-based interactive multimedia courseware for a fundamental course in nuclear engineering. A student survey determined that 80% of…
Using Interactive Software to Teach Foundational Mathematical Skills

ERIC Educational Resources Information Center

Lysenko, Larysa; Rosenfield, Steven; Dedic, Helena; Savard, Annie; Idan, Einat; Abrami, Philip C.; Wade, C. Anne; Naffi, Nadia

2016-01-01

The pilot research presented here explores the classroom use of Emerging Literacy in Mathematics (ELM) software, a research-based bilingual interactive multimedia instructional tool, and its potential to develop emerging numeracy skills. At the time of the study, a central theme of early mathematics curricula, "Number Concept," was fully…
Teaching Employment Interview Skills through Interactive Video Instruction.

ERIC Educational Resources Information Center

Shulman, Gary M.; And Others

An interactive video program, "The Screening Interview," has been developed at Miami University (Ohio) to help prepare college and university students for on-campus employment interviews with corporate recruiters. Within the context of the simulated interview situation provided by the program, students function as the alter ego of either…
Development and Evaluation of an Interactive Internet-Based Pharmacokinetic Teaching Module.

ERIC Educational Resources Information Center

Hedaya, Mohsen A.

1998-01-01

Describes an Internet-based, interactive, learner-centered, asynchronous instructional module for pharmacokinetics that requires minimal computer knowledge to operate. Main components are concept presentation, a simulation exercise, and self-assessment questions. The module has been found effective in teaching the steady state concept at the…
Nonfiction Reading Comprehension in Middle School: Exploring in Interactive Software Approach

ERIC Educational Resources Information Center

Wolff, Evelyn S.; Isecke, Harriet; Rhoads, Christopher; Madura, John P.

2013-01-01

The struggles of students in the United States to comprehend non-fiction science text are well documented. Middle school students, in particular, have minimal instruction in comprehending nonfiction and flounder on assessments. This article describes the development process of the Readorium software, an interactive web-based program being…
Early Intervention for Reading Difficulties: The Interactive Strategies Approach

ERIC Educational Resources Information Center

Scanlon, Donna M.; Anderson, Kimberly L.; Sweeney, Joan M.

2010-01-01

This book presents a research-supported framework for early literacy instruction that aligns with multi-tiered response-to-intervention (RTI) models. The book focuses on giving teachers a better understanding of literacy development and how to effectively support children as they begin to read and write. The authors' interactive strategies…
Ready Set. . .Authoring Systems to Get You Started on Interactive Video Design.

ERIC Educational Resources Information Center

Rhodes, Dent M.; Azbell, Janet White

1986-01-01

Evaluates four authoring systems used to develop computer aided interactive video: The Instructor, InfoWriter, IDeAS, and ProCAL2. The information provided includes hardware requirements, compatibility with videotape and/or videodisc, instructional options available, user data-management capabilities, procedures for logging tapes, and access for…
Children Who Use Communication Aids Instructing Peer and Adult Partners During Play-Based Activity.

PubMed

Batorowicz, Beata; Stadskleiv, Kristine; von Tetzchner, Stephen; Missiuna, Cheryl

2016-06-01

Little is known about how children with severe motor impairments who use communication aids provide instructions when given control over interaction. In this study, 35 children - 18 who used communication aids and 17 who used natural speech - were videotaped in play-based activities. Both groups successfully instructed partners to build replications of models the partners could not see. The results demonstrate that children using communication aids can also have an active role in play-based activities using language, but that their experience with activities may be limited and their instructions may take longer to give. The children who used natural speech provided more detailed instructions and were more successful in guiding their partners. Creating opportunities for active participation in play may be important for the development of communicative autonomy.
Designing and Evaluating an Interactive Multimedia Web-Based Simulation for Developing Nurses’ Competencies in Acute Nursing Care: Randomized Controlled Trial

PubMed Central

Wong, Lai Fun; Chan, Sally Wai-Chi; Ho, Jasmine Tze Yin; Mordiffi, Siti Zubaidah; Ang, Sophia Bee Leng; Goh, Poh Sun; Ang, Emily Neo Kim

2015-01-01

Background Web-based learning is becoming an increasingly important instructional tool in nursing education. Multimedia advancements offer the potential for creating authentic nursing activities for developing nursing competency in clinical practice. Objective This study aims to describe the design, development, and evaluation of an interactive multimedia Web-based simulation for developing nurses’ competencies in acute nursing care. Methods Authentic nursing activities were developed in a Web-based simulation using a variety of instructional strategies including animation video, multimedia instructional material, virtual patients, and online quizzes. A randomized controlled study was conducted on 67 registered nurses who were recruited from the general ward units of an acute care tertiary hospital. Following a baseline evaluation of all participants’ clinical performance in a simulated clinical setting, the experimental group received 3 hours of Web-based simulation and completed a survey to evaluate their perceptions of the program. All participants were re-tested for their clinical performances using a validated tool. Results The clinical performance posttest scores of the experimental group improved significantly (P<.001) from the pretest scores after the Web-based simulation. In addition, compared to the control group, the experimental group had significantly higher clinical performance posttest scores (P<.001) after controlling the pretest scores. The participants from the experimental group were satisfied with their learning experience and gave positive ratings for the quality of the Web-based simulation. Themes emerging from the comments about the most valuable aspects of the Web-based simulation include relevance to practice, instructional strategies, and fostering problem solving. Conclusions Engaging in authentic nursing activities using interactive multimedia Web-based simulation can enhance nurses’ competencies in acute care. Web-based simulations provide a promising educational tool in institutions where large groups of nurses need to be trained in acute nursing care and accessibility to repetitive training is essential for achieving long-term retention of clinical competency. PMID:25583029
Designing and evaluating an interactive multimedia Web-based simulation for developing nurses' competencies in acute nursing care: randomized controlled trial.

PubMed

Liaw, Sok Ying; Wong, Lai Fun; Chan, Sally Wai-Chi; Ho, Jasmine Tze Yin; Mordiffi, Siti Zubaidah; Ang, Sophia Bee Leng; Goh, Poh Sun; Ang, Emily Neo Kim

2015-01-12

Web-based learning is becoming an increasingly important instructional tool in nursing education. Multimedia advancements offer the potential for creating authentic nursing activities for developing nursing competency in clinical practice. This study aims to describe the design, development, and evaluation of an interactive multimedia Web-based simulation for developing nurses' competencies in acute nursing care. Authentic nursing activities were developed in a Web-based simulation using a variety of instructional strategies including animation video, multimedia instructional material, virtual patients, and online quizzes. A randomized controlled study was conducted on 67 registered nurses who were recruited from the general ward units of an acute care tertiary hospital. Following a baseline evaluation of all participants' clinical performance in a simulated clinical setting, the experimental group received 3 hours of Web-based simulation and completed a survey to evaluate their perceptions of the program. All participants were re-tested for their clinical performances using a validated tool. The clinical performance posttest scores of the experimental group improved significantly (P<.001) from the pretest scores after the Web-based simulation. In addition, compared to the control group, the experimental group had significantly higher clinical performance posttest scores (P<.001) after controlling the pretest scores. The participants from the experimental group were satisfied with their learning experience and gave positive ratings for the quality of the Web-based simulation. Themes emerging from the comments about the most valuable aspects of the Web-based simulation include relevance to practice, instructional strategies, and fostering problem solving. Engaging in authentic nursing activities using interactive multimedia Web-based simulation can enhance nurses' competencies in acute care. Web-based simulations provide a promising educational tool in institutions where large groups of nurses need to be trained in acute nursing care and accessibility to repetitive training is essential for achieving long-term retention of clinical competency.
Development Research of a Teachers' Educational Performance Support System: The Practices of Design, Development, and Evaluation

ERIC Educational Resources Information Center

Hung, Wei-Chen; Smith, Thomas J.; Harris, Marian S.; Lockard, James

2010-01-01

This study adopted design and development research methodology (Richey & Klein, "Design and development research: Methods, strategies, and issues," 2007) to systematically investigate the process of applying instructional design principles, human-computer interaction, and software engineering to a performance support system (PSS) for behavior…
Interactive Video Listening Comprehension in Foreign Language Instruction: Development and Evaluation.

ERIC Educational Resources Information Center

Fischer, Robert

The report details development, at Southwest Texas State University and later at Pennsylvania State University, of a computer authoring system ("Libra") enabling foreign language faculty to develop multimedia lessons focusing on listening comprehension. Staff at Southwest Texas State University first developed a Macintosh version of the…
Instructable autonomous agents. Ph.D. Thesis

NASA Technical Reports Server (NTRS)

Huffman, Scott Bradley

1994-01-01

In contrast to current intelligent systems, which must be laboriously programmed for each task they are meant to perform, instructable agents can be taught new tasks and associated knowledge. This thesis presents a general theory of learning from tutorial instruction and its use to produce an instructable agent. Tutorial instruction is a particularly powerful form of instruction, because it allows the instructor to communicate whatever kind of knowledge a student needs at whatever point it is needed. To exploit this broad flexibility, however, a tutorable agent must support a full range of interaction with its instructor to learn a full range of knowledge. Thus, unlike most machine learning tasks, which target deep learning of a single kind of knowledge from a single kind of input, tutorability requires a breadth of learning from a broad range of instructional interactions. The theory of learning from tutorial instruction presented here has two parts. First, a computational model of an intelligent agent, the problem space computational model, indicates the types of knowledge that determine an agent's performance, and thus, that should be acquirable via instruction. Second, a learning technique, called situated explanation specifies how the agent learns general knowledge from instruction. The theory is embodied by an implemented agent, Instructo-Soar, built within the Soar architecture. Instructo-Soar is able to learn hierarchies of completely new tasks, to extend task knowledge to apply in new situations, and in fact to acquire every type of knowledge it uses during task performance - control knowledge, knowledge of operators' effects, state inferences, etc. - from interactive natural language instructions. This variety of learning occurs by applying the situated explanation technique to a variety of instructional interactions involving a variety of types of instructions (commands, statements, conditionals, etc.). By taking seriously the requirements of flexible tutorial instruction, Instructo-Soar demonstrates a breadth of interaction and learning capabilities that goes beyond previous instructable systems, such as learning apprentice systems. Instructo-Soar's techniques could form the basis for future 'instructable technologies' that come equipped with basic capabilities, and can be taught by novice users to perform any number of desired tasks.

A Cost Comparison of Alternative Approaches to Distance Education in Developing Countries

NASA Technical Reports Server (NTRS)

Ventre, Gerard G.; Kalu, Alex

1996-01-01

This paper presents a cost comparison of three approaches to two-way interactive distance learning systems for developing countries. Included are costs for distance learning hardware, terrestrial and satellite communication links, and designing instruction for two-way interactive courses. As part of this project, FSEC is developing a 30-hour course in photovoltaic system design that will be used in a variety of experiments using the Advanced Communications Technology Satellite (ACTS). A primary goal of the project is to develop an instructional design and delivery model that can be used for other education and training programs. Over two-thirds of the world photovoltaics market is in developing countries. One of the objectives of this NASA-sponsored project was to develop new and better energy education programs that take advantage of advances in telecommunications and computer technology. The combination of desktop video systems and the sharing of computer applications software is of special interest. Research is being performed to evaluate the effectiveness of some of these technologies as part of this project. The design of the distance learning origination and receive sites discussed in this paper were influenced by the educational community's growing interest in distance education. The following approach was used to develop comparative costs for delivering interactive distance education to developing countries: (1) Representative target locations for receive sites were chosen. The originating site was assumed to be Cocoa, Florida, where FSEC is located; (2) A range of course development costs were determined; (3) The cost of equipment for three alternative two-way interactive distance learning system configurations was determined or estimated. The types of system configurations ranged from a PC-based system that allows instructors to originate instruction from their office using desktop video and shared application software, to a high cost system that uses a electronic classroom; (4) A range of costs for both satellite and terrestrial communications was investigated; (5) The costs of equipment and operation of the alternative configurations for the origination and receive sites were determined; (6) A range of costs for several alternative delivery scenarios (i.e., a mix of live-interactive; asynchronous interactive;use of videotapes) was determined; and (7) A preferred delivery scenario, including cost estimate, was developed.
Learning how the electron transport chain works: independent and interactive effects of instructional strategies and learners' characteristics.

PubMed

Darabi, Aubteen; Arrastia-Lloyd, Meagan C; Nelson, David W; Liang, Xinya; Farrell, Jennifer

2015-12-01

In order to develop an expert-like mental model of complex systems, causal reasoning is essential. This study examines the differences between forward and backward instructional strategies' in terms of efficiency, students' learning and progression of their mental models of the electronic transport chain in an undergraduate metabolism course (n = 151). Additionally, the participants' cognitive flexibility, prior knowledge, and mental effort in the learning process are also investigated. The data were analyzed using a series of general linear models to compare the strategies. Although the two strategies did not differ significantly in terms of mental model progression and learning outcomes, both groups' mental models progressed significantly. Mental effort and prior knowledge were identified as significant predictors of mental model progression. An interaction between instructional strategy and cognitive flexibility revealed that the backward instruction was more efficient than the conventional (forward) strategy for students with lower cognitive flexibility, whereas the conventional instruction was more efficient for students with higher cognitive flexibility. The results are discussed and suggestions for future research on the possible moderating role of cognitive flexibility in the area of health education are presented.
Review of Test Theory and Methods.

DTIC Science & Technology

1981-01-01

literature, although some books , technical reports, and unpub- lished literature have been included where relevant. The focus of the review is on practical...1977) and Abu-Sayf (1977) developed new versions of formula scores, and Molenaar (1977) took a Bayesian approach to correcting for random guessing. The...Snow’s (1977) book on aptitude and instructional methods is a landmark review of the research on the interaction between instructional methods and
Improving classroom quality with the RULER Approach to Social and Emotional Learning: proximal and distal outcomes.

PubMed

Hagelskamp, Carolin; Brackett, Marc A; Rivers, Susan E; Salovey, Peter

2013-06-01

The RULER Approach to Social and Emotional Learning ("RULER") is designed to improve the quality of classroom interactions through professional development and classroom curricula that infuse emotional literacy instruction into teaching-learning interactions. Its theory of change specifies that RULER first shifts the emotional qualities of classrooms, which are then followed, over time, by improvements in classroom organization and instructional support. A 2-year, cluster randomized controlled trial was conducted to test hypotheses derived from this theory. Sixty-two urban schools either integrated RULER into fifth- and sixth-grade English language arts (ELA) classrooms or served as comparison schools, using their standard ELA curriculum only. Results from multilevel modeling with baseline adjustments and structural equation modeling support RULER's theory of change. Compared to classrooms in comparison schools, classrooms in RULER schools exhibited greater emotional support, better classroom organization, and more instructional support at the end of the second year of program delivery. Improvements in classroom organization and instructional support at the end of Year 2 were partially explained by RULER's impacts on classroom emotional support at the end of Year 1. These findings highlight the important contribution of emotional literacy training and development in creating engaging, empowering, and productive learning environments.
The development of formative assessment probes for optics education

NASA Astrophysics Data System (ADS)

Dokter, Erin F. C.; Pompea, Stephen M.; Sparks, Robert T.; Walker, Constance E.

2010-08-01

Research exploring students' knowledge of optics from elementary through college has revealed that many concepts can be difficult for students to grasp. This can be the case particularly with fundamental concepts, such as the nature of light, how light interacts with matter, and how light behaves in optical systems. The use of formative assessment probes (low-stakes questions posed to students before instruction or in real-time in the classroom) can inform instructors about student background knowledge, and can also be used as they progress through learning in class. By understanding what students know prior to instruction, and how well they are learning in real-time, instruction can be designed and modified in order to encourage the development of scientifically-accurate knowledge.
Simulation-based instruction of technical skills

NASA Technical Reports Server (NTRS)

Towne, Douglas M.; Munro, Allen

1991-01-01

A rapid intelligent tutoring development system (RAPIDS) was developed to facilitate the production of interactive, real-time graphical device models for use in instructing the operation and maintenance of complex systems. The tools allowed subject matter experts to produce device models by creating instances of previously defined objects and positioning them in the emerging device model. These simulation authoring functions, as well as those associated with demonstrating procedures and functional effects on the completed model, required no previous programming experience or use of frame-based instructional languages. Three large simulations were developed in RAPIDS, each involving more than a dozen screen-sized sections. Seven small, single-view applications were developed to explore the range of applicability. Three workshops were conducted to train others in the use of the authoring tools. Participants learned to employ the authoring tools in three to four days and were able to produce small working device models on the fifth day.
Using a Dual Safeguard Web-Based Interactive Teaching Approach in an Introductory Physics Class

ERIC Educational Resources Information Center

Li, Lie-Ming; Li, Bin; Luo, Ying

2015-01-01

We modified the Just-in-Time Teaching approach and developed a dual safeguard web-based interactive (DGWI) teaching system for an introductory physics course. The system consists of four instructional components that improve student learning by including warm-up assignments and online homework. Student and instructor activities involve activities…
Visualization and Interactivity in the Teaching of Chemistry to Science and Non-Science Students

ERIC Educational Resources Information Center

Venkataraman, Bhawani

2009-01-01

A series of interactive, instructional units have been developed that integrate computational molecular modelling and visualization to teach fundamental chemistry concepts and the relationship between the molecular and macro-scales. The units span the scale from atoms, small molecules to macromolecular systems, and introduce many of the concepts…
The Design and Development of a Collaborative mLearning Prototype for Malaysian Secondary School Science

ERIC Educational Resources Information Center

DeWitt, Dorothy; Alias, Norlidah; Siraj, Saedah

2014-01-01

Collaborative problem-solving in science instruction allows learners to build their knowledge and understanding through interaction, using the language of science. Computer-mediated communication (CMC) tools facilitate collaboration and may provide the opportunity for interaction when using the language of science in learning. There seems to be…
Relationships among Learning Styles and Motivation with Computer-Aided Instruction in an Agronomy Course

ERIC Educational Resources Information Center

McAndrews, Gina M.; Mullen, Russell E.; Chadwick, Scott A.

2005-01-01

Multi-media learning tools were developed to enhance student learning for an introductory agronomy course at Iowa State University. During fall 2002, the new interactive computer program, called Computer Interactive Multimedia Program for Learning Enhancement (CIMPLE) was incorporated into the teaching, learning, and assessment processes of the…
"Technically, I'm the One Who Came up with the Group": The Development of a Classroom Culture of Reading and Writing in an Elementary Classroom

ERIC Educational Resources Information Center

Ramirez-DelToro, Ginny

2017-01-01

This dissertation reports on how features of interactions and instruction contributed to an elementary classroom culture of reading and writing that students and their teacher worked together to develop. Positioning theory informed analysis of participants' interactions as they used texts in social and academic ways. The theory of figured worlds…
Developing the professional competence of future doctors in the instructional setting of higher medical educational institutions.

PubMed

Morokhovets, Halyna Yu; Lysanets, Yuliia V

The main objectives of higher medical education is the continuous professional improvement of physicians to meet the needs dictated by the modern world both at undergraduate and postgraduate levels. In this respect, the system of higher medical education has undergone certain changes - from determining the range of professional competences to the adoption of new standards of education in medicine. The article aims to analyze the parameters of doctor's professionalism in the context of competence-based approach and to develop practical recommendations for the improvement of instruction techniques. The authors reviewed the psycho-pedagogical materials and summarized the acquired experience of teachers at higher medical institutions as to the development of instruction techniques in the modern educational process. The study is based on the results of testing via the technique developed by T.I. Ilyina. Analytical and biblio-semantic methods were used in the paper. It has been found that the training process at medical educational institution should be focused on the learning outcomes. The authors defined the quality parameters of doctors' training and suggested the model for developing the professional competence of medical students. This model explains the cause-and-effect relationships between the forms of instruction, teaching techniques and specific components of professional competence in future doctors. The paper provides practical recommendations on developing the core competencies which a qualified doctor should master. The analysis of existing interactive media in Ukraine and abroad has been performed. It has been found that teaching the core disciplines with the use of latest technologies and interactive means keeps abreast of the times, while teaching social studies and humanities to medical students still involves certain difficulties.
Assessment Data-Informed Guidance to Individualize Kindergarten Reading Instruction: Findings from a Cluster-Randomized Control Field Trial

PubMed Central

Al Otaiba, Stephanie; Connor, Carol M; Folsom, Jessica Sidler; Greulich, Luana; Meadows, Jane; Li, Zhi

2010-01-01

The purpose of this cluster-randomized control field trial was to was to examine the extent to which kindergarten teachers could learn a promising instructional strategy, wherein kindergarten reading instruction was differentiated based upon students’ ongoing assessments of language and literacy skills and documented child characteristic by instruction (CXI) interactions; and to test the efficacy of this differentiated reading instruction on the reading outcomes of students from culturally diverse backgrounds. The study involved 14 schools and included 23 treatment (n = 305 students) and 21 contrast teacher (n = 251 students). Teachers in the contrast condition received only a baseline professional development that included a researcher-delivered summer day-long workshop on individualized instruction. Data sources included parent surveys, individually administered child assessments of language, cognitive, and reading skills and videotapes of classroom instruction. Using Hierarchical Multivariate Linear Modeling (HMLM), we found students in treatment classrooms outperformed students in the contrast classrooms on a latent measure of reading skills, comprised of letter-word reading, decoding, alphabetic knowledge, and phonological awareness (ES = .52). Teachers in both conditions provided small group instruction, but teachers in the treatment condition provided significantly more individualized instruction. Our findings extend research on the efficacy of teachers using Individualized Student Instruction to individualize instruction based upon students’ language and literacy skills in first through third grade. Findings are discussed regarding the value of professional development related to differentiating core reading instruction and the challenges of using Response to Intervention approaches to address students’ needs in the areas of reading in general education contexts. PMID:21818158
SUPPORTING TEACHERS IN IMPLEMENTING FORMATIVE ASSESSMENT PRACTICES IN EARTH SYSTEMS SCIENCE

NASA Astrophysics Data System (ADS)

Harris, C. J.; Penuel, W. R.; Haydel Debarger, A.; Blank, J. G.

2009-12-01

An important purpose of formative assessment is to elicit student thinking to use in instruction to help all students learn and inform next steps in teaching. However, formative assessment practices are difficult to implement and thus present a formidable challenge for many science teachers. A critical need in geoscience education is a framework for providing teachers with real-time assessment tools as well as professional development to learn how to use formative assessment to improve instruction. Here, we describe a comprehensive support system, developed for our NSF-funded Contingent Pedagogies project, for addressing the challenge of helping teachers to use formative assessment to enhance student learning in middle school Earth Systems science. Our support system is designed to improve student understanding about the geosphere by integrating classroom network technology, interactive formative assessments, and contingent curricular activities to guide teachers from formative assessment to instructional decision-making and improved student learning. To accomplish this, we are using a new classroom network technology, Group Scribbles, in the context of an innovative middle-grades Earth Science curriculum called Investigating Earth Systems (IES). Group Scribbles, developed at SRI International, is a collaborative software tool that allows individual students to compose “scribbles” (i.e., drawings and notes), on “post-it” notes in a private workspace (a notebook computer) in response to a public task. They can post these notes anonymously to a shared, public workspace (a teacher-controlled large screen monitor) that becomes the centerpiece of group and class discussion. To help teachers implement formative assessment practices, we have introduced a key resource, called a teaching routine, to help teachers take advantage of Group Scribbles for more interactive assessments. Routine refers to a sequence of repeatable interactions that, over time, become automatic to teachers and students. Routines function as classroom norms, governing how students and teachers interact with subject matter (i.e., the way ideas are elicited, taken up, and revised). We use the qualifier teaching because we view good classroom assessment as seamless with instruction. Each teaching routine defines a sequence of instructional moves, supported by classroom network technology, for creating formative assessment opportunities that address 3 goals: (1) Increase student-teacher and student-student communication;(2) Motivate students to participate and learn from discussion, investigation, and reading; and (3) Provide real-time feedback for the teacher who can then adjust instruction. We report on key features of our support system for helping teachers develop proficiency with using formative assessment to inform instruction and advance learning in Earth Systems science. We also present preliminary findings from the implementation of the support system with a test group of teachers in a large, urban school district. Findings highlight the promise of teaching routines as an important resource for structuring student opportunities to showcase their thinking.
A Mobile-Based E-Learning System

ERIC Educational Resources Information Center

Ojokoh, Bolanle Adefowoke; Doyeni, Olubimtan Ayo; Adewale, Olumide Sunday; Isinkaye, Folasade Olubusola

2013-01-01

E-learning is an innovative approach for delivering electronically mediated, well-designed, learner-centred interactive learning environments by utilizing internet and digital technologies with respect to instructional design principles. This paper presents the application of Software Development techniques in the development of a Mobile Based…
Interactive and Collaborative Professional Development for In-Service History Teachers

ERIC Educational Resources Information Center

Callahan, Cory; Saye, John; Brush, Thomas

2016-01-01

This article advances a continuing line of inquiry into an innovative teacher-support program intended to help in-service history teachers develop professional teaching knowledge for inquiry-based history instruction. Two prior iterations informed our design and use of professional development materials; they also informed the implementation…
Fostering Multirepresentational Levels of Chemical Concepts: A Framework to Develop Educational Software

ERIC Educational Resources Information Center

Marson, Guilherme A.; Torres, Bayardo B.

2011-01-01

This work presents a convenient framework for developing interactive chemical education software to facilitate the integration of macroscopic, microscopic, and symbolic dimensions of chemical concepts--specifically, via the development of software for gel permeation chromatography. The instructional role of the software was evaluated in a study…
Designing learning environments to teach interactive Quantum Physics

NASA Astrophysics Data System (ADS)

Gómez Puente, Sonia M.; Swagten, Henk J. M.

2012-10-01

This study aims at describing and analysing systematically an interactive learning environment designed to teach Quantum Physics, a second-year physics course. The instructional design of Quantum Physics is a combination of interactive lectures (using audience response systems), tutorials and self-study in unit blocks, carried out with small groups. Individual formative feedback was introduced as a rapid assessment tool to provide an overview on progress and identify gaps by means of questioning students at three levels: conceptual; prior knowledge; homework exercises. The setup of Quantum Physics has been developed as a result of several loops of adjustments and improvements from a traditional-like type of teaching to an interactive classroom. Results of this particular instructional arrangement indicate significant gains in students' achievements in comparison with the traditional structure of this course, after recent optimisation steps such as the implementation of an individual feedback system.
EFFECTS OF A PROFESSIONAL DEVELOPMENT PROGRAM ON BEHAVIORAL ENGAGEMENT OF STUDENTS IN MIDDLE AND HIGH SCHOOL

PubMed Central

GREGORY, ANNE; ALLEN, JOSEPH P.; MIKAMI, AMORI Y.; HAFEN, CHRISTOPHER A.; PIANTA, ROBERT C.

2017-01-01

Student behavioral engagement is a key condition supporting academic achievement, yet student disengagement in middle and high schools is all too common. The current study used a randomized controlled design to test the efficacy of the My Teaching Partner-Secondary program to increase behavioral engagement. The program offers teachers personalized coaching and systematic feedback on teachers’ interactions with students, based on systematic observation of videorecordings of teacher-student interactions in the classroom. The study found that intervention teachers had significantly higher increases, albeit to a modest degree, in student behavioral engagement in their classrooms after 1 year of involvement with the program compared to the teachers in the control group (explaining 4% of variance). In exploratory analyses, two dimensions of teachers’ interactions with students—their focus on analysis and problem solving during instruction and their use of diverse instructional learning formats—acted as mediators of increased student engagement. The findings offer implications for new directions in teacher professional development and for understanding the classroom as a setting for adolescent development. PMID:28232767
Toward an Instructional Approach to Developing Interactive Second Language Listening

ERIC Educational Resources Information Center

Yeldham, Michael; Gruba, Paul

2014-01-01

This study details the development of six second language learners in an English listening course that focused on developing their bottom-up listening skills. The research employed longitudinal multi-case studies to chart the development of these lower proficiency-level Taiwanese university learners, and their progress in the course was analysed…

Developing Automated Feedback Materials for a Training Simulator: An Interaction between Users and Researchers.

ERIC Educational Resources Information Center

Shlechter, Theodore M.; And Others

This paper focuses upon the research and development (R&D) process associated with developing automated feedback materials for the SIMulation NETworking (SIMNET) training system. This R&D process involved a partnership among instructional developers, practitioners, and researchers. Users' input has been utilized to help: (1) design the…
How faculty learn about and implement research-based instructional strategies: The case of Peer Instruction

NASA Astrophysics Data System (ADS)

Dancy, Melissa; Henderson, Charles; Turpen, Chandra

2016-06-01

[This paper is part of the Focused Collection on Preparing and Supporting University Physics Educators.] The lack of knowledge about how to effectively spread and sustain the use of research-based instructional strategies is currently a significant barrier to the improvement of undergraduate physics education. In this paper we address this lack of knowledge by reporting on an interview study of 35 physics faculty, of varying institution types, who were self-reported users of, former users of, or knowledgeable nonusers of the research-based instructional strategy Peer Instruction. Interview questions included in this analysis focused on the faculty's experiences, knowledge, and use of Peer Instruction, along with general questions about current and past teaching methods used by the interviewee. The primary findings include the following: (i) Faculty self-reported user status is an unreliable measure of their actual practice. (ii) Faculty generally modify specific instructional strategies and may modify out essential components. (iii) Faculty are often unaware of the essential features of an instructional strategy they claim to know about or use. (iv) Informal social interactions provide a significant communication channel in the dissemination process, in contrast to the formal avenues of workshops, papers, websites, etc., often promoted by change agents, and (v) experience with research-based strategies as a graduate student or through curriculum development work may be highly impactful. These findings indicate that educational transformation can be better facilitated by improving communication with faculty, supporting effective modification by faculty during implementation, and acknowledging and understanding the large impact of informal social interactions as a mode of dissemination.
Designing Interactive Multimedia Instruction to Address Soldiers’ Learning Needs

DTIC Science & Technology

2014-12-01

A point of need design seeks to identify and meet specific learning needs. It does so by focusing on the learning needs of an identified group ...instructional design and tailored training techniques to address the Army Learning Model (ALM) point of need concept. The point of need concept focuses both on ...developing six IMI exemplars focused on point of need training, including three variations of needs-focused designs : familiarization, core, and tailored
Interactive whiteboards in third grade science instruction

NASA Astrophysics Data System (ADS)

Rivers, Grier

Strategies have been put into place to affect improvement in science achievement, including the use of Interactive Whiteboards (IWBs) in science instruction. IWBs enable rich resources, appropriate pacing, and multimodal presentation of content deemed as best practices. Professional development experiences, use of resources, instructional practices, and changes in professional behavior in science teachers were recorded. Also recorded were differences in the engagement and motivation of students in IWB classrooms versus IWB-free classrooms and observed differences in students' problem solving, critical thinking, and collaboration. Using a mixed-method research design quantitative data were collected to identify achievement levels of the target population on the assumption that all students, regardless of ability, will achieve greater mastery of science content in IWB classrooms. Qualitative data were collected through observations, interviews, videotapes, and a survey to identify how IWBs lead to increased achievement in third grade classrooms and to develop a record of teachers' professional practices, and students' measures of engagement and motivation. Comparative techniques determined whether science instruction is more effective in IWB classroom than in IWB-free classrooms. The qualitative findings concluded that, compared to science teachers who work in IWB-free settings, elementary science teachers who used IWBs incorporated more resources to accommodate learning objectives and the varied abilities and learning styles of their students. They assessed student understanding more frequently and perceived their classrooms as more collaborative and interactive. Furthermore, they displayed willingness to pursue professional development and employed different engagement strategies. Finally, teachers who used IWBs supported more instances of critical thinking and problem-solving. Quantitative findings concluded that students of all ability levels were more motivated and engaged in IWB classes. Best practices distilled included combining IWBs with handheld peripherals to maximize assessment; the determination that formal professional development is more effective than peer coaching; that effectively managing an IWB classroom is as vital as learning how to use board itself; and that IWB teachers should be able to modify resources to tailor them for the circumstances of their classroom.
Performance and Behavioral Outcomes in Technology-Supported Learning: The Role of Interactive Multimedia

ERIC Educational Resources Information Center

Passerini, Katia

2007-01-01

Understanding the impact of different technological media on the achievement of instructional goals enables the delivery of a subject matter more effectively. Among the various instructional technologies that advance learning, educators and practitioners recurrently identify interactive multimedia as a very powerful tool for instruction and…
The Effects of Instructional Implementation on Learning with Interactive Multimedia Case-Based Instruction

ERIC Educational Resources Information Center

Mitchem, Katherine; Koury, Kevin; Fitzgerald, Gail; Hollingsead, Candice; Miller, Kevin; Tsai, Hui-Hsien; Zha, Shenghua

2009-01-01

Interactive, multimedia cases with technology supports present new ways of teaching and learning in teacher education. In this mixed-methods, naturalistic study, the authors investigate how and what participants learn from multimedia cases and, in particular, how instructional implementation affects learning outcomes from multimedia cases.…
Comprehension Questioning Small Group Reading Instruction for Urban Students with Learning Disabilities

ERIC Educational Resources Information Center

Jones, Valerie

2012-01-01

It is evident from reading research that students with learning disabilities (LD) greatly benefit from teacher-student interactions during small group comprehension instruction (e.g., Berkeley, Scruggs, & Mastropieri, 2010). Given that questioning takes up the vast majority of instructional interactions between teachers and students (Chin,…
Feasibility of Explicit Instruction in Adult Basic Education: Instructor-Learner Interaction Patterns

ERIC Educational Resources Information Center

Mellard, Daryl; Scanlon, David

2006-01-01

A strategic instruction model introduced into adult basic education classrooms yields insight into the feasibility of using direct and explicit instruction with adults with learning disabilities or other cognitive barriers to learning. Ecobehavioral assessment was used to describe and compare instructor-learner interaction patterns during learning…
Development of online instructional resources for Earth system science education: An example of current practice from China

NASA Astrophysics Data System (ADS)

Dong, Shaochun; Xu, Shijin; Lu, Xiancai

2009-06-01

Educators around the world are striving to make science more accessible and relevant to students. Online instructional resources have become an integral component of tertiary science education and will continue to grow in influence and importance over the coming decades. A case study in the iterative improvement of the online instructional resources provided for first-year undergraduates taking " Introductory Earth System Science" at Nanjing University in China is presented in this paper. Online instructional resources are used to conduct a student-centered learning model in the domain of Earth system science, resulting in a sustainable online instructional framework for students and instructors. The purpose of our practice is to make Earth system science education more accessible and exciting to students, changing instruction from a largely textbook-based teacher-centered approach to a more interactive and student-centered approach, and promoting the integration of knowledge and development of deep understanding by students. Evaluation on learning performance and learning satisfaction is conducted to identify helpful components and perception based on students' learning activities. The feedbacks indicate that the use of online instructional resources has positive impacts on mitigating Earth system science education challenges, and has the potential to promote deep learning.
Leadership for Primary Schools: An Examination of Innovation within an Austrian Educational Context

ERIC Educational Resources Information Center

Heißenberger, Petra

2016-01-01

This study examined relationships between the work of innovative school principals and innovative primary schools determined by defining eight areas of school leadership: Instructional Development, Classroom Management, School Organization, Social Interaction, Personnel Development, Cooperation, Infrastructure and School Marketing. A questionnaire…
Music Software and Emerging Technology.

ERIC Educational Resources Information Center

Peters, G. David

1992-01-01

Traces the history of instructional computing in music education. Describes the development of music software and hardware. Discusses potential benefits of using the newly developed software in the classroom. Suggests that educators and musicians interact with the publishing community to help define their needs in music education. (DK)
Some Practical Distinctions between Preaching, Teaching, and Training.

ERIC Educational Resources Information Center

Pestel, Beverly C.

1988-01-01

Describes some of the teaching techniques found to be effective for educating students and combatting scientific illiteracy. Presents instructional methods developed for implementing learner-oriented educational philosophies and interactive teaching strategies. (RT)
Multi-media authoring - Instruction and training of air traffic controllers based on ASRS incident reports

NASA Technical Reports Server (NTRS)

Armstrong, Herbert B.; Roske-Hofstrand, Renate J.

1989-01-01

This paper discusses the use of computer-assisted instructions and flight simulations to enhance procedural and perceptual motor task training. Attention is called to the fact that incorporating the accident and incident data contained in reports filed with the Aviation Safety Reporting System (ASRS) would be a valuable training tool which the learner could apply for other situations. The need to segment the events is emphasized; this would make it possible to modify events in order to suit the needs of the training environment. Methods were developed for designing meaningful scenario development on runway incursions on the basis of analysis of ASRS reports. It is noted that, while the development of interactive training tools using the ASRS and other data bases holds much promise, the design and production of interactive video programs and laser disks are very expensive. It is suggested that this problem may be overcome by sharing the costs of production to develop a library of materials available to a broad range of users.
Cognitive task analysis-based design and authoring software for simulation training.

PubMed

Munro, Allen; Clark, Richard E

2013-10-01

The development of more effective medical simulators requires a collaborative team effort where three kinds of expertise are carefully coordinated: (1) exceptional medical expertise focused on providing complete and accurate information about the medical challenges (i.e., critical skills and knowledge) to be simulated; (2) instructional expertise focused on the design of simulation-based training and assessment methods that produce maximum learning and transfer to patient care; and (3) software development expertise that permits the efficient design and development of the software required to capture expertise, present it in an engaging way, and assess student interactions with the simulator. In this discussion, we describe a method of capturing more complete and accurate medical information for simulators and combine it with new instructional design strategies that emphasize the learning of complex knowledge. Finally, we describe three different types of software support (Development/Authoring, Run Time, and Post Run Time) required at different stages in the development of medical simulations and the instructional design elements of the software required at each stage. We describe the contributions expected of each kind of software and the different instructional control authoring support required. Reprint & Copyright © 2013 Association of Military Surgeons of the U.S.
Implementing the Next Generation Science Standards: How Instructional Coaches Mediate Standards-Based Educational Reform to Teacher Practice

NASA Astrophysics Data System (ADS)

Laxton, Katherine E.

This dissertation takes a close look at how district-level instructional coaches support teachers in learning to shifting their instructional practice, related to the Next Generation Science Standards. This dissertation aims to address how re-structuring professional development to a job-embedded coaching model supports individual teacher learning of new reform-related instructional practice. Implementing the NGSS is a problem of supporting professional learning in a way that will enable educators to make fundamental changes to their teaching practice. However, there are few examples in the literature that explain how coaches interact with teachers to improve teacher learning of reform-related instructional practice. There are also few examples in the literature that specifically address how supporting teachers with extended professional learning opportunities, aligned with high-leverage practices, tools and curriculum, impacts how teachers make sense of new standards-based educational reforms and what manifests in classroom instruction. This dissertation proposes four conceptual categories of sense-making that influence how instructional coaches interpret the nature of reform, their roles and in instructional improvement and how to work with teachers. It is important to understand how coaches interpret reform because their interpretations may have unintended consequences related to privileging certain views about instruction, or establishing priorities for how to work with teachers. In this dissertation, we found that re-structuring professional development to a job-embedded coaching model supported teachers in learning new reform-related instructional practice. However, individual teacher interpretations of reform emerged and seemed to be linked to how instructional coaches supported teacher learning.
The Science ELF: Assessing the enquiry levels framework as a heuristic for professional development

NASA Astrophysics Data System (ADS)

Wheeler, Lindsay B.; Bell, Randy L.; Whitworth, Brooke A.; Maeng, Jennifer L.

2015-01-01

This study utilized an explanatory sequential mixed methods approach to explore randomly assigned treatment and control participants' frequency of inquiry instruction in secondary science classrooms. Eleven treatment participants received professional development (PD) that emphasized a structured approach to inquiry instruction, while 10 control participants received no PD. Two representative treatment participants were interviewed and observed to provide an in-depth understanding of inquiry instruction and factors affecting implementation. Paired t-tests were used to analyze quantitative data from observation forms, and a constant comparative approach was used to analyze qualitative data from surveys, interviews, purposeful observations and artifacts. Results indicated that treatment participants implemented inquiry significantly more frequently than control participants (p < .01). Two treatment participants' instruction revealed that both used a similar structure of inquiry but employed different types of interactions and emphasized different scientific practices. These differences may be explained by the participants' understandings of and beliefs about inquiry and structuring inquiry. The present study has the potential to inform how methods of structuring inquiry instruction and teaching scientific practices are addressed in teacher preparation.
Investigating Discourses for Administrators' Learning within Instructional Rounds

ERIC Educational Resources Information Center

Allen, David; Roegman, Rachel; Hatch, Thomas

2016-01-01

Instructional rounds is a professional learning practice for supporting school and district leaders' understanding of the instructional core, the interaction among curricular content, instruction, and student learning, which is a foundation for instructional leadership practices. This article examines instructional rounds visits within a network…
O-I-C: An Orality-Based Procedure for Teaching Interactive Communication in the Basic Course.

ERIC Educational Resources Information Center

Haynes, W. Lance

In order to improve instruction in basic speech courses, a program was developed adapting creative problem solving to speech preparation and to interactive speech communication. The program, called O-I-C--Orientation, Incubation, and Composition--and based on Howell's five levels of competence and their implications, begins with a thorough study…
Appreciating Diversity through Children's Stories and Language Development

ERIC Educational Resources Information Center

Thompson, Susan

2008-01-01

Appreciation of diversity begins in our classrooms with the children we know and interact with on a daily basis. Each child has a unique history--a story that gives us insights when we interact, plan our classroom community, and design our instruction. Children who have a primary language other than English have stories that they can communicate…
Exploring Initiative as a Signal of Knowledge Co-Construction during Collaborative Problem Solving

ERIC Educational Resources Information Center

Howard, Cynthia; Di Eugenio, Barbara; Jordan, Pamela; Katz, Sandra

2017-01-01

Peer interaction has been found to be conducive to learning in many settings. Knowledge co-construction (KCC) has been proposed as one explanatory mechanism. However, KCC is a theoretical construct that is too abstract to guide the development of instructional software that can support peer interaction. In this study, we present an extensive…

Designing an Online Case-Based Library for Technology Integration in Teacher Education

ERIC Educational Resources Information Center

Hebebci, Mustafa Tevfik; Kucuk, Sirin; Celik, Ismail; Akturk, A. Oguz; Sahin, Ismail; Eren, Fetah

2014-01-01

The purpose of this paper is to introduce an interactive online case-study library website developed in a national project. The design goal of the website is to provide interactive, enhanced, case-based and online educational resource for educators through the purpose and within the scope of a national project. The ADDIE instructional design model…
Interactive Whole Language E-Story for Early Literacy Development in Ethnic Minority Children

ERIC Educational Resources Information Center

Phadung, Muneeroh; Suksakulchai, Surachai; Kaewprapan, Wacheerapan

2016-01-01

This study investigated the effects of using an interactive e-story for early literacy instruction on word recognition, story comprehension and story application. The study was conducted in two classrooms in the southern border provinces of Thailand with ethnic minority children at the kindergarten level. The samples consisted of 60 children who…
The Efficacy of Interactive Analogical Models in the Instruction of Bond Energy Curves in Undergraduate Chemistry

ERIC Educational Resources Information Center

Shahani, Vijay M.; Jenkinson, Jodie

2016-01-01

We explored analogies used for introducing students to the concept of potential energy wells. Two analogy systems were developed, a spring system and a novel system consisting of electrostatic spheres. These two, distinct analogies were housed within an interactive tool that allowed students to manipulate the analogous systems and witness changes…
"Cancer Cell Biology:" A Student-Centered Instructional Module Exploring the Use of Multimedia to Enrich Interactive, Constructivist Learning of Science

ERIC Educational Resources Information Center

Bockholt, Susanne M.; West, J. Paige; Bollenbacher, Walter E.

2003-01-01

Multimedia has the potential of providing bioscience education novel learning environments and pedagogy applications to foster student interest, involve students in the research process, advance critical thinking/problem-solving skills, and develop conceptual understanding of biological topics. "Cancer Cell Biology," an interactive, multimedia,…
Education on the Electronic Frontier: Teleapprentices in Globally Distributed Educational Contexts. Interactive Technology Laboratory Report #14.

ERIC Educational Resources Information Center

Levin, James A.; And Others

1987-01-01

The instructional media created by microcomputers interconnected by modems to form long-distance networks present some powerful new opportunities for education. While other uses of computers in education have been built on conventional instructional models of classroom interaction, instructional electronic networks facilitate a wider use of…
Children, Technology, and Instruction: A Case Study of Elementary School Children Using an Online Public Access Catalog (OPAC).

ERIC Educational Resources Information Center

Solomon, Paul

1994-01-01

Examines elementary school students' use of an online public access catalog to investigate the interaction between children, technology, curriculum, instruction, and learning. Highlights include patterns of successes and breakdowns; search strategies; instructional approaches and childrens' interests; structure of interaction; search terms; and…
Meta-Analysis of Interactive Video Instruction: A 10 Year Review of Achievement Effects.

ERIC Educational Resources Information Center

McNeil, Barbara J.; Nelson, Karyn R.

Sixty-three studies which investigated cognitive achievement effects following interactive video (IV) instruction were integrated through a meta-analysis technique. Overall, mean achievement effect for IV was .530 (corrected for outliers), indicating that IV is an effective form of instruction. The effect is similar to that of computer-assisted…
Multimedia Listening Comprehension: Metacognitive Instruction or Metacognitive Instruction through Dialogic Interaction

ERIC Educational Resources Information Center

Bozorgian, Hossein; Alamdari, Ebrahim Fakhri

2018-01-01

This study is an attempt to investigate the effect of metacognitive instruction through dialogic interaction in a joint activity on advanced Iranian English as a foreign language (EFL) learners' multimedia listening and their metacognitive awareness in listening comprehension. The data were collected through (N = 180) male and female Iranian…
Assessment of a Professional Development Program on Adult Learning Theory

ERIC Educational Resources Information Center

Malik, Melinda

2016-01-01

Librarians at colleges and universities invested in graduate education must understand and incorporate adult learning theories in their reference and instruction interactions with graduate students to more effectively support the students' learning. After participating in a professional development program about adult learning theory, librarians…
A Program to Teach Programming.

ERIC Educational Resources Information Center

Fenichel, Robert R.; And Others

1969-01-01

The TEACH system was developed to provide inexpensive, effective, virtually instructorless instruction in programing. The TEACH system employed an interactive language, UNCL. Two full sections of the TEACH course were taught. The results of this experience suggested ways in which the research and development effort on the system should be…
Development of a Traditional/Computer-aided Graphics Course for Engineering Technology.

ERIC Educational Resources Information Center

Anand, Vera B.

1985-01-01

Describes a two-semester-hour freshman course in engineering graphics which uses both traditional and computerized instruction. Includes course description, computer graphics topics, and recommendations. Indicates that combining interactive graphics software with development of simple programs gave students a better foundation for upper-division…
Partnerships for Workforce Development in Business and Marketing Education. Annual Atlantic Coast Business & Marketing Education Conference Proceedings (14th, Greenville, North Carolina, February 21-22, 1997). Volume 8.

ERIC Educational Resources Information Center

Wallace, Ivan, Ed.

This proceedings includes the following papers: "Multimedia Case Studies--Business Reality for Students" (Agneberg); "Interactive Development and Design--A Business Approach" (Agneberg); "Ethics Instruction for Workforce Development" (Arnold); "Career Development Focus in Lincoln County" (Beam);…
A web-based instruction module for interpretation of craniofacial cone beam CT anatomy.

PubMed

Hassan, B A; Jacobs, R; Scarfe, W C; Al-Rawi, W T

2007-09-01

To develop a web-based module for learner instruction in the interpretation and recognition of osseous anatomy on craniofacial cone-beam CT (CBCT) images. Volumetric datasets from three CBCT systems were acquired (i-CAT, NewTom 3G and AccuiTomo FPD) for various subjects using equipment-specific scanning protocols. The datasets were processed using multiple software to provide two-dimensional (2D) multiplanar reformatted (MPR) images (e.g. sagittal, coronal and axial) and three-dimensional (3D) visual representations (e.g. maximum intensity projection, minimum intensity projection, ray sum, surface and volume rendering). Distinct didactic modules which illustrate the principles of CBCT systems, guided navigation of the volumetric dataset, and anatomic correlation of 3D models and 2D MPR graphics were developed using a hybrid combination of web authoring and image analysis techniques. Interactive web multimedia instruction was facilitated by the use of dynamic highlighting and labelling, and rendered video illustrations, supplemented with didactic textual material. HTML coding and Java scripting were heavily implemented for the blending of the educational modules. An interactive, multimedia educational tool for visualizing the morphology and interrelationships of osseous craniofacial anatomy, as depicted on CBCT MPR and 3D images, was designed and implemented. The present design of a web-based instruction module may assist radiologists and clinicians in learning how to recognize and interpret the craniofacial anatomy of CBCT based images more efficiently.
CADDIS Volume 5. Causal Databases: Interactive Conceptual Diagrams (ICDs) Quick Start Instructions

EPA Pesticide Factsheets

The Causal Analysis/Diagnosis Decision Information System, or CADDIS, is a website developed to help scientists and engineers in the Regions, States, and Tribes conduct causal assessments in aquatic systems.
Revisiting cognitive and learning styles in computer-assisted instruction: not so useful after all.

PubMed

Cook, David A

2012-06-01

In a previous systematic review, the author proposed that adaptation to learners' cognitive and learning styles (CLSs) could improve the efficiency of computer-assisted instruction (CAI). In the present article, he questions that proposition, arguing that CLSs do not make a substantive difference in CAI. To support this argument, the author performed an updated systematic literature search, pooled new findings with those from the previous review, and reinterpreted this evidence with a focus on aptitude-treatment interactions. (An aptitude-treatment interaction occurs when a student with attribute 1 learns better with instructional approach A than with approach B, whereas a student with attribute 2 learns better with instructional approach B).Of 65 analyses reported in 48 studies, only 9 analyses (14%) showed significant interactions between CLS and instructional approach. It seems that aptitude-treatment interactions with CLSs are at best infrequent and small in magnitude. There are several possible explanations for this lack of effect. First, the influence of strong instructional methods likely dominates the impact of CLSs. Second, current methods for assessing CLSs lack validity evidence and are inadequate to accurately characterize the individual learner. Third, theories are vague, and empiric evidence is virtually nonexistent to guide the planning of style-targeted instructional designs. Adaptation to learners' CLSs thus seems unlikely to enhance CAI. The author recommends that educators focus on employing strong instructional methods. Educators might also consider assessing and adapting to learners' prior knowledge or allowing learners to select among alternate instructional approaches.
Interactive computer-assisted instruction vs. lecture format in dental education.

PubMed

Howerton, W Bruce; Enrique, Platin R T; Ludlow, John B; Tyndall, Donald A

2004-01-01

The purpose of this study was to compare computer-assisted instruction (CAI) with lecture format using recent hardware and software advances. A pre- and post-test was used to determine student performance and instructional preference. In addition, a post-instruction survey was used to determine student learning preferences. Seventy-five first-year University of North Carolina (UNC) dental students who were registered for the introductory radiology course were asked to participate. All agreed and were randomly placed in one of three groups: interactive CD only, interactive CD and lecture, and lecture only. The content of the multimedia instruction focused on intraoral radiography. A pre- and post-test was administered to determine if there was a significant difference between interactive CD and lecture formats, and an evaluation instrument was used to determine if there was a student learning preference between CAI and lecture format. Analysis of covariance and the sign test were used to determine significance (p<.05). There was no significant difference between pre- and post-test outcomes, indicating that similar learning took place using the interactive CD and/or lecture format. However, students preferred CAI to lecture format.
The Economics of Interactive Instruction: The Case of South Africa. LearnTech Case Study Series, No. 7.

ERIC Educational Resources Information Center

Cobbe, James

"English in Action," (EIA) an interactive audio instructional system using instructional cassette or radio, when available, was implemented in first and second grade classrooms in South Africa, in 1993 and 1994, respectively. This case study looks at the economics of alternative ways to implement and expand the "English in…
Impacts of Teacher-Child Managed Whole-Group Language and Literacy Instruction on the Depth of Preschoolers' Social Interaction

ERIC Educational Resources Information Center

Lin, Tzu-Jung; Justice, Laura M.; Emery, Alyssa A.; Mashburn, Andrew J.; Pentimonti, Jill M.

2017-01-01

Research Findings: This study examined the potential impacts of ongoing participation (twice weekly for 30 weeks) in teacher-child managed whole-group language and literacy instruction on prekindergarten children's social interaction with classmates. Teacher-child managed whole-group instruction that provides children with opportunities to engage…
The Effect of Interactive Whiteboard-Based Instruction on Mathematics Performance of English Learners

ERIC Educational Resources Information Center

Link, Tammy

2012-01-01

A quasi-experimental research study was conducted to investigate the performance of English learners (ELs) on mathematics assessments when using interactive whiteboard (IWB)-based instruction as compared to text-based instruction. A sample of 47 seventh-and eighth-grade EL students from ABC Middle School (name has been changed) was included in…
Interaction and Instructed Second Language Acquisition

ERIC Educational Resources Information Center

Loewen, Shawn; Sato, Masatoshi

2018-01-01

Interaction is an indispensable component in second language acquisition (SLA). This review surveys the instructed SLA research, both classroom and laboratory-based, that has been conducted primarily within the interactionist approach, beginning with the core constructs of interaction, namely input, negotiation for meaning, and output. The review…

Effects of a Teacher Professional Development Intervention on Peer Relationships in Secondary Classrooms

ERIC Educational Resources Information Center

Mikami, Amori Yee; Gregory, Anne; Allen, Joseph P.; Pianta, Robert C.; Lun, Janetta

2011-01-01

We investigated the effects of My Teaching Partner-Secondary (MTP-S), a teacher professional development intervention, on students' peer relationships in middle and high school classrooms. MTP-S targets increasing teachers' positive interactions with students and sensitive instructional practices and has demonstrated improvements in students'…
Vygotsky's Zone of Proximal Development as a Theoretical Foundation for Cooperative Learning.

ERIC Educational Resources Information Center

Doolittle, Peter E.

1997-01-01

Discusses integration of Lev Vygotsky's theory of the Zone of Proximal Development (ZPD) with the instructional strategy of cooperative learning. ZPD provides a conceptual basis for explaining the five basic tenets of cooperative learning: positive interdependence; face-to-face interaction; individual accountability; small-group and interpersonal…
Identifying Subject-Specific Conferences as Professional Development Opportunities for the Academic Librarian

ERIC Educational Resources Information Center

Tomaszewski, Robert; MacDonald, Karen I.

2009-01-01

A major challenge facing academic libraries is the need for reference librarians to become knowledge experts in their assigned subject areas. The subject-specialist approach increases the effectiveness of collection development, classroom instruction, and faculty liaison interactions. Simultaneously, this approach creates the need for continuous…
Some Instructional Implications from a Mathematical Model of Cognitive Development.

ERIC Educational Resources Information Center

Mierkiewicz, Diane B.

Cognitive development and various educational implications are discussed in terms of Donald Saari's model of the interaction of a learner and the enviroment and the constraints imposed by the inefficiency of the learner's cognitive system. Saari proposed a hierarchical system of cognitive structures such that the relationships between structures…
Exploring the Effects of Professional Development for the Interactive Whiteboard on Teachers' Technology Self-Efficacy

ERIC Educational Resources Information Center

DeSantis, Joshua D.

2013-01-01

Identifying means of assisting teachers in integrating technology during their instruction is becoming more important as the rate new technologies enter the classroom accelerates. The primary means of helping in-service teachers employ new technologies in their classrooms is frequently professional development. Unfortunately, professional…
Action Research on the Development of Chinese Communication in a Virtual Community

ERIC Educational Resources Information Center

Tang, Joni Tzuchen; Sung, Yao-Ting; Chang, Kuo-En

2016-01-01

This study was designed to determine if language acquisition can occur in a virtual situation in the absence of explicit instruction. After spending 1 year establishing a virtual community, the authors observed and analyzed interpersonal interactions and the development of Chinese communication competence, communication models, and interaction…
An Interactive Computer-Based Training Program for Beginner Personal Computer Maintenance.

ERIC Educational Resources Information Center

Summers, Valerie Brooke

A computer-assisted instructional program, which was developed for teaching beginning computer maintenance to employees of Unisys, covered external hardware maintenance, proper diskette care, making software backups, and electro-static discharge prevention. The procedure used in developing the program was based upon the Dick and Carey (1985) model…
Developing an Engineering Identity in Early Childhood

ERIC Educational Resources Information Center

Pantoya, Michelle L.; Aguirre-Munoz, Zenaida; Hunt, Emily M.

2015-01-01

This project describes a strategy to introduce young children to engineering in a way that develops their engineering identity. The targeted age group is 3-7 year old students because they rarely experience purposeful engineering instruction. The curriculum was designed around an engineering storybook and included interactive academic discussions…
Development of a Sensation-Seeking Scale for Preadolescent Children.

ERIC Educational Resources Information Center

Bjorck-Akesson, Eva

This study of motivational differences in the school situation and the development of a sensation-seeking scale of preadolescent children rests upon an interactive psycho-biological theory formulated by Farley (1981). Stimulation-seeking and arousal in relation to instructional features are central concepts. As a point of departure for the…
Intelligent Instructional Systems in Military Training.

ERIC Educational Resources Information Center

Fletcher, J.D.; Zdybel, Frank

Intelligent instructional systems can be distinguished from more conventional approaches by the automation of instructional interaction and choice of strategy. This approach promises to reduce the costs of instructional materials preparation and to increase the adaptability and individualization of the instruction delivered. Tutorial simulation…
The USL NASA PC R and D interactive presentation development system

NASA Technical Reports Server (NTRS)

Dominick, Wayne D. (Editor); Moreau, Dennis R.

1984-01-01

The Interactive Presentation Development System (IPFS) is a highly interactive system for creating, editing, and displaying video presentation sequences, e.g., for developing and presenting displays of instructional material similiar to overhead transparency or slide presentations. However, since this system is PC-based, users (instructors) can step through sequences forward or backward, focusing attention to areas of the display with special cursor pointers. Additionally, screen displays may be dynamically modified during the presentation to show assignments or to answer questions, much like a traditional blackboard. This system is now implemented at the University of Southwestern Louisiana for use within the piloting phases of the NASA contract work.
Meeting the Needs of Rural Special Education in the Information Age: Using TI-IN Network's Interactive Satellite Based Educational Network.

ERIC Educational Resources Information Center

Pease, Pamela S.; Kitchen, Lillian

The TI-IN Network is an interactive, satellite-based educational system offering a technological alternative to face-to-face classroom instruction. Developed through a cooperative venture between private enterprise and public education agencies, the TI-IN Network offers a total systems approach by providing the entire programming and hardware…
Increasing Student Interaction Online: A Review of the Literature in Teacher Education Programs

ERIC Educational Resources Information Center

Ravenna, Georgianna; Foster, Chris; Bishop, Carolyn

2012-01-01

Online education is one of the fastest growing trends in the use of technology. This study examined the role of student interaction in an online environment and implications for course development and online instruction. In a review of seminal articles in the area of pre-service teacher education courses, two research questions were addressed: (1)…
An investigation of Zimbabwe high school chemistry students' laboratory work-based images of the nature of science

NASA Astrophysics Data System (ADS)

Vhurumuku, Elaosi; Holtman, Lorna; Mikalsen, Oyvind; Kolsto, Stein D.

2006-02-01

This study investigates the proximal and distal images of the nature of science (NOS) that A-level students develop from their participation in chemistry laboratory work. We also explored the nature of the interactions among the students' proximal and distal images of the NOS and students' participation in laboratory work. Students' views of the NOS and the nature of their chemistry laboratory work were elicited through students' responses to an open-ended questionnaire and semistructured interviews. The results suggest that students build some understandings of the NOS from their participation in laboratory work. Students' proximal NOS understandings appear to build into and interact with their understandings of the nature and practice of professional science. This interaction appears to be mediated by the nature of instruction. It is posited that each student's conceptual ecological system is replete with interactions, which govern attenuation of proximal understandings into distal images. Methodologically, the study illustrates how students' laboratory work-based proximal and distal images of the NOS can be identified and extracted through analyzing and interpreting their responses to protocols. Implications for A-level Chemistry instruction and curriculum development are raised.
A Usability Study of a Serious Game in Cognitive Rehabilitation: A Compensatory Navigation Training in Acquired Brain Injury Patients

PubMed Central

van der Kuil, Milan N. A.; Visser-Meily, Johanna M. A.; Evers, Andrea W. M.; van der Ham, Ineke J. M.

2018-01-01

Acquired brain injury patients often report navigation impairments. A cognitive rehabilitation therapy has been designed in the form of a serious game. The aim of the serious game is to aid patients in the development of compensatory navigation strategies by providing exercises in 3D virtual environments on their home computers. The objective of this study was to assess the usability of three critical gaming attributes: movement control in 3D virtual environments, instruction modality and feedback timing. Thirty acquired brain injury patients performed three tasks in which objective measures of usability were obtained. Mouse controlled movement was compared to keyboard controlled movement in a navigation task. Text-based instructions were compared to video-based instructions in a knowledge acquisition task. The effect of feedback timing on performance and motivation was examined in a navigation training game. Subjective usability ratings of all design options were assessed using questionnaires. Results showed that mouse controlled interaction in 3D environments is more effective than keyboard controlled interaction. Patients clearly preferred video-based instructions over text-based instructions, even though video-based instructions were not more effective in context of knowledge acquisition and comprehension. No effect of feedback timing was found on performance and motivation in games designed to train navigation abilities. Overall appreciation of the serious game was positive. The results provide valuable insights in the design choices that facilitate the transfer of skills from serious games to real-life situations. PMID:29922196
A Usability Study of a Serious Game in Cognitive Rehabilitation: A Compensatory Navigation Training in Acquired Brain Injury Patients.

PubMed

van der Kuil, Milan N A; Visser-Meily, Johanna M A; Evers, Andrea W M; van der Ham, Ineke J M

2018-01-01

Acquired brain injury patients often report navigation impairments. A cognitive rehabilitation therapy has been designed in the form of a serious game. The aim of the serious game is to aid patients in the development of compensatory navigation strategies by providing exercises in 3D virtual environments on their home computers. The objective of this study was to assess the usability of three critical gaming attributes: movement control in 3D virtual environments, instruction modality and feedback timing. Thirty acquired brain injury patients performed three tasks in which objective measures of usability were obtained. Mouse controlled movement was compared to keyboard controlled movement in a navigation task. Text-based instructions were compared to video-based instructions in a knowledge acquisition task. The effect of feedback timing on performance and motivation was examined in a navigation training game. Subjective usability ratings of all design options were assessed using questionnaires. Results showed that mouse controlled interaction in 3D environments is more effective than keyboard controlled interaction. Patients clearly preferred video-based instructions over text-based instructions, even though video-based instructions were not more effective in context of knowledge acquisition and comprehension. No effect of feedback timing was found on performance and motivation in games designed to train navigation abilities. Overall appreciation of the serious game was positive. The results provide valuable insights in the design choices that facilitate the transfer of skills from serious games to real-life situations.
Computer program development and user's manual for program PARACH. [to investigate parachute spent solid rocket booster during terminal descent

NASA Technical Reports Server (NTRS)

Murphree, H. I.

1979-01-01

A user's manual is provided for program PARACH, a FORTRAN digital computer program operational on the Univac 1108. A description of the program and operating instructions for it are included. Program PARACH is used to study the interaction dynamics of a parachute and its payload during terminal descent. Operating instructions, required input data, program options and limitations, and output data are described. Subroutines used in this program are also listed and explained.
Changing learning with new interactive and media-rich instruction environments: virtual labs case study report.

PubMed

Huang, Camillan

2003-01-01

Technology has created a new dimension for visual teaching and learning with web-delivered interactive media. The Virtual Labs Project has embraced this technology with instructional design and evaluation methodologies behind the simPHYSIO suite of simulation-based, online interactive teaching modules in physiology for the Stanford students. In addition, simPHYSIO provides the convenience of anytime web-access and a modular structure that allows for personalization and customization of the learning material. This innovative tool provides a solid delivery and pedagogical backbone that can be applied to developing an interactive simulation-based training tool for the use and management of the Picture Archiving and Communication System (PACS) image information system. The disparity in the knowledge between health and IT professionals can be bridged by providing convenient modular teaching tools to fill the gaps in knowledge. An innovative teaching method in the whole PACS is deemed necessary for its successful implementation and operation since it has become widely distributed with many interfaces, components, and customizations. This paper will discuss the techniques for developing an interactive-based teaching tool, a case study of its implementation, and a perspective for applying this approach to an online PACS training tool. Copyright 2002 Elsevier Science Ltd.
Assessing the Interactivity and Prescriptiveness of Faculty Professional Development Workshops: The Real-Time Professional Development Observation Tool

ERIC Educational Resources Information Center

Olmstead, Alice; Turpen, Chandra

2016-01-01

Professional development workshops are one of the primary mechanisms used to help faculty improve their teaching, and draw in many STEM instructors every year. Although workshops serve a critical role in changing instructional practices within our community, we rarely assess workshops through careful consideration of how they engage faculty.…
Development and Evaluation of the Effectiveness of Computer-Assisted Physics Instruction

ERIC Educational Resources Information Center

Rahman, Mohd. Jasmy Abd; Ismail, Mohd. Arif. Hj.; Nasir, Muhammad

2014-01-01

This study aims to design and develop an interactive software for teaching and learning physics about motion and vectors analysis. This study also assesses its effectiveness in classroom and assesses the learning motivation of SMA Pekanbaru's students. The software is developed using ADDIE Model design and Life Cycle Model and built using the…

The Cost-Effectiveness of Interactive Radio Instruction for Improving Primary School Instruction in Honduras, Bolivia and Lesotho.

ERIC Educational Resources Information Center

Tilson, Thomas D.; And Others

Findings are presented from studies on the use of radio for teaching primary school children mathematics in Honduras and Bolivia and English as a Second Language in Lesotho. Interactive radio instruction (IRI) is so called because of the active participation of the students. Although lessons are presented by conventional radio, scripts are written…
The effect of instructions on postural-suprapostural interactions in three working memory tasks.

PubMed

Burcal, Christopher J; Drabik, Evan C; Wikstrom, Erik A

2014-06-01

Examining postural control while simultaneously performing a cognitive, or suprapostural task, has shown a fairly consistent trend of improving postural control in young healthy adults and provides insight into postural control mechanisms used in everyday life. However, the role of attention driven by explicit verbal instructions while dual-tasking is less understood. Therefore, the purpose of this investigation is to determine the effects of explicit verbal instructions on the postural-suprapostural interactions among various domains of working memory. A total of 22 healthy young adults with a heterogeneous history of ankle sprains volunteered to participate (age: 22.2±5.1 years; n=10 history of ankle sprains, n=12 no history). Participants were asked to perform single-limb balance trials while performing three suprapostural tasks: backwards counting, random number generation, and the manikin test. In addition, each suprapostural task was completed under three conditions of instruction: no instructions, focus on the postural control task, focus on the suprapostural task. The results indicate a significant effect of instructions on postural control outcomes, with postural performance improving in the presence of instructions across all three cognitive tasks which each stress different aspects of working memory. Further, postural-suprapostural interactions appear to be related to the direction or focus of an individual's attention as instructions to focus on the suprapostural task resulted in the greatest postural control improvements.Thus, attention driven by explicit verbal instructions influence postural-suprapostural interactions as measured by a temporal-spatial postural control outcome, time-to-boundary, regardless of the suprapostural task performed. Copyright © 2014 Elsevier B.V. All rights reserved.
Learning to Write with Interactive Writing Instruction

ERIC Educational Resources Information Center

Williams, Cheri

2018-01-01

Interactive writing is a process-oriented instructional approach designed to make the composing and encoding processes of writing overt and explicit for young students who are learning to write. It is particularly suitable for students who struggle with literacy learning. This article describes one first-grade teacher's use of interactive writing…
The Effectiveness of Interactive Instructional Practices on Content Area Reading Comprehension.

ERIC Educational Resources Information Center

Bos, Candace S.; Anders, Patricia L.

Four studies conducted over a 2-year period systematically evaluated the effectiveness of interactive instructional practices in the vocabulary learning and reading comprehension of learning disabled students. The design of the four studies was similar in that comparisons were made among three different interactive teaching strategies (semantic…
Social stories, written text cues, and video feedback: effects on social communication of children with autism.

PubMed Central

Thiemann, K S; Goldstein, H

2001-01-01

This study investigated the effects of written text and pictorial cuing with supplemental video feedback on the social communication of 5 students with autism and social deficits. Two peers without disabilities participated as social partners with each child with autism to form five triads. Treatment was implemented twice per week and consisted of 10 min of systematic instruction using visual stimuli, 10 min of social interaction, and 10 min of self-evaluation using video feedback. Results showed increases in targeted social communication skills when the treatment was implemented. Some generalized treatment effects were observed across untrained social behaviors, and 1 participant generalized improvements within the classroom. In addition, naive judges reported perceived improvements in the quality of reciprocal interactions. These findings support recommendations for using visually cued instruction to guide the social language development of young children with autism as they interact with peers without disabilities. PMID:11800183
Teaching Formal Reasoning in a College Biology Course for Preservice Teachers.

ERIC Educational Resources Information Center

Lawson, Anton E.; Snitgen, Donald A.

1982-01-01

Assessed the effect of a one-semester college biology course on the development of students (N=72) ability to reason formally and interactions among intelligence, cognitive style, and cognitive level. Includes implications for science instruction. (SK)
Using activity-based learning approach to enhance the quality of instruction in civil engineering in Indonesian universities

NASA Astrophysics Data System (ADS)

Priyono, Wena, Made; Rahardjo, Boedi

2017-09-01

Experts and practitioners agree that the quality of higher education in Indonesia needs to be improved significantly and continuously. The low quality of university graduates is caused by many factors, one of which is the poor quality of learning. Today's instruction process tends to place great emphasis only on delivering knowledge. To avoid the pitfalls of such instruction, e.g. passive learning, thus Civil Engineering students should be given more opportunities to interact with others and actively participate in the learning process. Based on a number of theoretical and empirical studies, one appropriate strategy to overcome the aforementioned problem is by developing and implementing activity-based learning approach.
Design, development, and evaluation of an interactive simulator for engineering ethics education (SEEE).

PubMed

Chung, Christopher A; Alfred, Michael

2009-06-01

Societal pressures, accreditation organizations, and licensing agencies are emphasizing the importance of ethics in the engineering curriculum. Traditionally, this subject has been taught using dogma, heuristics, and case study approaches. Most recently a number of organizations have sought to increase the utility of these approaches by utilizing the Internet. Resources from these organizations include on-line courses and tests, videos, and DVDs. While these individual approaches provide a foundation on which to base engineering ethics, they may be limited in developing a student's ability to identify, analyze, and respond to engineering ethics situations outside of the classroom environment. More effective approaches utilize a combination of these types of approaches. This paper describes the design and development of an internet based interactive Simulator for Engineering Ethics Education. The simulator places students in first person perspective scenarios involving different types of ethical situations. Students must gather data, assess the situation, and make decisions. This requires students to develop their own ability to identify and respond to ethical engineering situations. A limited comparison between the internet based interactive simulator and conventional internet web based instruction indicates a statistically significant improvement of 32% in instructional effectiveness. The simulator is currently being used at the University of Houston to help fulfill ABET requirements.
Applications of Intelligent Tutoring Systems to Human-Robotic Exploration of Mars

NASA Technical Reports Server (NTRS)

Clancey, William J.

2004-01-01

Space missions with small crews extending over several years with time-delay preventing normal conversations with people on earth will raise many challenges for training. Of special interest are possible three-year missions to Mars, requiring refresher instruction and learning new skills based on unexpected problems with machines and environmental conditions. For example, the crew will be required to monitor and repair more complex life support systems for air and water recycling than we even know how to build today. Highly educated astronauts, often with several doctorate degrees, require a very different mode of interaction than we have developed for school children or even typical college students. Explanation methods may need to differ-using analogies and techniques from different domains-depending on whether the astronaut is an astrophysicist, a pilot, or a geologist.Virtual reality (e.g., for Hubble repair missions) and "integrated" simulations (involving role-playing and emphasizing failure scenarios) are the most common advanced forms of instruction used in space flight today. The emphasis is on collaborative, embodied interaction with the same workstations and tools used in practice (e.g., a cockpit simulator). Otherwise, computerized instructional technology used by NASA is not model-based or tutorial in nature. This discussion will review some of the key instructional methods used at NASA over the past two decades and consider why ITS methods have not been exploited. Some of the problems and opportunities for training for Mars missions are examined, including how using robots in exploration activities will help but raise new training problems. These ideas will be illustrated with examples from the BrahmsVE system in which a browser- based virtual reality display with avatars allows interacting with a distributed multiagent system, in which agents can be people, robots, or software programs. Using BrahmsVE may provide a way for astronauts to interact with proxies of people who serve as instructional coaches on Mars.
Influence of virtual reality soccer game on walking performance in robotic assisted gait training for children.

PubMed

Brütsch, Karin; Schuler, Tabea; Koenig, Alexander; Zimmerli, Lukas; -Koeneke, Susan Mérillat; Lünenburger, Lars; Riener, Robert; Jäncke, Lutz; Meyer-Heim, Andreas

2010-04-22

Virtual reality (VR) offers powerful therapy options within a functional, purposeful and motivating context. Several studies have shown that patients' motivation plays a crucial role in determining therapy outcome. However, few studies have demonstrated the potential of VR in pediatric rehabilitation. Therefore, we developed a VR-based soccer scenario, which provided interactive elements to engage patients during robotic assisted treadmill training (RAGT). The aim of this study was to compare the immediate effect of different supportive conditions (VR versus non-VR conditions) on motor output in patients and healthy control children during training with the driven gait orthosis Lokomat*. A total of 18 children (ten patients with different neurological gait disorders, eight healthy controls) took part in this study. They were instructed to walk on the Lokomat in four different, randomly-presented conditions: (1) walk normally without supporting assistance, (2) with therapists' instructions to promote active participation, (3) with VR as a motivating tool to walk actively and (4) with the VR tool combined with therapists' instructions. The Lokomat gait orthosis is equipped with sensors at hip and knee joint to measure man-machine interaction forces. Additionally, subjects' acceptance of the RAGT with VR was assessed using a questionnaire. The mixed ANOVA revealed significant main effects for the factor CONDITIONS (p < 0.001) and a significant interaction CONDITIONS x GROUP (p = 0.01). Tests of between-subjects effects showed no significant main effect for the GROUP (p = 0.592). Active participation in patients and control children increased significantly when supported and motivated either by therapists' instructions or by a VR scenario compared with the baseline measurement "normal walking" (p < 0.001). The VR scenario used here induces an immediate effect on motor output to a similar degree as the effect resulting from verbal instructions by the therapists. Further research needs to focus on the implementation of interactive design elements, which keep motivation high across and beyond RAGT sessions, especially in pediatric rehabilitation.
Strategic and Interactive Writing Instruction: An Efficacy Study in Grades 3-5

ERIC Educational Resources Information Center

Wolbers, Kimberly; Dostal, Hannah; Graham, Steve; Branum-Martin, Lee; Kilpatrick, Jennifer; Saulsburry, Rachel

2018-01-01

A quasi-experimental study was conducted to examine the impact of Strategic and Interactive Writing Instruction on 3rd-5th grade deaf and hard of hearing students' writing and written language compared to a business-as-usual condition (treatment group N = 41, comparison group N = 22). A total of 18 hours of instruction was provided for each of two…
Child Characteristics by Science Instruction Interactions in Second and Third Grade and Their Relation to Students' Content-Area Knowledge, Vocabulary, and Reading Skill Gains

ERIC Educational Resources Information Center

Connor, Carol McDonald; Rice, Diana C.; Canto, Angela I.; Southerland, Sherry A.; Underwood, Phyllis; Kaya, Sibel; Fishman, Barry; Morrison, Frederick J.

2012-01-01

The associations among second- and third-grade students' content-area knowledge, vocabulary, and reading gains and the science instruction they received were examined in this exploratory longitudinal study. We also asked whether there were child characteristics x instruction interaction effects on students' content-area literacy. Second graders (n…
A Program Evaluation of the Effects of PLCs on Direct Interactive Instruction

ERIC Educational Resources Information Center

Reyes, Deirdre

2014-01-01

Increased student achievement is the goal of all educators, and to that end, teachers must engage in professional development so that they are introduced to new strategies. Moreover, these professional development offerings must be sustained with a follow-up plan that allows teachers to practice strategies and reflect and collaborate with…
Improving Students' Understanding of Quantum Measurement. II. Development of Research-Based Learning Tools

ERIC Educational Resources Information Center

Zhu, Guangtian; Singh, Chandralekha

2012-01-01

We describe the development and implementation of research-based learning tools such as the Quantum Interactive Learning Tutorials and peer-instruction tools to reduce students' common difficulties with issues related to measurement in quantum mechanics. A preliminary evaluation shows that these learning tools are effective in improving students'…
Best Practices of Online Professional Development for K-12 Teachers: A Quantitative Study

ERIC Educational Resources Information Center

Smirniotis-Giambatista, Cynthia

2017-01-01

Online flipped professional development allows direct instruction to take place through an interactive learning setting and allows the face-to-face contact to provide guidance and apply the concept. As technology advances, education needs instruments and tools used for effectively teaching using the enhanced technology to increase student…
Who Am I? Self-Exploration Series 1. Courseware Evaluation for Vocational and Technical Education.

ERIC Educational Resources Information Center

Miller, Sandra; And Others

This courseware evaluation rates the Who Am I? program developed by Instructional Enterprises. (This program--not contained in this document--is an interactive guidance course including four inventories students use to learn more about themselves.) Part A describes the program in terms of subject area (personal development) and hardware…
The SOLS TICE Project: Satellite Television and Audioconferencing in Continuing Professional Development for LIS Staff.

ERIC Educational Resources Information Center

Hughes, Alun; Priestley, John

1992-01-01

Describes SOLS TICE, the Satellite On-Line Searching Interactive Conferencing Experiment, conducted at the University of Plymouth (United Kingdom) to meet the training needs of staff in the library and information science (LIS) sector. Continuing professional development is discussed, instructional effectiveness and cost effectiveness are…
Development of an Instructional Model for Online Task-Based Interactive Listening for EFL Learners

ERIC Educational Resources Information Center

Tian, Xingbin; Suppasetseree, Suksan

2013-01-01

College English in China has shifted from cultivating reading ability to comprehensive communicative abilities with an emphasis on listening and speaking. For this reason, new teaching models should be built on modern information technology. However, little research on developing models for the online teaching of listening skills has been…
Toward the Development of Socio-Metacognitive Expertise: An Approach to Developing Collaborative Competence

ERIC Educational Resources Information Center

Borge, Marcela; White, Barbara

2016-01-01

We proposed and evaluated an instructional framework for increasing students' ability to understand and regulate collaborative interactions called Co-Regulated Collaborative Learning (CRCL). In this instantiation of CRCL, models of collaborative competence were articulated through a set of socio-metacognitive roles. Our population consisted of 28…
The Interaction between Multimedia Data Analysis and Theory Development in Design Research

ERIC Educational Resources Information Center

van Nes, Fenna; Doorman, Michiel

2010-01-01

Mathematics education researchers conducting instruction experiments using a design research methodology are challenged with the analysis of often complex and large amounts of qualitative data. In this paper, we present two case studies that show how multimedia analysis software can greatly support video data analysis and theory development in…

Supervisor-Student Teacher Interactions: The Role of Conversational Frames in Developing a Vision of Ambitious Teaching

ERIC Educational Resources Information Center

Long, Jennifer J.; van Es, Elizabeth A.; Black, Rebecca W.

2013-01-01

In the context of current mathematics and science education reform, teachers are challenged to develop a vision of ambitious instruction (NRC, 2001; Windschitl, Thompson, & Braaten, 2011). This exploratory study examined the discourse of student teacher supervision, focusing on how the conversational frames of supervisors and student teachers…
The Vital Role of Faculty in Developing Successful Relationships with Business and Industry.

ERIC Educational Resources Information Center

Milligan, Frank G.

Community college faculty play a vital role in the establishment and continuation of industry training programs. Faculty assist the company in determining the level, focus, and starting point of the course or program; develop instructional materials and techniques; present the subject; and interact with employee-students. During the delivery of…
Systematic review of interventions to promote social-emotional development in young children with or at risk for disability.

PubMed

Case-Smith, Jane

2013-01-01

This systematic review synthesized the research on interventions used by occupational therapy practitioners to promote social-emotional development in young children (birth-5 yr) with or at risk for disabilities. After a comprehensive search of the research literature, 23 studies were reviewed and then synthesized into five themes: (1) touch-based interventions to enhance calming and parent-infant bonding, (2) relationship-based interventions to promote positive caregiver-child interactions, (3) joint attention interventions, (4) naturalistic preschool interventions to promote peer-to-peer engagement, and (5) instruction-based interventions to teach children appropriate social behaviors. The interventions for infants primarily involved coaching parents in specific strategies to promote positive interactions; interventions for preschool-age children typically involved encouraging peer support, instructing children, and applying naturalistic behavioral techniques to develop higher-level social competence. The studies demonstrated low to moderate positive effects for interventions used by occupational therapy practitioners to improve social-emotional development across ages, diagnoses, and settings. Copyright © 2013 by the American Occupational Therapy Association, Inc.
Using Multiple Ways to Investigate Cognitive Load Theory in the Context of Physics Instruction

NASA Astrophysics Data System (ADS)

Zu, Tianlong

Cognitive load theory (CLT) (Sweller 1988, 1998, 2010) provides us a guiding framework for designing instructional materials. CLT differentiates three subtypes of cognitive load: intrinsic, extraneous, and germane cognitive load. The three cognitive loads are theorized based on the number of simultaneously processed elements in working memory. Intrinsic cognitive load depends upon the number of interacting elements in the instructional material that are related to the learning objective. Extraneous cognitive load is the mental resources allocated to processing unnecessary information which does not contribute to learning as caused by non- optimal instructional procedure. It is determined by the number of interacting elements which are not related to learning goal. Both intrinsic and extraneous load vary according to prior knowledge of learners. Germane cognitive load is indirectly related to interacting elements. It represents the cognitive resources deployed for processing intrinsic load, chunking information and constructing and automating schema. Germane cognitive load is related to level of motivation of the learner. Given this triarchic model of cognitive load and their different roles in learning activities, different learning outcomes can be expected depending upon the characteristics of the educational materials, learner characteristics, and instructional setting. In three experiments, we investigated cognitive load theory following different approaches. Given the triarchic nature of cognitive load construct, it is critical to find non- intrusive ways to measure cognitive load. In study one, we replicated and extended a previous landmark study to investigate the use of eye movements related metrics to measure the three kinds of cognitive load independently. We also collected working memory capacity of students using a cognitive operation-span task. Two of the three types of cognitive load (intrinsic and extraneous) were directly manipulated, and the third type of cognitive load (germane) was indirectly ascertained. We found that different eye-movement based parameters were most sensitive to different types of cognitive load. These results indicate that it is possible to monitor the three kinds of cognitive load separately using eye movement parameters. We also compared the up-to-date cognitive load theory model with an alternative model using a multi-level model analysis and we found that Sweller's (2010) up-to-date model is supported by our data. In educational settings, active learning based methodologies such as peer instruction have been shown to be effective in facilitating students' conceptual understanding. In study two, we discussed the effect of peer interaction on conceptual test performance of students from a cognitive load perspective. Based on the literature, a self-reported cognitive load survey was developed to measure each type of cognitive load. We found that a certain level of prior knowledge is necessary for peer interaction to work and that peer interaction is effective mainly through significantly decreasing the intrinsic load experienced by students, even though it may increase the extraneous load. In study three, we compared the effect of guided instruction in the form of worked examples using narrated-animated video solutions and semi-guided instruction using visual cues on students' performance, shift of visual attention during transfer, and extraneous cognitive load during learning. We found that multimedia video solutions can be more effective in promoting transfer performance of learners than visual cues. We also found evidence that guided instruction in the form of multimedia video solutions can decrease extraneous cognitive load of students during learning, more so than semi-guided instruction using visual cues.
Collective inquiry in the context of school-wide reform: Exploring science curriculum and instruction through team-based professional development

NASA Astrophysics Data System (ADS)

Eddy Spicer, David Henning

Teacher collaboration and joint reflective inquiry have been viewed as central elements of progressive educational reform for more than two decades. More recently, researchers, policy-makers, and practitioners have heralded "blended" or "hybrid" approaches that combine online and on-site environments for collaborative learning as especially promising for "scaling up" instructional improvement. Yet, relatively little is known about how teachers working together navigate organizational and interpersonal constraints to develop and sustain conditions essential to collective inquiry. This in-depth study of meaning making about curriculum and instruction among a group of 11 physics teachers in a public, urban secondary school in the U.S. is an effort to explore collective inquiry as a resource for teacher learning and innovations in teaching practice. Through extended observations, multiple interviews, and close analyses of interaction, the study followed teachers for 7 months as they worked together across 3 settings organized in fundamentally different ways to promote joint inquiry into teaching practice. The explanatory framework of the study rests on the mutually-reinforcing conceptual underpinnings of sociocultural theory and systemic functional linguistics to establish connections between micro-social interactions and macro-social processes. Drawing on systemic functional linguistics, the study explores interpersonal meaning making through close analyses of speech function and speech role in 6 extended sequences of generative interaction. Concepts from activity theory elucidate those features of settings and school that directly impinged on or advanced teachers' collaborative work. Findings run counter to prevailing congenial views of teacher collegiality by identifying ways in which collective inquiry is inherently unstable. That instability makes itself apparent at two levels: (a) the dynamics of authority within the group, and (b) middle-level features of setting and school that favored preserving solidarity above developing a critical stance towards practice. The study offers a theoretically-informed description of collective inquiry and an analytic framework to trace its development in naturally-occurring interaction. The analytic framework extends the tools of functional analysis into a new realm, that of teachers' collaborative work, and offers means to understand better the complex array of forces shaping and shaped by teachers' everyday interactions around their practice.
The influence of instructional interactions on students’ mental models about the quantization of physical observables: a modern physics course case

NASA Astrophysics Data System (ADS)

Didiş Körhasan, Nilüfer; Eryılmaz, Ali; Erkoç, Şakir

2016-01-01

Mental models are coherently organized knowledge structures used to explain phenomena. They interact with social environments and evolve with the interaction. Lacking daily experience with phenomena, the social interaction gains much more importance. In this part of our multiphase study, we investigate how instructional interactions influenced students’ mental models about the quantization of physical observables. Class observations and interviews were analysed by studying students’ mental models constructed in a modern physics course during an academic semester. The research revealed that students’ mental models were influenced by (1) the manner of teaching, including instructional methodologies and content specific techniques used by the instructor, (2) order of the topics and familiarity with concepts, and (3) peers.
The effect of peer tutoring on interaction behaviors in inclusive physical education.

PubMed

Klavina, Aija; Block, Martin E

2008-04-01

This study assessed the effect of peer tutoring on physical, instructional, and social interaction behaviors between elementary school age students with severe and multiple disabilities (SMD) and peers without disabilities. Additional measures addressed the activity time of students with SMD. The study was conducted in inclusive general physical education settings under three instructional support conditions for students with SMD: (a) teacher-directed, (b) peer-mediated, and (c) voluntary peer support. During peer-mediated and voluntary peer support conditions, the instructional and physical interaction behaviors between students with SMD and their peers increased, while social interactions remained low. The activity engagement time data increased for all target students throughout intervention sessions. Interactions between students with SMD and teachers decreased toward the end of intervention.
Teaching where there are no schools.

PubMed

Helwig, J F; Friend, J

1985-01-01

An experimental project designed to investigate the feasibility of using radio as a medium of instruction in the teaching of elementary school mathematics, the Radio Mathematics Project, which was located in Nicaragua from mid-1974 to early 1979, developed mathematics lessons for the first 4 years of elementary school. These lessons -- daily radio broadcasts plus postbroadcast activities conducted by the classroom teachers -- proved to be successful in improving the students' mathematics achievement. The cost of widescale implementation of the materials was estimated to be well within Nicaragua's budget. The success of the project can be attributed largely to the innovative style of the broadcast lessons, a style characterized as "interactive" in recognition of its mimicry of a conversation between students and teacher. The interactive lesson style is easily adapted to the teaching of many other subjects and has been used, with minor modifications, to teach English as a 2nd language and initial reading. In all these settings, the lessons provide daily instruction and are intended to replace rather than supplement existing instruction in the subject matter. Each lesson consists of a broadcast portion of the lesson carries the major burden of instruction. The interactive radio lessons are designed to provide direct instruction to the students. The radio teachers explain concepts, provide examples, and guide the students in the completion of exercises. The students listening to the radio lessons are expected to participate actively. After every student response, the radio gives the correct response so that the children can immediately compare their own responses with the correct one. Segmented structure is characteristic of the radio lessons used in all 3 projects mentioned. Radio Math's lessons are reinforced by rigorous research to validate their teaching effectiveness.
Interactive Videodisc as a Component in a Multi-Method Approach to Anatomy and Physiology.

ERIC Educational Resources Information Center

Wheeler, Donald A.; Wheeler, Mary Jane

At Cuyahoga Community College (Ohio), computer-controlled interactive videodisc technology is being used as one of several instructional methods to teach anatomy and physiology. The system has the following features: audio-visual instruction, interaction with immediate feedback, self-pacing, fill-in-the-blank quizzes for testing total recall,…
Effects of Interactive Vocabulary Instruction on the Vocabulary Learning and Reading Comprehension of Junior-High Learning Disabled Students.

ERIC Educational Resources Information Center

Bos, Candace S.; Anders, Patricia L.

1990-01-01

The study, involving 61 learning-disabled junior high students, compared the short-term and long-term effectiveness of definition instruction with interactive vocabulary strategies (semantic mapping, semantic feature analysis, and semantic/syntactic feature analysis). Students participating in the interactive strategies demonstrated greater…
Do emotional support and classroom organization earlier in the year set the stage for higher quality instruction?

PubMed

Curby, Timothy W; Rimm-Kaufman, Sara E; Abry, Tashia

2013-10-01

Many teachers believe that providing greater emotional and organizational supports in the beginning of the year strengthens their ability to teach effectively as the year progresses. Some interventions, such as the Responsive Classroom (RC) approach, explicitly embed this sequence into professional development efforts. We tested the hypothesis that earlier emotional and organizational supports set the stage for improved instruction later in the year in a sample of third- and fourth-grade teachers enrolled in a randomized controlled trial of the RC approach. Further, we examined the extent to which the model generalized for teachers using varying levels of RC practices as well as whether or not teachers were in the intervention or control groups. Teachers' emotional, organizational, and instructional interactions were observed using the Classroom Assessment Scoring System (Pianta, La Paro, & Hamre, 2008) on five occasions throughout the year. Results indicated a reciprocal relation between emotional and instructional supports. Specifically, higher levels of emotional support earlier in the year predicted higher instructional support later in the year. Also, higher levels of instructional support earlier in the year predicted higher emotional support later in the year. Classroom organization was not found to have longitudinal associations with the other domains across a year. This pattern was robust when controlling for the use of RC practices as well as across intervention and control groups. Further, teachers' use of RC practices predicted higher emotional support and classroom organization throughout the year, suggesting the malleability of this teacher characteristic. Discussion highlights the connection between teachers' emotional and instructional supports and how the use of RC practices improves teachers' emotionally supportive interactions with students. Copyright © 2013 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.
Development and testing of a CD-ROM program for improving adolescent knowledge of inflammatory bowel disease.

PubMed

Boamah, Lynelle M; Bohren, Janet R; Pentiuk, Scott; Baker, Raymond; Yi, Michael; Moyer, M Susan

2010-05-01

The aim of this study was to design a theory-based educational program for adolescents with inflammatory bowel disease (IBD) using an interactive multimedia CD-ROM and to test its effectiveness in improving knowledge in IBD. Curriculum-based instruction using educational theory and principles was designed for adolescents on an interactive multimedia CD-ROM. Twenty subjects completed summative evaluation of the CD-ROM measuring gain in knowledge about IBD immediately and 9 months after instruction. Subjects found the CD-ROM to be informative, appealing, and easy to use. The mean baseline score of the adolescents on the Crohn's and Colitis Knowledge questionnaire was 12.2 (standard deviation 5.14, range 3-24). After an average of 30 minutes of self-directed learning, adolescent subjects increased their posttest score to a mean of 19.8, a gain of 7.6 points over baseline (95% confidence interval 5.2-10.1, P < 0.0001). Knowledge of medications, disease complications, and gastrointestinal structure and function was gained and retained upon retesting at 9 months with a mean Crohn's and Colitis Knowledge questionnaire score of 17.5 (standard deviation 3.9, range 12-26), which was still an improvement over the mean pretest knowledge score of 12.2 (P < 0.001). Adolescents with IBD have low baseline knowledge about their disease. A rigorously developed interactive educational tool is now available for instructing adolescent patients about their IBD.
Silent method for mathematics instruction: An overview of teaching subsets

NASA Astrophysics Data System (ADS)

Sugiman, Apino, Ezi

2017-05-01

Generally, teachers use oral communication for teaching mathematics. Taking an opposite perspective, this paper describes how instructional practices for mathematics can be carried out namely a silent method. Silent method uses body language, written, and oral communication for classroom interaction. This research uses a design research approach consisting of four phases: preliminary, prototyping and developing the instruction, and assessment. There are four stages of silent method. The first stage is conditioning stage in which the teacher introduces the method and makes agreement about the `rule of the game'. It is followed by the second one, elaborating stage, where students guess and explore alternative answers. The third stage is developing mathematical thinking by structuring and symbolizing. Finally, the method is ended by reinforcing stage which aims at strengthening and reflecting student's understanding. In this paper, every stage is described on the basis of practical experiences in a real mathematics classroom setting.
The opportunities and challenges of guided inquiry science for students with special needs

NASA Astrophysics Data System (ADS)

Miller, Marianne

Research in science education has been conducted with various goals for instruction. Four outcomes identified include: immediate and delayed recall, literal comprehension, science skills and processes, and conceptual understanding. The promise of developing important thinking skills exists for all students if science instruction is designed to teach students the products of science and the principled process of inquiry. Guided inquiry science seeks to develop conceptual understanding through the pursuit of meaningful questions using scientific problem solving to conduct investigations that are thoughtfully generated and evaluated. Using a social constructivist perspective, this study examines the learning experiences of four students, identified by their teachers as learning disabled or underachieving. Four case studies are presented of the students' participation in a guided inquiry investigation of the behavior of light. Measures of conceptual understanding included pre- and post-instruction assessments, interviews, journal writing, videotapes, and fieldnotes. All four students demonstrated improved conceptual understanding of light. Five patterns of relationships influenced the development of the students' thinking. First, differences in the culture of the two classrooms altered the learning environment, Second, the nature of teacher interaction with the target students affected conceptual understanding. Third, interactions with peers modified the learning experiences for the identified students. Fourth, the conceptual and procedural complexity of the tasks increased the tendency for the students to lose focus. Finally, the literacy requirements of the work were challenging for these students.
Instructional design strategies for developing an interactive video educational program for pregnant teens: a pilot study.

PubMed

Levenson, P M; Morrow, J R; Smith, P

1984-01-01

One hundred forty-six teens attending an urban maternity hospital's prenatal clinic completed a questionnaire designed to assist in the development of educational programs utilizing computer-assisted television instruction or interactive video. Ninety-five percent of the teens agreed that additional information about desirable health behaviors during pregnancy would be helpful. Forty-six percent preferred obtaining information from a health professional at the hospital. Although 90% said that the race of the narrator for a film show was unimportant, responses regarding racial preference corresponded to the racial distribution of participants. Seventy-six percent of the teens preferred the narrator to be younger than 35 years of age, and 54% preferred a female narrator. Race was associated with video game experiences, preferences about the narrator's age and race, and favorite television shows. Age was not associated with responses to any of the questions. Although only 19% had ever used a computer, 98% stated they would like to try a computer with assistance. More than half (55%) knew how to type and 83% had played video games; of those who had played video games, 93% said they enjoyed doing so. Eighty-three percent of the respondents always or sometimes enjoyed cartoons. Favorite television shows and cartoon characters were identified. The design implications of the teens' preferences to the development of instruction using computers coupled with other emerging technologies are discussed.
A Systems Approach to Diagnostic Prescriptive Instruction.

ERIC Educational Resources Information Center

Kozma, Robert B.; And Others

This five-part document presents three approaches to research on instructional improvement, with the final two sections concentrating on problems and implications for diagnostic prescriptive instruction. Part 1 reviews comparative instructional effectiveness studies. Part 2 discusses the Trait-Treatment Interaction Approach (TTI) which is…
Ten Minutes a Day: The Impact of Interactive Writing Instruction on First Graders' Independent Writing

ERIC Educational Resources Information Center

Roth, Kate; Guinee, Kathleen

2011-01-01

This study examined the effects of Interactive Writing, a dynamic approach to writing instruction designed specifically for young children, on the independent writing of first graders enrolled in urban schools in a large metropolitan area. Children in the Interactive Writing condition (N = 49) showed greater growth on measures of independent…
Interactive Learning with Java Applets: Using Interactive, Web-Based Java Applets to Present Science in a Concrete, Meaningful Manner

ERIC Educational Resources Information Center

Corder, Greg

2005-01-01

Science teachers face challenges that affect the quality of instruction. Tight budgets, limited resources, school schedules, and other obstacles limit students' opportunities to experience science that is visual and interactive. Incorporating web-based Java applets into science instruction offers a practical solution to these challenges. The…
The Influence of Digital Interactive Textbook Instruction on Student Learning Preferences, Outcomes, and Motivation

ERIC Educational Resources Information Center

O'Bannon, Blanche W.; Skolits, Gary J.; Lubke, Jennifer K.

2017-01-01

This study examined achievement when an interactive textbook (iBook) was used in place of lecture to teach students to create instructional flipcharts for a Promethean interactive whiteboard. The study was conducted with students enrolled in a required technology course for teachers at a large research-intensive university in the southeastern…
Hey! I Can Read This! The Interactive Book Experience.

ERIC Educational Resources Information Center

Butt, Donna Sabino; Thurman, Kathy Barlow

This teaching resource goes beyond songs, games, and finger plays to function as a one-of-a-kind interactive book. Teachers are given basic instructions on how to create a variety of different interactive books for their students to enjoy. Lists of materials needed to create each book are also included with the instructions. The resource book…

Iowa Distance Education Alliance. Preliminary Evaluation Report, October 1995-May 1996.

ERIC Educational Resources Information Center

Sorensen, Chris; And Others

In 1992 and 1995, Iowa received statewide Star Schools grants to demonstrate the use of fiber-optic technology to provide live, two-way, full-motion interactive instruction which allows greater levels of interactivity than previous forms of distance instruction. The grant allowed the state to equip over 100 fully interactive video classrooms in…
Adapted Interactive Writing Instruction with Kindergarten Children Who Are Deaf or Hard of Hearing

ERIC Educational Resources Information Center

Williams, Cheri

2011-01-01

The study describes an adapted form of "interactive writing" (McCarrier, Pinnell, & Fountas, 2000) and examines its effectiveness as an approach to beginning writing instruction for young children who are deaf or hard of hearing. Systematic videotape analysis was used to document the content of 45 adapted interactive writing lessons across an…
Marketing via Computer Diskette.

ERIC Educational Resources Information Center

Thombs, Michael

This report describes the development and evaluation of an interactive marketing diskette which describes the characteristics, advantages, and application procedures for each of the major computer-based graduate programs at Nova University. Copies of the diskettes were distributed at the 1988 Florida Instructional Computing Conference and were…
Teaching Listening.

ERIC Educational Resources Information Center

Mendelsohn, David J.

1998-01-01

Review of research on trends in teaching second-language listening focuses primarily on strategy instruction and a strategy-based approach but also refers to developments in terms of listening and "high-tech contexts," interactive listening, and academic listening. Classroom listening textbooks are discussed, with attention to the mismatch between…
Java: A New Brew for Educators, Administrators and Students.

ERIC Educational Resources Information Center

Gordon, Barbara

1996-01-01

Java is an object-oriented programming language developed by Sun Microsystems; its benefits include platform independence, security, and interactivity. Within the college community, Java is being used in programming courses, collaborative technology research projects, computer graphics instruction, and distance education. (AEF)
Individualizing Educational Strategies: An Apple Computer Managed System for the Diagnosis and Evaluation of Reading, Math and Behavior.

ERIC Educational Resources Information Center

Kern, Richard

1985-01-01

A computer-based interactive system for diagnosing academic and school behavior problems is described. Elements include criterion-referenced testing, an instructional management system, and a behavior evaluation tool developed by the author. (JW)
Resolving Bottlenecks: Converting Three High-Enrollment Nursing Courses to an Online Format.

PubMed

Chen, Ken-Zen; Anderson, Jeff; Hannah, Elizabeth Lyon; Bauer, Christine; Provant-Robishaw, Corinna

2015-07-01

Converting large undergraduate classes from the classroom to online has been an effective way to increase enrollments in high-demand courses in undergraduate education. However, challenges exist to maintaining students' high-quality learning interaction and engagement in large online courses. This article presents a collaborative model between faculty in health sciences and instructional designers to redesign and redevelop three high-enrollment courses to online at Boise State University. Health studies course faculty and eCampus instructional designers conducted this study to reflect the collaborative online course development process at Boise State. The offering of high-enrollment nursing courses met enrollment demand and maintained student retention. Challenges related to instruction were addressed by using a careful course redesign process and continuous improvement. Implications of this educational innovation for health science educators, instructional designers, and lessons learned are provided. Copyright 2015, SLACK Incorporated.
Interactive Multimedia as Autonomous Learning Resource in the South Slope of Kelud Mountain in Blitar Regency

ERIC Educational Resources Information Center

Wahyuningtyas, Neni; Ratnawati, Nurul

2016-01-01

This research article reports on the development and usage of multimedia products for Instructing Social Studies (IPS) in the South Slope, Kelud Mountain schools, Blitar Regency of Indonesia. The fast pace development of multimedia products and tools has seen the increasing of children's preference to watching cinema films, playing games, and…
Automated pictographic illustration of discharge instructions with Glyph: impact on patient recall and satisfaction

PubMed Central

Perri-Moore, Seneca; Kuang, Jinqiu; Bray, Bruce E; Ngo, Long; Doig, Alexa; Zeng-Treitler, Qing

2016-01-01

Objectives First, to evaluate the effect of standard vs pictograph-enhanced discharge instructions on patients’ immediate and delayed recall of and satisfaction with their discharge instructions. Second, to evaluate the effect of automated pictograph enhancement on patient satisfaction with their discharge instructions. Materials and Methods Glyph, an automated healthcare informatics system, was used to automatically enhance patient discharge instructions with pictographs. Glyph was developed at the University of Utah by our research team. Patients in a cardiovascular medical unit were randomized to receive pictograph-enhanced or standard discharge instructions. Measures of immediate and delayed recall and satisfaction with discharge instructions were compared between two randomized groups: pictograph (n = 71) and standard (n = 73). Results Study participants who received pictograph-enhanced discharge instructions recalled 35% more of their instructions at discharge than those who received standard discharge instructions. The ratio of instructions at discharge was: standard = 0.04 ± 0.03 and pictograph-enhanced = 0.06 ± 0.03. The ratio of instructions at 1 week post discharge was: standard = 0.04 ± 0.02 and pictograph-enhanced 0.04 ± 0.02. Additionally, study participants who received pictograph-enhanced discharge instructions were more satisfied with the understandability of their instructions at 1 week post-discharge than those who received standard discharge instructions. Discussion Pictograph-enhanced discharge instructions have the potential to increase patient understanding of and satisfaction with discharge instructions. Conclusion It is feasible to automatically illustrate discharge instructions and provide them to patients in a timely manner without interfering with clinical work. Illustrations in discharge instructions were found to improve patients’ short-term recall of discharge instructions and delayed satisfaction (1-week post hospitalization) with the instructions. Therefore, it is likely that patients’ understanding of and interaction with their discharge instructions is improved by the addition of illustrations. PMID:27234601
Automated pictographic illustration of discharge instructions with Glyph: impact on patient recall and satisfaction.

PubMed

Hill, Brent; Perri-Moore, Seneca; Kuang, Jinqiu; Bray, Bruce E; Ngo, Long; Doig, Alexa; Zeng-Treitler, Qing

2016-11-01

First, to evaluate the effect of standard vs pictograph-enhanced discharge instructions on patients' immediate and delayed recall of and satisfaction with their discharge instructions. Second, to evaluate the effect of automated pictograph enhancement on patient satisfaction with their discharge instructions. Glyph, an automated healthcare informatics system, was used to automatically enhance patient discharge instructions with pictographs. Glyph was developed at the University of Utah by our research team. Patients in a cardiovascular medical unit were randomized to receive pictograph-enhanced or standard discharge instructions. Measures of immediate and delayed recall and satisfaction with discharge instructions were compared between two randomized groups: pictograph (n = 71) and standard (n = 73). Study participants who received pictograph-enhanced discharge instructions recalled 35% more of their instructions at discharge than those who received standard discharge instructions. The ratio of instructions at discharge was: standard = 0.04 ± 0.03 and pictograph-enhanced = 0.06 ± 0.03. The ratio of instructions at 1 week post discharge was: standard = 0.04 ± 0.02 and pictograph-enhanced 0.04 ± 0.02. Additionally, study participants who received pictograph-enhanced discharge instructions were more satisfied with the understandability of their instructions at 1 week post-discharge than those who received standard discharge instructions. Pictograph-enhanced discharge instructions have the potential to increase patient understanding of and satisfaction with discharge instructions. It is feasible to automatically illustrate discharge instructions and provide them to patients in a timely manner without interfering with clinical work. Illustrations in discharge instructions were found to improve patients' short-term recall of discharge instructions and delayed satisfaction (1-week post hospitalization) with the instructions. Therefore, it is likely that patients' understanding of and interaction with their discharge instructions is improved by the addition of illustrations. Published by Oxford University Press on behalf of the American Medical Informatics Association 2015. This work is written by US Government employees and is in the public domain in the United States.
Interactive, Online, Adsorption Lab to Support Discovery of the Scientific Process

NASA Astrophysics Data System (ADS)

Carroll, K. C.; Ulery, A. L.; Chamberlin, B.; Dettmer, A.

2014-12-01

Science students require more than methods practice in lab activities; they must gain an understanding of the application of the scientific process through lab work. Large classes, time constraints, and funding may limit student access to science labs, denying students access to the types of experiential learning needed to motivate and develop new scientists. Interactive, discovery-based computer simulations and virtual labs provide an alternative, low-risk opportunity for learners to engage in lab processes and activities. Students can conduct experiments, collect data, draw conclusions, and even abort a session. We have developed an online virtual lab, through which students can interactively develop as scientists as they learn about scientific concepts, lab equipment, and proper lab techniques. Our first lab topic is adsorption of chemicals to soil, but the methodology is transferrable to other topics. In addition to learning the specific procedures involved in each lab, the online activities will prompt exploration and practice in key scientific and mathematical concepts, such as unit conversion, significant digits, assessing risks, evaluating bias, and assessing quantity and quality of data. These labs are not designed to replace traditional lab instruction, but to supplement instruction on challenging or particularly time-consuming concepts. To complement classroom instruction, students can engage in a lab experience outside the lab and over a shorter time period than often required with real-world adsorption studies. More importantly, students can reflect, discuss, review, and even fail at their lab experience as part of the process to see why natural processes and scientific approaches work the way they do. Our Media Productions team has completed a series of online digital labs available at virtuallabs.nmsu.edu and scienceofsoil.com, and these virtual labs are being integrated into coursework to evaluate changes in student learning.
Advanced Simulation in Undergraduate Pilot Training: Automatic Instructional System

DTIC Science & Technology

1975-10-01

an addressable reel-to--reel audio tape recorder, a random access audio memory drum , and an interactive software package which permits the user to...audio memory drum , and an interactive software package which permits the user to develop preptogtahmed exercises. Figure 2 illustrates overall...Data Recprding System consists of two elements; an overlay program which performs the real-time sampling of specified variables and stores data to disc
TAIGA: Twente Advanced Interactive Graphic Authoring System. A New Concept in Computer Assisted Learning (CAL) and Educational Research. Doc 88-18.

ERIC Educational Resources Information Center

Pilot, A.

TAIGA (Twente Advanced Interactive Graphic Authoring system) is a system which can be used to develop instructional software. It is written in MS-PASCAL, and runs on computers that support MS-DOS. Designed to support the production of structured software, TAIGA has a hierarchical structure of three layers, each with a specific function, and each…
A Study of Physics Faculty's Instructional Practices: Implications for Experiential STEM Faculty Development Model

NASA Astrophysics Data System (ADS)

Soto, Marissa; Suskavcevic, Miliana; Forrest, Rebecca; Cheung, Margaret; Kapral, Andrew; Khon, Lawrence

When teaching physics, many factors determine the final impact the course will have on a student. Using STEP, a teacher content professional development program, we are studying the incorporation of inquiry-based teaching strategies in the professional development of university professors through an active engagement program. Through the professors' involvement in the program, they gain experience with inquiry-based instruction that can be put into effect in their own classrooms to possibly create a shift in understanding and success ratesat physics undergraduate courses. This model consists of faculty peer mentoring, facilitating instruction within a community of practice, and implementation of undergraduate inquiry-based physics teaching strategies. Here, professors are facilitating the physics lessons to in-service high school teachers while using inquiry strategies and interactive activities rather than traditional lecture. This project aided the creation of an undergraduate inquiry-based physics course at the University of Houston. It could lead to a new form of professor professional development workshop that does not only benefit the professor, but also highschoolteachers not properly trained in the field of physics.
Effective Literacy Instructional Strategies in High Academic Growth Classrooms

ERIC Educational Resources Information Center

Jessup, Kathryn

2017-01-01

Instruction--the interaction that takes place between students, teachers, and content--is the foundation in which learning occurs. Effective literacy instruction considers the instructional strategies and foundational teaching components utilized by effective and highly effective teachers during literacy in classrooms of high academic growth. The…
Designing Instructional Texts: Interaction between Text and Learner.

ERIC Educational Resources Information Center

Beukhof, Gijsbertus

A prescriptive theory for learning which delivers prescriptions for designing prototypes of instructional materials with different knowledge structures, the Elaboration Theory of Instruction (ETI) is based on important principles and theories of learning and instruction. This paper reports three experiments which tested ETI. The first experiment…
Influence of learning style on instructional multimedia effects on graduate student cognitive and psychomotor performance.

PubMed

Smith, A Russell; Cavanaugh, Catherine; Jones, Joyce; Venn, John; Wilson, William

2006-01-01

Learning outcomes may improve in graduate healthcare students when attention is given to individual learning styles. Interactive multimedia is one tool shown to increase success in meeting the needs of diverse learners. The purpose of this study was to examine the effect of learning style and type of instruction on physical therapy students' cognitive and psychomotor performance. Participants were obtained by a sample of convenience with students recruited from two physical therapy programs. Twenty-seven students volunteered to participate from Program 1. Twenty-three students volunteered to participate from Program 2. Gregorc learning styles were identified through completion of the Gregorc Style Delineator. Students were randomly assigned to one of two instructional strategies: 1) instructional CD or 2) live demonstration. Differences in cognitive or psychomotor performance following instructional multimedia based on learning style were not demonstrated in this study. Written examination scores improved with both instructional strategies demonstrating no differences between the strategies. Practical examination ankle scores were significantly higher in participants receiving CD instruction than in participants receiving live presentation. Learning style did not significantly affect this improvement. Program 2 performed significantly better on written knee and practical knee and ankle examinations. Learning style had no significant effect on student performance following instruction in clinical skills via interactive multimedia. Future research may include additional measurement instruments assessing other models of learning styles and possible interaction of learning style and instructional strategy on students over longer periods of time, such as a semester or an entire curriculum.
The STEM Lecture Hall: A Study of Effective Instructional Practices for Diverse Learners

NASA Astrophysics Data System (ADS)

Reimer, Lynn Christine

First-generation, low-income, underrepresented minority (URM) and female undergraduates are matriculating into science, technology, engineering, and math (STEM) majors at unprecedented levels. However, a disproportionate number of these students end up graduating in non-STEM disciplines. Attrition rates have been observed to spike in conjunction with introductory STEM courses in chemistry, biology, and physics. These "gateway" courses tend to be housed in large, impersonal lecture halls. First-generation and URM students struggle in this environment, possibly because of instructors' reliance on lecture-based content delivery and rote memorization. Recent social psychological studies suggest the problem may be related to cultural mismatch, or misalignment between independent learning norms typical of American universities and interdependent learning expectancies for first-generation and URM students. Value-affirming and utility-value interventions yield impressive academic achievement gains for these students. These findings overlap with a second body of literature on culturally responsive instruction. Active gateway learning practices that emphasize interactive instruction, frequent assessment, and epistemological instruction can be successful because of their propensity to incorporate values affirming and utility-value techniques. The present study observed instruction for gateway STEM courses over a three-year period at the University of California, Irvine (N = 13,856 undergraduates in 168 courses). Exploratory polychoric factor analysis was used to identify latent variables for observational data on gateway STEM instructional practices. Variables were regressed on institutional student data. Practices implemented in large lecture halls fall into three general categories: Faculty-Student Interaction, Epistemological Instruction, and Peer Interaction . The present study found that Faculty-Student Interaction was negatively associated with student outcomes for female and first-generation students; and Epistemological Instruction was negatively associated with student outcomes for Hispanic students. More importantly, Peer Interaction was positively associated with student outcomes for female, first-generation, and Hispanic students. Study implications and limitations are discussed with reference to the research literature.
Learning about Chemiosmosis and ATP Synthesis with Animations Outside of the Classroom †

PubMed Central

Goff, Eric E.; Reindl, Katie M.; Johnson, Christina; McClean, Phillip; Offerdahl, Erika G.; Schroeder, Noah L.; White, Alan R.

2017-01-01

Many undergraduate biology courses have begun to implement instructional strategies aimed at increasing student interaction with course material outside of the classroom. Two examples of such practices are introducing students to concepts as preparation prior to instruction, and as conceptual reinforcement after the instructional period. Using a three-group design, we investigate the impact of an animation developed as part of the Virtual Cell Animation Collection on the topic of concentration gradients and their role in the actions of ATP synthase as a means of pre-class preparation or post-class reinforcement compared with a no-intervention control group. Results from seven sections of introductory biology (n = 732) randomized to treatments over two semesters show that students who viewed animation as preparation (d = 0.44, p < 0.001) or as reinforcement (d = 0.53, p < 0.001) both outperformed students in the control group on a follow-up assessment. Direct comparison of the preparation and reinforcement treatments shows no significant difference in student outcomes between the two treatment groups (p = 0.87). Results suggest that while student interaction with animations on the topic of concentration gradients outside of the classroom may lead to greater learning outcomes than the control group, in the traditional lecture-based course the timing of such interactions may not be as important. PMID:28512512
Training cognitive control in older adults with the space fortress game: the role of training instructions and basic motor ability.

PubMed

Blumen, Helena M; Gopher, Daniel; Steinerman, Joshua R; Stern, Yaakov

2010-01-01

This study examined if and how cognitively healthy older adults can learn to play a complex computer-based action game called the Space Fortress (SF) as a function of training instructions [Standard vs. Emphasis Change (EC); e.g., Gopher et al., 1989] and basic motor ability. A total of 35 cognitively healthy older adults completed a 3-month SF training program with three SF sessions weekly. Twelve 3-min games were played during each session. Basic motor ability was assessed with an aiming task, which required rapidly rotating a spaceship to shoot targets. Older adults showed improved performance on the SF task over time, but did not perform at the same level as younger adults. Unlike studies of younger adults, overall SF performance in older adults was greater following standard instructions than following EC instructions. However, this advantage was primarily due to collecting more bonus points and not - the primary goal of the game - shooting and destroying the fortress, which in contrast benefited from EC instructions. Basic motor ability was low and influenced many different aspects of SF game learning, often interacted with learning rate, and influenced overall SF performance. These findings show that older adults can be trained to deal with the complexity of the SF task but that overall SF performance, and the ability to capitalize on EC instructions, differs when a basic ability such as motor control is low. Hence, the development of this training program as a cognitive intervention that can potentially compensate for age-related cognitive decline should consider that basic motor ability can interact with the efficiency of training instructions that promote the use of cognitive control (e.g., EC instructions) - and the confluence between such basic abilities and higher-level cognitive control abilities should be further examined.

Training Cognitive Control in Older Adults with the Space Fortress Game: The Role of Training Instructions and Basic Motor Ability

PubMed Central

Blumen, Helena M.; Gopher, Daniel; Steinerman, Joshua R.; Stern, Yaakov

2010-01-01

This study examined if and how cognitively healthy older adults can learn to play a complex computer-based action game called the Space Fortress (SF) as a function of training instructions [Standard vs. Emphasis Change (EC); e.g., Gopher et al., 1989] and basic motor ability. A total of 35 cognitively healthy older adults completed a 3-month SF training program with three SF sessions weekly. Twelve 3-min games were played during each session. Basic motor ability was assessed with an aiming task, which required rapidly rotating a spaceship to shoot targets. Older adults showed improved performance on the SF task over time, but did not perform at the same level as younger adults. Unlike studies of younger adults, overall SF performance in older adults was greater following standard instructions than following EC instructions. However, this advantage was primarily due to collecting more bonus points and not – the primary goal of the game – shooting and destroying the fortress, which in contrast benefited from EC instructions. Basic motor ability was low and influenced many different aspects of SF game learning, often interacted with learning rate, and influenced overall SF performance. These findings show that older adults can be trained to deal with the complexity of the SF task but that overall SF performance, and the ability to capitalize on EC instructions, differs when a basic ability such as motor control is low. Hence, the development of this training program as a cognitive intervention that can potentially compensate for age-related cognitive decline should consider that basic motor ability can interact with the efficiency of training instructions that promote the use of cognitive control (e.g., EC instructions) – and the confluence between such basic abilities and higher-level cognitive control abilities should be further examined. PMID:21120135
Effects of Web-Mediated Teacher Professional Development on the Language and Literacy Skills of Children Enrolled in Prekindergarten Programs

ERIC Educational Resources Information Center

Downer, Jason T.; Pianta, Robert C.; Fan, Xitao; Hamre, Bridget K.; Mashburn, Andrew; Justice, Laura

2011-01-01

As early education grows in the United States, in-service professional development in key instructional and interaction skills is a core component of capacity building in early childhood education. In this article, we describe results from an evaluation of the effects of MyTeachingPartner, a web-based system of professional development, on…
Effects of prior attention training on child dyslexics' response to composition instruction.

PubMed

Chenault, Belle; Thomson, Jennifer; Abbott, Robert D; Berninger, Virginia W

2006-01-01

Twenty children (Grades 4 to 6) who met research criteria for dyslexia were randomly assigned to a treatment (attention training) or contact control (reading fluency training) group during their regular language arts block at a school that had emphasized multisensory, structured language treatment for reading disability. A university team provided either individual attention training (sustained, selective, alternating, and divided attention) or reading fluency training during the first 10 sessions and group composition instruction during the next 10 sessions. Analysis of variance evaluated the significance of Treatment x Session interactions from pretest to midtest (before composition instruction began) and midtest to posttest (when compositon instruction ends). Treatment x Time interactions were not significant between pretest and midtest, but the Treatment x Time interactions were significant from midtest to posttest for Wechsler Individual Achievement Test, Second Edition Written Composition and Delis-Kaplan Executive Function System Verbal Fluency (attention treatment group improved more over time). Individual children showed the same pattern as group results. For child dyslexics in upper elementary school, attention training did not transfer directly to improved composition but prior attention training led to faster improvement in composing and oral verbal fluency once composition instruction was introduced. Effective instruction for dyslexia may depend on the sequencing as well as the nature of instructional components and require specialized instruction for writing as well as reading.
Do Screen Presentations via Interactive Whiteboards Increase Engagement in Whole-Group Lessons for Students with Autism Spectrum Disorder? A Pilot Study

ERIC Educational Resources Information Center

Mariz, Candice; Carter, Mark; Stephenson, Jennifer

2017-01-01

Visual presentations may assist students with autism spectrum disorder (ASD) to access instruction, and they may be more engaged when interacting with screen media in particular. Interactive whiteboards (IWBs) are large electronic screens that are used for instruction in many classrooms. An alternating treatment design was used to compare the…
Time and learning efficiency in Internet-based learning: a systematic review and meta-analysis.

PubMed

Cook, David A; Levinson, Anthony J; Garside, Sarah

2010-12-01

Authors have claimed that Internet-based instruction promotes greater learning efficiency than non-computer methods. determine, through a systematic synthesis of evidence in health professions education, how Internet-based instruction compares with non-computer instruction in time spent learning, and what features of Internet-based instruction are associated with improved learning efficiency. we searched databases including MEDLINE, CINAHL, EMBASE, and ERIC from 1990 through November 2008. STUDY SELECTION AND DATA ABSTRACTION we included all studies quantifying learning time for Internet-based instruction for health professionals, compared with other instruction. Reviewers worked independently, in duplicate, to abstract information on interventions, outcomes, and study design. we identified 20 eligible studies. Random effects meta-analysis of 8 studies comparing Internet-based with non-Internet instruction (positive numbers indicating Internet longer) revealed pooled effect size (ES) for time -0.10 (p = 0.63). Among comparisons of two Internet-based interventions, providing feedback adds time (ES 0.67, p =0.003, two studies), and greater interactivity generally takes longer (ES 0.25, p = 0.089, five studies). One study demonstrated that adapting to learner prior knowledge saves time without significantly affecting knowledge scores. Other studies revealed that audio narration, video clips, interactive models, and animations increase learning time but also facilitate higher knowledge and/or satisfaction. Across all studies, time correlated positively with knowledge outcomes (r = 0.53, p = 0.021). on average, Internet-based instruction and non-computer instruction require similar time. Instructional strategies to enhance feedback and interactivity typically prolong learning time, but in many cases also enhance learning outcomes. Isolated examples suggest potential for improving efficiency in Internet-based instruction.
Classwide peer tutoring: an integration strategy to improve reading skills and promote peer interactions among students with autism and general education peers.

PubMed Central

Kamps, D M; Barbetta, P M; Leonard, B R; Delquadri, J

1994-01-01

A multiple baseline design across subjects with a reversal was used to examine the effects of classwide peer tutoring relative to traditional reading instruction on reading skills and social interaction time for 3 high-functioning students with autism and their typical peers in integrated, general education classrooms. Traditional reading instruction consisted largely of teacher-led instruction with individual student participation and seat work. Classwide peer tutoring consisted of 25 to 30 min of well-specified instruction in which tutor-learner pairs worked together on a classwide basis on reading fluency and comprehension skills. All students participated in 15- to 20-min unstructured free-time activities immediately following reading instruction. Results of reading assessments demonstrated that classwide peer tutoring increased reading fluency and correct responses to reading comprehension questions for students with autism and their peers. The procedure further increased the total duration of free-time social interactions for students with autism and typical peers, with individual variation in performance. PMID:8188563
Nontrivial, Nonintelligent, Computer-Based Learning.

ERIC Educational Resources Information Center

Bork, Alfred

1987-01-01

This paper describes three interactive computer programs used with personal computers to present science learning modules for all ages. Developed by groups of teachers at the Educational Technology Center at the University of California, Irvine, these instructional materials do not use the techniques of contemporary artificial intelligence. (GDC)
Reinventing Learning: A Design-Research Odyssey

ERIC Educational Resources Information Center

Abrahamson, Dor

2015-01-01

Design research is a broad, practice-based approach to investigating problems of education. This approach can catalyze the development of learning theory by fostering opportunities for transformational change in scholars' interpretation of instructional interactions. Surveying a succession of design-research projects, I explain how challenges in…
Frank Netter's Legacy: Interprofessional Anatomy Instruction

ERIC Educational Resources Information Center

Niekrash, Christine E.; Copes, Lynn E.; Gonzalez, Richard A.

2015-01-01

Several medical schools have recently described new innovations in interprofessional interactions in gross anatomy courses. The Frank H. Netter MD School of Medicine at Quinnipiac University in Hamden, CT has developed and implemented two contrasting interprofessional experiences in first-year medical student gross anatomy dissection laboratories:…
Multimedia Matrix: A Cognitive Strategy for Designers.

ERIC Educational Resources Information Center

Sherry, Annette C.

This instructional development project evaluates the effect of a matrix-based strategy to assist multimedia authors in acquiring and applying principles for effective multimedia design. The Multimedia Matrix, based on the Park and Hannafin "Twenty Principles and Implications for Interactive Multimedia" design, displays a condensed…
Design Principles for Augmented Reality Learning

ERIC Educational Resources Information Center

Dunleavy, Matt

2014-01-01

Augmented reality is an emerging technology that utilizes mobile, context-aware devices (e.g., smartphones, tablets) that enable participants to interact with digital information embedded within the physical environment. This overview of design principles focuses on specific strategies that instructional designers can use to develop AR learning…
New Styles, New Technologies, New Possibilities in Jazz.

ERIC Educational Resources Information Center

Kuzmich, John, Jr.

1989-01-01

Focuses on the growth of jazz-related ensembles and jazz education. Covers trends that parallel technological developments including electronic keyboards, Musical Instrument Digital Interface (MIDI) systems, the computer, computer assisted instruction, interactive video, and the compact disc. Urges teachers to update their knowledge and experience…
Student Computer Dialogs Without Special Purpose Languages.

ERIC Educational Resources Information Center

Bork, Alfred

The phrase "student computer dialogs" refers to interactive sessions between the student and the computer. Rather than using programing languages specifically designed for computer assisted instruction (CAI), existing general purpose languages should be emphasized in the future development of student computer dialogs, as the power and…
Contextual Understandings in the TPACK Framework

ERIC Educational Resources Information Center

Swallow, Meredith J. C.; Olofson, Mark W.

2017-01-01

The technological, pedagogical, and content knowledge (TPACK) framework considers the role of technology in teaching. Although TPACK is grounded in context, one limitation is the lack of understanding about the interactions between particular contexts, knowledge development, and instruction. This qualitative multiple-case study was designed to…
Comparing Ways of Altering Parent-Child Interaction.

ERIC Educational Resources Information Center

Kogan, Kate L.; Tyler, Nancy B.

This study tests the effectiveness of 2 approaches to parenting instruction for parents of preschool developmentally delayed children aged 3 through 5. Sixty parent/child pairs were randomly assigned to 1 of 3 groups: (1) individual parenting instruction only, (2) individual plus group instruction, and (3) comparison group with no instruction.…
Why CBI? An Examination of the Case for Computer-Based Instruction.

ERIC Educational Resources Information Center

Dean, Peter M.

1977-01-01

Discussion of the use of computers in instruction includes the relationship of theory to practice, the interactive nature of computer instruction, an overview of the Keller Plan, cost considerations, strategy for use of computers in instruction and training, and a look at examination procedure. (RAO)
Computer-Assisted Instruction: One Aid for Teachers of Reading.

ERIC Educational Resources Information Center

Rauch, Margaret; Samojeden, Elizabeth

Computer assisted instruction (CAI), an instructional system with direct interaction between the student and the computer, can be a valuable aid for presenting new concepts, for reinforcing of selective skills, and for individualizing instruction. The advantages CAI provides include self-paced learning, more efficient allocation of classroom time,…
Instructional Patterns: Strategies for Maximizing Student Learning [with CD-ROM

ERIC Educational Resources Information Center

Holt, Larry Charles; Kysilka, Marcella L.

2005-01-01

"Instructional Patterns: Strategies for Maximizing Student Learning" examines instruction from the learners' point of view by showing how instructional patterns can be used to maximize the potential for students to learn. This book explores the interactive patterns that exist in today's classroom and demonstrates how teachers can…
Only reappraisers profit from reappraisal instructions: Effects of instructed and habitual reappraisal on stress responses during interpersonal conflicts.

PubMed

Mauersberger, Heidi; Hoppe, Annekatrin; Brockmann, Gudrun; Hess, Ursula

2018-04-22

Conflicts are an undesirable yet common aspect of daily interactions with wide-ranging negative consequences. The present research aimed to examine the buffering effect of experimentally instructed reappraisal on self-reported, physiological and behavioral stress indices during interpersonal conflicts, taking into account habitual emotion regulation strategies. For this, 145 participants experienced a standardized laboratory conflict with the instruction to either reappraise (n = 48), to suppress (n = 50), or with no instruction (n = 47) while cardiovascular and neuroendocrine measures were taken. Participants were allowed to eat sweet and salty snacks during the conflict situation. Prior to as well as after the conflict, participants reported on their subjective stress level. Reappraisal instructions were only effective for high habitual reappraisers who exhibited lower cardiovascular and cortisol reactivity and demonstrated fewer snack-eating behaviors under reappraisal instructions than under suppression or no instructions. The opposite pattern emerged for low habitual reappraisers. Neither experimentally instructed nor habitual reappraisal by itself reduced the negative effects of conflicts. Our findings complement the literature on the diverging effects of instructed reappraisal in tense social interactions. © 2018 Society for Psychophysiological Research.
Evaluation of Fourth-Year Veterinary Students' Client Communication Skills: Recommendations for Scaffolded Instruction and Practice.

PubMed

Stevens, Brenda J; Kedrowicz, April A

Effective client communication is important for success in veterinary practice. The purpose of this project was to describe one approach to communication training and explore fourth-year veterinary students' communication skills through an evaluation of their interactions with clients during a general practice rotation. Two raters coded 20 random videotaped interactions simultaneously to assess students' communication, including their ability to initiate the session, incorporate open-ended questions, listen reflectively, express empathy, incorporate appropriate nonverbal communication, and attend to organization and sequencing. We provide baseline data that will guide future instruction in client communication. Results showed that students' communication skills require development. Half of the students sampled excelled at open-ended inquiry (n=10), and 40% (n=8) excelled at nonverbal communication. Students needed improvement on greeting clients by name and introducing themselves and their role (n=15), reflective listening (n=18), empathy (n=17), and organization and sequencing (n=18). These findings suggest that more focused instruction and practice is necessary in maintaining an organized structure, reflective listening, and empathy to create a relationship-centered approach to care.

Instructional practices at Farm Safety 4 Just Kids (FS4JK) safety day camps.

PubMed

Mazur, J M; Cole, H P; Reed, D; Claunch, D

2005-05-01

The instructional methods used with 1,347 youth in seven Farm Safety 4 Just Kids (FS4JK) day camp sessions conducted in five states during the summer and fall of 2002 were videotaped. The videotapes, instructor questionnaires, and day camp materials were analyzed using an observation protocol that focused on instructional practices and an interaction analysis of instructor-student talk during the sessions. Results showed that instruction focused on hazard recognition, a high level of participant attention during all the sessions observed, and safety day camp content relevant to rural participants regardless of whether they live or work on a farm. Recommendations for improving instructional practice include better use of print materials, more interactive, participatory activities for students, and reduction of instructor-centered, didactic approaches. Given the high level of students' attention, increased involvement of students in active, participatory approaches might enhance the effectiveness of the instruction by: (1) further engaging students through personalizing hazard recognition, (2) contextualizing reports of injuries, (3) examining the complexities of choosing safe behaviors, and (4) paying more attention to the consequences of injury events. Role-playing, narrative simulations, and other types of interactive and collaborative exercises are instructional approaches that support the inclusion of the pre-event contingencies and post-event consequences that are part of all injury events.
Caffeine expectancies influence the subjective and behavioral effects of caffeine.

PubMed

Harrell, Paul T; Juliano, Laura M

2009-12-01

This study investigated the independent and interactive effects of caffeine pharmacology and expected effects of caffeine on performance and subjective outcomes. Abstinent coffee drinkers (n = 60) consumed decaffeinated coffee with either 280 mg or 0 mg added caffeine. Caffeine dose was crossed with varying instructions that the coffee would either enhance or impair performance in a 2 x 2 factorial design. Performance, mood, caffeine withdrawal, and negative somatic effects were assessed. Relative to placebo, caffeine improved reaction time and accuracy on the rapid visual information processing task, a measure of vigilance. However, there was a significant dose by expectancy interaction that revealed that among participants given placebo coffee, "impair" instructions produced better performance than "enhance" instructions. Caffeine also improved psychomotor performance as indicated by a finger tapping task with no main effects of expectancy or interactions. Impair instructions produced greater reports of negative somatic effects than enhance instructions, but only when caffeine was administered. Manipulating the expected effects of caffeine altered the behavioral and subjective effects of caffeine. A significant dose by expectancy interaction revealed a somewhat paradoxical outcome in the placebo conditions whereby those told "impair" performed better than those told "enhance." This may reflect compensatory responding as has been observed in similar studies using alcohol (Fillmore et al. Psychopharmacology 115:383-388, 1994). Impair instructions led to greater negative somatic effects only when caffeine was administered supporting the active placebo hypothesis.
Tutor versus computer: a prospective comparison of interactive tutorial and computer-assisted instruction in radiology education.

PubMed

Lieberman, Gillian; Abramson, Richard; Volkan, Kevin; McArdle, Patricia J

2002-01-01

This study compared the educational effectiveness of an interactive tutorial with that of interactive computer-assisted instruction (CAI) and determined the effects of personal preference, learning style, and level of training. Fifty-four medical students and four radiology residents were prospectively, randomly assigned to receive instruction from different sections of an interactive tutorial and an interactive CAI module. Participants took tests of factual knowledge at the beginning and end of the instruction and a test of visual diagnosis at the end. They completed questionnaires to evaluate their preferred learning styles objectively and to elicit their subjective attitudes toward the two formats. Mean test scores of the tutorial and CAI groups were compared by means of analysis of covariance and two-tailed repeated-measures F test. Both the tutorial and CAI groups demonstrated significant improvement in posttest scores (P < .01 and P < .01, respectively) with the tutorial group's mean posttest score marginally but significantly higher (32.84 vs 28.13, P < .001). There were no significant interaction effects with participants' year of training (P = .845), objectively evaluated preferred learning style (P = .312), subjectively elicited attitude toward learning with CAI (P = .703), or visual diagnosis score (tutorial, 7.61; CD-ROM, 7.75; P = .79). Interactive tutorial and optimal CAI are both effective instructional formats. The tutorial was marginally but significantly more effective at teaching factual knowledge, an effect unrelated to students' year of training, learning style, or stated enjoyment of CAI. The superiority of the tutorial is expected to increase when it is compared with commercially expedient CAI modules.
The differential influences of parenting and child narrative coherence on the development of emotion recognition.

PubMed

Berzenski, Sara R; Yates, Tuppett M

2017-10-01

The ability to recognize and label emotions serves as a building block by which children make sense of the world and learn how to interact with social partners. However, the timing and salience of influences on emotion recognition development are not fully understood. Path analyses evaluated the contributions of parenting and child narrative coherence to the development of emotion recognition across ages 4 through 8 in a diverse (50% female; 46% Hispanic, 18.4% Black, 11.2% White, .4% Asian, 24.0% multiracial) longitudinally followed sample of 250 caregiver-child dyads. Parenting behaviors during interactions (i.e., support, instructional quality, intrusiveness, and hostility) and children's narrative coherence during the MacArthur Story Stem Battery were observed at ages 4 and 6. Emotion recognition increased from age 4 to 8. Parents' supportive presence at age 4 and instructional quality at age 6 predicted increased emotion recognition at 8, beyond initial levels of emotion recognition and child cognitive ability. There were no significant effects of negative parenting (i.e., intrusiveness or hostility) at 4 or 6 on emotion recognition. Child narrative coherence at ages 4 and 6 predicted increased emotion recognition at 8. Emotion recognition at age 4 predicted increased parent instructional quality and decreased intrusiveness at 6. These findings clarify whether and when familial and child factors influence emotion recognition development. Influences on emotion recognition development emerged as differentially salient across time periods, such that there is a need to develop and implement targeted interventions to promote positive parenting skills and children's narrative coherence at specific ages. (PsycINFO Database Record (c) 2017 APA, all rights reserved).
Recent Empirical Studies of the Pedagogical Effects of Interactive Video Instruction in "Soft Skill" Areas.

ERIC Educational Resources Information Center

Cronin, Michael W.; Cronin, Karen A.

1992-01-01

Recent empirical research has identified significant advantages for interactive video instruction over traditional teaching methods in "soft skill" (humanities and social sciences) areas, including cognitive achievement, transfer of learning to performance, learning motivation, student achievement across uncontrolled student characteristics, user…
Web-Based Data Collection

ERIC Educational Resources Information Center

Hsiao, E-Ling; Moore, David Richard

2009-01-01

Instruction is increasingly being delivered through distributed multimedia applications. Instruction delivered through these online environments creates robust opportunities for content presentation and learner interaction. These environments give the designer control over every aspect of the instructional experience. With some simple…
A comparison of distance education instructional methods in occupational therapy.

PubMed

Jedlicka, Janet S; Brown, Sarah W; Bunch, Ashley E; Jaffe, Lynn E

2002-01-01

The progression of technology is rapidly bringing new opportunities to students and academic institutions, resulting in a need for additional information to determine the most effective strategies for teaching distance learners. The purpose of this study was to compare the effectiveness of three instructional strategies (two-way interactive video and audio, chat rooms, and independent learning) and student preferences regarding instructional methods in a mental health programming distance learning course. Precourse and postcourse surveys were completed by 22 occupational therapy students enrolled in the course. Effectiveness of the teaching methods was determined based on the results of students' examinations. The findings indicated that there were no statistically significant differences in student performance on multiple-choice examinations using the three instructional methods. Of students, 77% indicated a preference for two-way interactive video and audio instruction. To provide effective education via distance learning methods, faculty members need to structure assignments that facilitate interaction and communication among learners. As distance education becomes more commonplace, it is important to identify the methods of instruction that are the most effective in delivering essential course content and the methods that provide the atmosphere most conducive to learning.
On the Contributions of Music to Media Productions.

ERIC Educational Resources Information Center

Seidman, Steven A.

1981-01-01

Traces music's role in the development of motion pictures and discusses ways for instructional designers to increase the effectiveness of productions through using music. Studies showing that tempo, modality, rhythm, and harmony interact with audience characteristics to determine affective responses to media are reviewed. Extensive references are…
FLES Games and Activities.

ERIC Educational Resources Information Center

Irujo, Suzanne, Ed.

A number of activities for teaching foreign language in the elementary school (FLES) are presented. The activities were developed by participants in a FLES teacher training workshop, Project INTERACT, in the Boston area. The first section contains games, thematic units, and other activities specifically related to French language instruction,…
Interactive Videodisc Design and Production Workshop Guide.

ERIC Educational Resources Information Center

Campbell, J. Olin; And Others

This "how to" workshop guide provides an overview of the entire videodisc authoring and production process through six individual modules. Focusing on project planning, the first module provides guidelines, procedures, and job aids to help each instructional development team member effectively use the videodisc medium. The second module…
Design Guidelines for CAI Authoring Systems.

ERIC Educational Resources Information Center

Hunka, S.

1989-01-01

Discussion of the use of authoring systems for courseware development focuses on guidelines to be considered when designing authoring systems. Topics discussed include allowing a variety of instructional strategies; interaction with peripheral processes such as student records; the editing process; and human factors in computer interface design,…
The Development of a Distributive Interactive Computing Model in Consumer Economics, Utilizing Jerome S. Bruner's Theory of Instruction.

ERIC Educational Resources Information Center

Morrison, James L.

A computerized delivery system in consumer economics developed at the University of Delaware uses the PLATO system to provide a basis for analyzing consumer behavior in the marketplace. The 16 sequential lessons, part of the Consumer in the Marketplace Series (CMS), demonstrate consumer economic theory in layman's terms and are structured to focus…
Modelling and Bibliotherapy as Tools to Enhance Pro-Social Interactions during English Language Arts Lessons with First Graders

ERIC Educational Resources Information Center

Nguyen, Neal; Lyons, Catherine; Gelfer, Jeff; Leytham, Patrick; Nelson, Leslie; Krasch, Delilah; O'Hara, Katie

2016-01-01

Play is one of the essential components in proper development of first-grade students. Since the adoption by various states of the Common Core State Standards (CCSS), two outcomes have developed: (a) increased instructional time and (b) decreased public school recess periods across school districts. Given the complex nature of daily instructional…
Blending the CoI Model with Jigsaw Technique for Pre-Service Foreign Language Teachers' Continuing Professional Development Using Open Sim and Sloodle

ERIC Educational Resources Information Center

Pellas, Nikolaos; Boumpa, Anna

2017-01-01

This study seeks to investigate the effect of pre-service foreign language teachers' interactions on their continuing professional development (CPD), using a theoretical instructional design framework consisted of the three presence indicators of a Community of Inquiry (CoI) model and the Jigsaw teaching technique. The investigation was performed…
Direct Problem-Based Learning (DPBL): A Framework for Integrating Direct Instruction and Problem-Based Learning Approach

ERIC Educational Resources Information Center

Winarno, Sri; Muthu, Kalaiarasi Sonai; Ling, Lew Sook

2018-01-01

Direct instruction approach has been widely used in higher education. Many studies revealed that direct instruction improved students' knowledge. The characteristics of direct instruction include the subject delivered through face-to-face interaction with the lecturers and materials that sequenced deliberately and taught explicitly. However,…
Socio-cognitive habilitation using the math interactive learning experience program for alcohol-affected children.

PubMed

Kable, Julie A; Coles, Claire D; Taddeo, Elles

2007-08-01

Fetal alcohol syndrome (FAS) has been recognized as a disabling condition with a significant impact on the neurobehavioral functioning of affected individuals, including cognition, behavior, and academic functioning, but little research has been performed on targeted interventions for these children. A socio-cognitive habilitative program focused on improving behavior and math functioning in children 3 to 10 years of age (n=61) was developed and evaluated. The intervention provided parental instruction on FAS, advocacy, and behavioral regulation via workshops and interactive math tutoring with children. All families received parental instruction and were then randomly assigned to either the math instruction or standard psychoeducational care groups. Satisfaction with workshops was very high, with over 90% agreeing that trainers were knowledgeable and materials easy to understand and helpful. Significant gains in knowledge were found for information provided in the instructional groups. At posttesting, caregivers reported fewer problem behaviors on the Achenbach Child Behavior Checklist, Internalizing Problem Behavior, Externalizing Problem Behavior, and Total Problem Behavior summary scales. After 5 months, both groups of children demonstrated gains in math knowledge but significantly higher gains were found in the group receiving direct math instruction. The math treatment group was also more likely to demonstrate a gain of over 1 standard deviation on any of the 4 math outcome measures used. These findings suggest that parents of children with fetal alcohol spectrum disorders (FAS(D)) benefit from instruction in understanding their child's alcohol-related neurological damage and strategies to provide positive behavioral supports and that targeted psychoeducational programs may be able to remediate some of the math deficits associated with prenatal alcohol exposure.
An Interactive, Integrated, Instructional Pathway to the LEAD Science Gateway

NASA Astrophysics Data System (ADS)

Yalda, S.; Clark, R.; Davis, L.; Wiziecki, E. N.

2008-12-01

Linked Environments for Atmospheric Discovery (LEAD) is a bold and revolutionary paradigm that through a Web-based Service Oriented Architecture (SOA) exposes the user to a rich environment of data, models, data mining and visualization and analysis tools, enabling the user to ask science questions of applications while the complexity of the software and middleware managing these applications is hidden from the user. From its inception in 2003, LEAD has championed goals that have context for the future of weather and related research and education. LEAD espouses to lowering the barrier for using complex end-to-end weather technologies by a) democratizing the availability of advanced weather technologies, b) empowering the user of these technologies to tackle a variety of problems, and c) facilitating learning and understanding. LEAD, as it exists today, is poised to enable a diverse community of scientists, educators, students, and operational practitioners. The project has been informed by atmospheric and computer scientists, educators, and educational consultants who, in search of new knowledge, understanding, ideas, and learning methodologies, seek easy access to new capabilities that allow for user-directed and interactive query and acquisition, simulation, assimilation, data mining, computational modeling, and visualization. As one component of the total LEAD effort, the LEAD education team has designed interactive, integrated, instructional pathways within a set of learning modules (LEAD-to-Learn) to facilitate, enhance, and enable the use of the LEAD gateway in the classroom. The LEAD education initiative focuses on the means to integrate data, tools, and services used by researchers into undergraduate meteorology education in order to provide an authentic and contextualized environment for teaching and learning. Educators, educational specialists, and students from meteorology and computer science backgrounds have collaborated on the design and development of learning materials, as well as new tools and features, to enhance the appearance and use of the LEAD portal gateway and its underlying cyberinfrastructure in an educational setting. The development of educational materials has centered on promoting the accessibility and use of meteorological data and analysis tools through the LEAD portal by providing instructional materials, additional custom designed tools that build off of Unidata's Integrated Data Viewer (IDV) (e.g. IDV Basic and NCDestroyer), and an interactive component that takes the user through specific tasks utilizing multiple tools. In fact, select improvements to parameter lists and domain subsetting have inspired IDV developers to incorporate changes in IDV revisions that are now available to the entire community. This collection of materials, demonstrations, interactive guides, student exercises, and customized tools, which are now available to the educator and student through the LEAD portal gateway, can serve as an instructional pathway for a set of guided, phenomenon-based exercises (e.g. fronts, lake-effect snows, etc.). This paper will provide an overview of the LEAD education and outreach efforts with a focus on the design of Web-based educational materials and instructional approaches for user interaction with the LEAD portal gateway and the underlying cyberinfrastructure, and will encourage educators, especially those involved in undergraduate meteorology education, to begin incorporating these capabilities into their course materials.
Instructional practices and science performance of 10 top-performing regions in PISA 2015

NASA Astrophysics Data System (ADS)

Lau, Kwok-chi; Lam, Terence Yuk-ping

2017-10-01

This study analysed 10 top-performing regions in PISA 2015 on their science performances and instructional practices. The regions include Singapore, Japan, Estonia, Taipei, Finland, Macao, Canada, Hong Kong, China and Korea. The science performances of the 10 regions and their teaching practices are described and compared. The construct of enquiry-based instruction as developed in PISA 2015 is revised into two new constructs using factor analysis. Then, the relationships of the teaching practices with science performance are analysed using hierarchical linear modelling. Adaptive instruction, teacher-directed instruction and interactive application are found positively associated with performance in all regions, while investigation and perceived feedback are all negative. The regions except Japan and Korea tend to have a high frequency of teacher-directed instruction facilitated by more or less authoritative class discussion in class. A fair amount of practical work is done, but not many of them are investigations. The cultural influences on teaching practices are discussed on how an amalgam of didactic and constructivist pedagogy is created by the Western progressive educational philosophy meeting the Confucian culture. The reasons for investigation's negative association with performance are also explored.
Working Smart Workbook. An Interactive Learning Experience.

ERIC Educational Resources Information Center

Los Angeles Unified School District, CA. Div. of Adult and Occupational Education.

This workbook accompanies an interactive videodisc used in the Working Smart workplace literacy project prepared for the hotel and food services industry in the Los Angeles, California area. The first instructional unit addresses preparing the work area, including stocking supplies and cleaning the work area. The second instructional unit covers…
An Investigation of Interactive, Dialogue-Based Instruction for Undergraduate Art History

ERIC Educational Resources Information Center

Gioffre, Penelope

2012-01-01

This paper explores the feasibility and efficacy of incorporating an interactive, discussion-based instructional approach into an undergraduate art history survey course and investigates effects of the new pedagogic strategy on students' demonstrated comprehension and retention of required content. The action research project follows a systematic…

Automated Content Synthesis for Interactive Remote Instruction.

ERIC Educational Resources Information Center

Maly, K.; Overstreet, C. M.; Gonzalez, A.; Denbar, M. L.; Cutaran, R.; Karunaratne, N.

This paper describes IRI (Interactive Remote Instruction), a computer-based system built at Old Dominion University (Virginia) in order to support distance education. The system is based on the concept of a virtual classroom where students at different locations have the same synchronous class experience, using networked computers to communicate…
Effects of Mastery Learning Strategies on Community College Mathematics Students' Achievement and Success Rate.

ERIC Educational Resources Information Center

Abadir, Laila; And Others

The effects of mastery learning strategies, interactive video mathematics (IVM), individualized instruction (IND), and the lecture method on mathematics achievement of community college students was studied. Interactions among instructional methods, gender, and age were examined; and the grade success rate was determined for each instructional…
PBL Approach in Web-Based Instruction

ERIC Educational Resources Information Center

ChanLin, Lih-Juan; Chan, Kung-Chi

2004-01-01

Web-Based Instruction is increasingly being recognized as a means of teaching and learning. In dietetics, the interactions between drugs and nutrients are complex due to the wide variety of drugs and their mechanism and interactions with nutrients. How to help student professionals acquired necessary skills and knowledge is important in a dietetic…
Learning with Interactive Computer Graphics in the Undergraduate Neuroscience Classroom

ERIC Educational Resources Information Center

Pani, John R.; Chariker, Julia H.; Naaz, Farah; Mattingly, William; Roberts, Joshua; Sephton, Sandra E.

2014-01-01

Instruction of neuroanatomy depends on graphical representation and extended self-study. As a consequence, computer-based learning environments that incorporate interactive graphics should facilitate instruction in this area. The present study evaluated such a system in the undergraduate neuroscience classroom. The system used the method of…
Explicit Instructional Interactions: Exploring the Black Box of a Tier 2 Mathematics Intervention

ERIC Educational Resources Information Center

Doabler, Christian T.; Clarke, Ben; Stoolmiller, Mike; Kosty, Derek B.; Fien, Hank; Smolkowski, Keith; Baker, Scott K.

2017-01-01

A critical aspect of intervention research is investigating the active ingredients that underlie intensive interventions and their theories of change. This study explored the rate of instructional interactions within treatment groups to determine whether they offered explanatory power of an empirically validated Tier 2 kindergarten mathematics…
Web-Based Learning: Cognitive Styles and Instructional Strategies

ERIC Educational Resources Information Center

Alomyan, Hesham Raji

2016-01-01

This paper reports a study, which investigated whether different instructional strategies might interact with individual's cognitive style in learning. A web-based learning package was designed employing three strategies, Interactive Concept Maps, Illustration with Embedded Text and Text-Only. Group Embedded Figure Test was administered to 178…
Are All Program Elements Created Equal? Relations Between Specific Social and Emotional Learning Components and Teacher-Student Classroom Interaction Quality.

PubMed

Abry, Tashia; Rimm-Kaufman, Sara E; Curby, Timothy W

2017-02-01

School-based social and emotional learning (SEL) programs are presented to educators with little understanding of the program components that have the greatest leverage for improving targeted outcomes. Conducted in the context of a randomized controlled trial, the present study used variation in treatment teachers' (N = 143) implementation of four core components of the Responsive Classroom approach to examine relations between each component and the quality of teachers' emotional, organizational, and instructional interactions in third, fourth, and fifth grade classrooms (controlling for pre-intervention interaction quality and other covariates). We also examined the extent to which these relations varied as a function of teachers' baseline levels of interaction quality. Indices of teachers' implementation of Morning Meeting, Rule Creation, Interactive Modeling, and Academic Choice were derived from a combination of teacher-reported surveys and classroom observations. Ratings of teacher-student classroom interactions were aggregated across five observations conducted throughout the school year. Structural path models indicated that teachers' use of Morning Meeting and Academic Choice related to higher levels of emotionally supportive interactions; Academic Choice also related to higher levels of instructional interactions. In addition, teachers' baseline interaction quality moderated several associations such that the strongest relations between RC component use and interaction quality emerged for teachers with the lowest baseline interaction quality. Results highlight the value of examining individual program components toward the identification of program active ingredients that can inform intervention optimization and teacher professional development.
Peer interactions and academic engagement of youth with developmental disabilities in inclusive middle and high school classrooms.

PubMed

Carter, Erik W; Sisco, Lynn G; Brown, Lissa; Brickham, Dana; Al-Khabbaz, Zainab A

2008-11-01

We examined the peer interactions and academic engagement of 23 middle and high school students with developmental disabilities within inclusive academic and elective classrooms. The extent to which students with and without disabilities interacted socially was highly variable and influenced by instructional format, the proximity of general and special educators, and curricular area. Peer interactions occurred more often within small group instructional formats, when students were not receiving direct support from a paraprofessional or special educator, and in elective courses. Academic engagement also varied, with higher levels evidenced during one-to-one or small group instruction and when in proximity of general or special educators. Implications for designing effective support strategies for students with autism and/or intellectual disability within general education classrooms are discussed.
Developing mathematics edutainment media for Android based on students’ understanding and interest: a teachers’ review

NASA Astrophysics Data System (ADS)

Setyaningrum, W.; Waryanto, N. H.

2018-03-01

This paper aimed to describe the development of interactive edutainment mathematics media using Construct 2 software for grade 7 Junior High School, and to determine the quality of the interactive edutainment media developed in regards to improve students’ understanding and interest. This research employs Research and Development design, which media was developed using ADDIE model consisting of analysing, designing, developing, implementing and evaluating. This paper focuses on the steps of development and validity of the interactive media from teachers’ point of view. The teachers review focuses on three aspects – instructional, audio-visual and operational design. The review suggested that the media was very good in regard to the three aspects, with the average score was 144.55 from the maximum score of 175. Several contexts used in the game, however, need to be adjusted to students age.
Influence of virtual reality soccer game on walking performance in robotic assisted gait training for children

PubMed Central

2010-01-01

Background Virtual reality (VR) offers powerful therapy options within a functional, purposeful and motivating context. Several studies have shown that patients' motivation plays a crucial role in determining therapy outcome. However, few studies have demonstrated the potential of VR in pediatric rehabilitation. Therefore, we developed a VR-based soccer scenario, which provided interactive elements to engage patients during robotic assisted treadmill training (RAGT). The aim of this study was to compare the immediate effect of different supportive conditions (VR versus non-VR conditions) on motor output in patients and healthy control children during training with the driven gait orthosis Lokomat®. Methods A total of 18 children (ten patients with different neurological gait disorders, eight healthy controls) took part in this study. They were instructed to walk on the Lokomat in four different, randomly-presented conditions: (1) walk normally without supporting assistance, (2) with therapists' instructions to promote active participation, (3) with VR as a motivating tool to walk actively and (4) with the VR tool combined with therapists' instructions. The Lokomat gait orthosis is equipped with sensors at hip and knee joint to measure man-machine interaction forces. Additionally, subjects' acceptance of the RAGT with VR was assessed using a questionnaire. Results The mixed ANOVA revealed significant main effects for the factor CONDITIONS (p < 0.001) and a significant interaction CONDITIONS × GROUP (p = 0.01). Tests of between-subjects effects showed no significant main effect for the GROUP (p = 0.592). Active participation in patients and control children increased significantly when supported and motivated either by therapists' instructions or by a VR scenario compared with the baseline measurement "normal walking" (p < 0.001). Conclusions The VR scenario used here induces an immediate effect on motor output to a similar degree as the effect resulting from verbal instructions by the therapists. Further research needs to focus on the implementation of interactive design elements, which keep motivation high across and beyond RAGT sessions, especially in pediatric rehabilitation. PMID:20412572
Introducing the Postsecondary Instructional Practices Survey (PIPS): A Concise, Interdisciplinary, and Easy-to-Score Survey

PubMed Central

Walter, Emily M.; Henderson, Charles R.; Beach, Andrea L.; Williams, Cody T.

2016-01-01

Researchers, administrators, and policy makers need valid and reliable information about teaching practices. The Postsecondary Instructional Practices Survey (PIPS) is designed to measure the instructional practices of postsecondary instructors from any discipline. The PIPS has 24 instructional practice statements and nine demographic questions. Users calculate PIPS scores by an intuitive proportion-based scoring convention. Factor analyses from 72 departments at four institutions (N = 891) support a 2- or 5-factor solution for the PIPS; both models include all 24 instructional practice items and have good model fit statistics. Factors in the 2-factor model include (a) instructor-centered practices, nine items; and (b) student-centered practices, 13 items. Factors in the 5-factor model include (a) student–student interactions, six items; (b) content delivery, four items; (c) formative assessment, five items; (d) student-content engagement, five items; and (e) summative assessment, four items. In this article, we describe our development and validation processes, provide scoring conventions and outputs for results, and describe wider applications of the instrument. PMID:27810868
Teacher-student interaction: The overlooked dimension of inquiry-based professional development

NASA Astrophysics Data System (ADS)

de Oliveira, Alandeom Wanderlei

This study explores the teacher-student interactional dimension of inquiry-based science instruction. In it, microethnographic and grounded theory analyses are conducted in order to assess the impact of a professional development program designed to enhance in-service elementary teachers' interactional views (i.e., their understandings of inquiry-based social roles and relationships) and discursive practices (i.e., teachers' abilities to interact with student engaged in classroom inquiries) through a combination of expert instruction, immersion in scientific inquiry, and collaborative analysis of video-recorded classroom discourse. A sociolinguistic theoretical perspective on language use is adopted, viewing classroom discourse as comprising multiple linguistic signs (questions, responses, personal pronouns, hedges, backchannels, reactive tokens, directives, figures of speech, parallel repetitions) that convey not only semantic meanings (the literal information being exchanged) but also pragmatic meanings (information about teachers and students' social roles and relationships). A grounded theory analysis of the professional development activities uncovered a gradual shift in teachers' interactional views from a cognitive, monofunctional and decontextualized perspective to a social, multifunctional and contextualized conception of inquiry-based discourse. Furthermore, teachers developed increased levels of pragmatic awareness, being able to recognize the authoritative interactional functions served by discursive moves such as display questions, cued elicitation, convergent questioning, verbal cloze, affirmation, explicit evaluations of students' responses, verbatim repetitions, IRE triplets, IR couplets, second-person pronouns, "I/you" contrastive pairs, and direct or impolite directives. A comparative microethnographic analysis of teachers' classroom practices revealed that after participating in the program teachers demonstrated an improved ability to share authority and to transfer expert interactional rights to students by strategically adopting (1) questioning behaviors that were relatively more student-centered, divergent, reflective, and sincere; (2) reactive behaviors that were more neutral and informative; (3) directive behaviors that were more polite, indirect and inclusive; and, (4) poetic behaviors that fostered more involvement. Such ability allowed teachers to establish more symmetric and involved social relationships with students engaged in classroom inquiries. The above changes in teachers' interactional views and discursive practices are taken as evidence of the effectiveness of an explicit, reflective, authentic and contextualized approach to inquiry-based professional development.
A comparison of the affect of two types of student behavior with manipulatives on the development of projective spatial structures

NASA Astrophysics Data System (ADS)

Cohen, Herbert

The primary problem investigated was whether examining materials from a variety of perspecitives enhances the development of projective spatial abilities more than examining materials from a single perspective. A secondary consideration dealt with gender effects. One hundred and five (56 females and 49 males) fifth grade students were randomly assigned to one of four groups. Two teachers taught two classes apiece-one receiving instruction encouraging examination of materials from a single perspective, the other from multiple perspectives. All four groups received instruction consisting of access to manipulatives-SCIIS, 2nd edition, Level 5. Instruction occurred twice a week, 45 minutes per session, for 6 weeks. The experimental design was the Solomon Four Group Design. A Battery of 8 Piagetian-type tasks were used to assess possession of the projective groupings. The main and interactive effects of pretesting were determined to be negligible, while the treatment was determined to have a statistically significant effect on the development on projective spatial abilities. Gender was determined to have no direct effect on the dependent variables.
Promoting Task-Based Pragmatics Instruction in EFL Classroom Contexts: The Role of Task Complexity

ERIC Educational Resources Information Center

Kim, Youjin; Taguchi, Naoko

2015-01-01

Robinson's (2001) Cognition Hypothesis claims that more complex tasks promote interaction and language development. This study examined the effect of task complexity in the learning of request-making expressions. Task complexity was operationalized as [+/- reasoning] following Robinson's framework. The study employed a pretest-posttest research…
Internalization and Participation as Metaphors of Strategic Reading Development

ERIC Educational Resources Information Center

Davis, Dennis S.

2011-01-01

Many studies of comprehension strategies instruction rely on an internalization metaphor of strategy learning. In this view, strategies eventually enter students' heads after repeated interactions with teachers who introduce strategies and control how they are used. In this article, the author discusses the limitations of the internalization view…
A Learning Combination: Coaching with CLASS and the Project Approach

ERIC Educational Resources Information Center

Vartuli, Sue; Bolz, Carol; Wilson, Catherine

2014-01-01

The focus of this ongoing research is the effectiveness of coaching in improving the quality of teacher-child instructional interactions in Head Start classrooms. This study examines the relationship between two measures: Classroom Assessment Scoring System (CLASS) and a Project Approach Fidelity form developed by the authors. Linear regressions…
Using Jigsaw-Style Spectroscopy Problem-Solving to Elucidate Molecular Structure through Online Cooperative Learning

ERIC Educational Resources Information Center

Winschel, Grace A.; Everett, Renata K.; Coppola, Brian P.; Shultz, Ginger V.

2015-01-01

Cooperative learning was employed as an instructional approach to facilitate student development of spectroscopy problem solving skills. An interactive online environment was used as a framework to structure weekly discussions around spectroscopy problems outside of class. Weekly discussions consisted of modified jigsaw-style problem solving…
Students' Silence and Identity in Small Group Interactions

ERIC Educational Resources Information Center

Jin, Jun

2017-01-01

Problem-based learning (PBL) has been increasingly employed as a teaching and learning approach in many disciplines in higher education. In English medium of instruction (EMI) universities in Asia, PBL can further enhance knowledge construction as well as development of disciplinary language and communicative skills. It is necessary to explore how…
Classroom Groups in Theory and Practice.

ERIC Educational Resources Information Center

Boydell, Deanne

1979-01-01

This article examines some British classroom studies and raises further research questions on small group instruction (SGI) as a teaching tool. Considered are teachers' use of SGI; its efficacy for cognitive, language, and social development; and student-to-student interaction patterns in relation to seating, sex, and ability mix. (SJL)
Computer Applications and Technology 105.

ERIC Educational Resources Information Center

Manitoba Dept. of Education and Training, Winnipeg.

Designed to promote Manitoba students' familiarity with computer technology and their ability to interact with that technology, the Computer Applications and Technology 105 course is a one-credit course presented in 15 topical, non-sequential units that require 110-120 hours of instruction time. It has been developed with the assumption that each…

From Linguistic Competence to Communicative Competence.

ERIC Educational Resources Information Center

Rivers, Wilga M.

It is hypothesized that free, spontaneous interaction cannot be easily attained in language courses which are rigid and mechanical. For this reason, the author urges the development of instructional materials which facilitate a smooth and natural transition from "skill-getting" to "skill-using." Discussion of Jerome Bruner's theory of language…
Future Trends in Educational Technology

ERIC Educational Resources Information Center

Singaravelu, G.; Muthukrishnan, T.

2007-01-01

In the past, teachers were the primary medium of instruction and communication for their students. The teacher's role in the classroom is changing due to developments in technology. This article discusses the ways in which technology will change education in the future, and how these changes will affect the interactions between students and…
An Interaction-Based Approach to Enhancing Secondary School Instruction and Student Achievement

ERIC Educational Resources Information Center

Allen, Joseph; Pianta, Robert; Gregory, Anne; Mikami, Amori; Lun, Janetta

2011-01-01

Improving teaching quality is widely recognized as critical to addressing deficiencies in secondary school education, yet the field has struggled to identify rigorously evaluated teacher-development approaches that can produce reliable gains in student achievement. A randomized controlled trial of My Teaching Partner-Secondary--a Web-mediated…
Perceptions of Middle School Assessment: An Ecological View

ERIC Educational Resources Information Center

James, Alisa R.; Griffin, Linda; Dodds, Patt

2009-01-01

Background: The ecology of physical education is created through the interaction of three task systems: managerial task system, instructional task system, and the student social system. Within the ecological framework tasks are presented and task development is influenced by concepts such as ambiguity, risk, and accountability. Teachers' and…
An Examination of the LVA Approach to Teaching Reading

ERIC Educational Resources Information Center

Murphy, Jean C.

2004-01-01

The Language Vocabulary Acquisition (LVA) Approach is a revolutionary method of reading instruction for emergent and developing readers. It is an intense reading program with high levels of student participation, engagement, and interaction with print text, that yields high outcomes in phonological awareness, reading and writing fluency, and…
Multimedia and Management Accounting: Adding Creativity to Accounting.

ERIC Educational Resources Information Center

Heisz, Mary A.; Blake, Catherine M.; Andrusyszyn, Mary-Anne

2000-01-01

Describes the development of an interactive multimedia accounting module for management accounting at the University of Western Ontario. Discusses results of a study of graduate students that investigated the influence of the module on learning and retention compared to traditional instruction as well as students' perceptions of the module.…
Neuroeducation and Music: Collaboration for Student Success

ERIC Educational Resources Information Center

Curtis, Laurie; Fallin, Jana

2014-01-01

An expanding body of evidence based on cognitive neuroscience provides music teachers with information about the interaction of music instruction and brain development. This information is foundational for those interested in the biology of teaching in addition to the curriculum taught. Pedagogy can be grounded in research-based insights on how…
Experiences with Reusable E-Learning Objects: From Theory to Practice.

ERIC Educational Resources Information Center

Muzio, Jeanette A.; Heins, Tanya; Mundell, Roger

2002-01-01

Explains reusable electronic learning objects (ELOs) that are stored in a database and discusses the practical application of creating and reusing ELOs at Royal Roads University (Canada). Highlights include ELOs and the instructional design of online courses; and examples of using templates to develop interactive ELOs. (Author/LRW)
Mediated Development: A Vygotskian Approach to Transforming Second Language Learner Abilities

ERIC Educational Resources Information Center

Poehner, Matthew E.; Infante, Paolo

2017-01-01

The authors point to systemic-theoretical instruction (STI), which underscores the importance of abstract conceptual knowledge in schooling, and dynamic assessment (DA), in which mediators and learners function cooperatively, as examples of the theory-practice relation envisioned by Vygotsky (1987). This article proposes an interactional framework…
Advancements in Curricular Design: Web-Assisted Courseware Applications in Mass Communication.

ERIC Educational Resources Information Center

Reppert, James E.

Interactive courseware applications are becoming more prevalent as instructional tools in the communication classroom. Prometheus, developed by George Washington University, allows instructors to post syllabi, course outlines, lecture notes, and tests online, in addition to giving students access to discussions and chat sessions. Other popular…
Design Guidelines for Classroom Multiplayer Presential Games (CMPG)

ERIC Educational Resources Information Center

Villalta, M.; Gajardo, I.; Nussbaum, M.; Andreu, J. J.; Echeverria, A.; Plass, J. L.

2011-01-01

In a Classroom Multiplayer Presential Game (CMPG) peers interact collaboratively with the virtual world and amongst themselves in a shared space. The design of this kind of game, however, is a complex process that must consider instruction strategies, methodology, usability and ludic aspects. This article's aim is to develop and systematize…
enVisionMATH. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2013

2013-01-01

"enVisionMATH," published by Pearson Education, Inc., is a core curriculum for students in kindergarten through grade 6. The program seeks to help students develop an understanding of math concepts through problem-based instruction, small-group interaction, and visual learning with a focus on reasoning and modeling. Differentiated…
Technology-Enhanced Learning in Science (TELS)

NASA Astrophysics Data System (ADS)

Linn, Marcia

2006-12-01

The overall research question addressed by the NSF-funded echnologyEnhanced Learning in Science (TELS) Center is whether interactive scientific visualizations embedded in high quality instructional units can be used to increase pre-college student learning in science. The research draws on the knowledge integration framework to guide the design of instructional modules, professional development activities, and assessment activities. This talk reports on results from the first year where 50 teachers taught one of the 12 TELS modules in over 200 classes in 16 diverse schools. Assessments scored with the knowledge integration rubric showed that students made progress in learning complex physics topics such as electricity, mechanics, and thermodynamics. Teachers encountered primarily technological obstacles that the research team was able to address prior to implementation. Powerful scientific visualizations required extensive instructional supports to communicate to students. Currently, TELS is refining the modules, professional development, and assessments based on evidence from the first year. Preliminary design principles intended to help research teams build on the findings will be presented for audience feedback and discussion.
Comparison of three instructional strategies in food and nutrition education: developing a diet plan for a diabetic case

NASA Astrophysics Data System (ADS)

Darabi, Aubteen; Pourafshar, Shirin; Suryavanshi, Rinki; `Logan'Arrington, Thomas

2016-05-01

This study examines the performance of dietitians-in-training on developing a diet plan for a diabetic patient either independently or after peer discussion. Participants (n = 58) from an undergraduate program in food and nutrition were divided into two groups based on their prior knowledge before being randomly assigned into three conditions: (1) peer discussion with just-in-time information (JIT information), (2) peer discussion without JIT information), and (3) independent performers. The learners' performance in the three conditions was analyzed. The results presented here describe the role of prior knowledge and JIT information across the conditions and the interaction of the two factors as well as the instructional implications of the findings.
Code inspection instructional validation

NASA Technical Reports Server (NTRS)

Orr, Kay; Stancil, Shirley

1992-01-01

The Shuttle Data Systems Branch (SDSB) of the Flight Data Systems Division (FDSD) at Johnson Space Center contracted with Southwest Research Institute (SwRI) to validate the effectiveness of an interactive video course on the code inspection process. The purpose of this project was to determine if this course could be effective for teaching NASA analysts the process of code inspection. In addition, NASA was interested in the effectiveness of this unique type of instruction (Digital Video Interactive), for providing training on software processes. This study found the Carnegie Mellon course, 'A Cure for the Common Code', effective for teaching the process of code inspection. In addition, analysts prefer learning with this method of instruction, or this method in combination with other methods. As is, the course is definitely better than no course at all; however, findings indicate changes are needed. Following are conclusions of this study. (1) The course is instructionally effective. (2) The simulation has a positive effect on student's confidence in his ability to apply new knowledge. (3) Analysts like the course and prefer this method of training, or this method in combination with current methods of training in code inspection, over the way training is currently being conducted. (4) Analysts responded favorably to information presented through scenarios incorporating full motion video. (5) Some course content needs to be changed. (6) Some content needs to be added to the course. SwRI believes this study indicates interactive video instruction combined with simulation is effective for teaching software processes. Based on the conclusions of this study, SwRI has outlined seven options for NASA to consider. SwRI recommends the option which involves creation of new source code and data files, but uses much of the existing content and design from the current course. Although this option involves a significant software development effort, SwRI believes this option will produce the most effective results.
Effects of Episodic Future Thinking and Self-Projection on Children’s Prospective Memory Performance

PubMed Central

Kretschmer-Trendowicz, Anett; Ellis, Judith A.; Altgassen, Mareike

2016-01-01

The present study is the first to investigate the benefits of episodic future thinking (EFT) at encoding on prospective memory (PM) in preschool (age: M = 66.34 months, SD = 3.28) and primary school children (age: M = 88.36 months, SD = 3.12). A second aim was to examine if self-projection influences the possible effects of EFT instructions. PM was assessed using a standard PM paradigm in children with a picture-naming task as the ongoing activity in which the PM task was embedded. Further, two first- and two second-order ToM tasks were administered as indicator of children’s self-projection abilities. Forty-one preschoolers and 39 school-aged children were recruited. Half of the participants in each age group were instructed to use EFT as a strategy to encode the PM task, while the others received standard PM instructions. Results revealed a significant age effect, with school-aged children significantly outperforming preschoolers and a significant effect of encoding condition with overall better performance when receiving EFT instructions compared to the standard encoding condition. Even though the interaction between age group and encoding condition was not significant, planned comparisons revealed first evidence that compared to the younger age group, older children’s PM benefitted more from EFT instructions during intention encoding. Moreover, results showed that although self-projection had a significant impact on PM performance, it did not influence the effects of EFT instructions. Overall, results indicate that children can use EFT encoding strategies to improve their PM performance once EFT abilities are sufficiently developed. Further, they provide first evidence that in addition to executive functions, which have already been shown to influence the development of PM across childhood, self-projection seems to be another key mechanism underlying this development. PMID:27355645
Level of Interactivity of Videodisc Instruction on College Students' Recall of AIDS Information.

ERIC Educational Resources Information Center

Kritch, Kale M.; And Others

1995-01-01

Two experiments confirmed the greater effectiveness of constructed-response interactive videodisc instruction when compared to a click-to-continue or passive viewing formats on posttest recall of Acquired Immune Deficiency Syndrome (AIDS) information by 101 college students. The necessity of constructing answers appears to be an important factor…
Students' Evocative Impact on Teacher Instruction and Teacher-Child Relationships

ERIC Educational Resources Information Center

Nurmi, Jari-Erik; Kiuru, Noona

2015-01-01

Classroom research has typically focused on the role of teaching practices and the quality of instruction in children's academic performance, motivation and adjustment--in other words, classroom interactions initiated by the teacher. The present article presents a model of classroom interactions initiated by the child, that is, the notion that a…
Graduate Student Research Instruction: Testing an Interactive Web-Based Library Tutorial for a Health Sciences Database

ERIC Educational Resources Information Center

Lechner, David L.

2005-01-01

Interactive electronic tutorials offer flexibility in delivering library instruction; however, questions linger regarding their effectiveness compared to traditional librarian-led classroom lectures. This study examines a tutorial introducing health science students to the Cumulative Index to Nursing and Allied Health Literature database. Half the…
The McLuhan Global Classroom: A Singapore-U.S. One-Year Instructional Interaction.

ERIC Educational Resources Information Center

Aune, Adonica Schultz; Lim, Dan

WebCT was integrated and modeled in a global Instructional Technology (IT) Certification Summer Institute offered through the University of Minnesota. Courses were first introduced with an on-site certification where technology integration was modeled in each course through the use of highly interactive web-based learning applications and games…

A Comparison of Student Reactions to Biology Instruction by Interactive Videodisc or Conventional Laboratory.

ERIC Educational Resources Information Center

Leonard, William H.

1989-01-01

Examines college students' perception of an interactive videodisc learning system as an alternative to the conventional laboratory for learning biology skills and concepts taught under classroom laboratory conditions. Reports that the videodisc instruction gave more experimental and procedural options and more efficient use of time than the…
Lutheran School Teachers' Instructional Usage of the Interactive Whiteboard

ERIC Educational Resources Information Center

Powers, Jillian R.

2014-01-01

The purpose of this mixed methods study was twofold. First, the study assessed whether Davis' (1989) Technology Acceptance Model (TAM) was useful in predicting instructional usage of the interactive whiteboard (IWB), as reported by K-8 teachers. Second, the study set out to understand what motivated those teachers to use the IWB for classroom…
Influence of Structure and Interaction on Student Achievement and Satisfaction in Web-Based Distance Learning

ERIC Educational Resources Information Center

Lee, Hye-Jung; Rha, Ilju

2009-01-01

This study examines the influence of instructional design and management style on student achievement and satisfaction in a web-based distance learning environment. From the literature review, two major instructional design and management styles in web-based distance education were conceptualized as structure and interpersonal interaction. To…
The Generative Effects of Instructional Organizers with Computer-Based Interactive Video.

ERIC Educational Resources Information Center

Kenny, Richard F.

This study compared the use of three instructional organizers--the advance organizer (AO), the participatory pictorial graphic organizer (PGO), and the final form pictorial graphic organizer (FGO)--in the design and use of computer-based interactive video (CBIV) programs. That is, it attempted to determine whether a less generative or more…
Observing the Interactive Qualities of L2 Instructional Practices in ESL and FSL Classrooms

ERIC Educational Resources Information Center

Zuniga, Michael; Simard, Daphnée

2016-01-01

Discourse features that promote the generation of interactionally modified input and output, such as negotiation for meaning, have been shown to significantly enhance second language acquisition. Research has also identified several characteristics of instructional practices that render them more or less propitious to the generation of these…
The Effects of Videoconferenced Distance-Learning Instruction in a Taiwanese Company

ERIC Educational Resources Information Center

Lin, Chin-Hung; Yang, Shu-Ching

2011-01-01

Distance learning, where instruction is given to students despite wide separations of students and teachers, is increasingly popular. Videoconferencing, which is examined in this study, is a distance learning mode of featuring real-time interaction of students and teachers and provides sequence, real-time, vision, and actual interaction. This…
Perceived Norms for Interactive Teaching and Their Relationship to Instructional Decision-Making: A Mixed Methods Study

ERIC Educational Resources Information Center

Hora, Matthew T.; Anderson, Craig

2012-01-01

Normative expectations for acceptable behaviors related to undergraduate instruction are known to exist within academic settings. Yet few studies have examined disciplinary variation in norms for interactive teaching, and their relationship to teaching practice, particularly from a cognitive perspective. This study examines these problems using…
Interactive Media Audit Trails: Approaches and Issues.

ERIC Educational Resources Information Center

Misanchuk, Earl R.; Schwier, Richard

This discussion of uses for audit trails in instructional research begins by pointing out that interactive media provide the learner with the opportunity to shape the program, and consequently, the learning experience. The paper focuses on one of the new questions for instructional designers that have come with the advent of these technologies,…
Screen Design Guidelines for Motivation in Interactive Multimedia Instruction: A Survey and Framework for Designers.

ERIC Educational Resources Information Center

Lee, Sung Heum; Boling, Elizabeth

1999-01-01

Identifies guidelines from the literature relating to screen design and design of interactive instructional materials. Describes two types of guidelines--those aimed at enhancing motivation and those aimed at preventing loss of motivation--for typography, graphics, color, and animation and audio. Proposes a framework for considering motivation in…
An Interactive, Instructor-Supported Reading Approach vs. Traditional Reading Instruction in Spanish

ERIC Educational Resources Information Center

Gladwin, Ransom F., IV; Stepp-Greany, Jonita

2008-01-01

This study analyzes the effects of the Interactive Reading with Instructor Support (IRIS) model on reading comprehension, as compared to a traditional (direct-teaching/lecture format) instructional model. The IRIS model combines reading strategies and social mediation together in the Spanish as a second language environment. In the IRIS model,…
Instructional Videos for Supporting Older Adults Who Use Interactive Systems

ERIC Educational Resources Information Center

Gramss, Denise; Struve, Doreen

2009-01-01

The study reported in this paper investigated the usefulness of different instructions for guiding inexperienced older adults through interactive systems. It was designed to compare different media in relation to their social as well as their motivational impact on the elderly during the learning process. Precisely, the video was compared with…
Making It Happen: Interaction in the Second Language Classroom, From Theory to Practice.

ERIC Educational Resources Information Center

Richard-Amato, Patricia A.

A discussion linking theory and practice in second language instruction focuses on ways of providing opportunities for meaningful interaction in language classrooms. The first part lays a theoretical foundation, looking at: the variety and evolution of instructional approaches from grammar-based to communicative; the classroom as environment for…
Learning Beyond the Buzzwords: Developing the Adaptable, Competent CSS Soldier

DTIC Science & Technology

2005-05-26

interaction with the surrounding environment.27 Russian theorist Lev Vygotsky argued for a variant of Piaget’s approach. Vygotsky believed that social...ABSTRACT (Maximum 200 Words)TT This monograph examines junior CSS soldier training programs against current learning theory in order to determine how the...learner centered instructional techniques, and provide appropriate time to achieve learning goals. 14. SUBJECT TERMS Soldier development, learning theory
Learning Effectiveness of the NASA Digital Learning Network

NASA Technical Reports Server (NTRS)

Hix, Billy

2005-01-01

Student participation in actual investigations which develop inquiry and intellectual skills has long been regarded as an essential component of science instructions (Schwab, 1962; White, 1999). Such investigations give students an opportunity to appreciate the spirit of science and promote an understanding of the nature of science. However, classroom research conducted over the past 20 years describes science teaching as primarily teacher centered. Typical instruction consists of whole class, noninteractive activities in which individual seatwork has constituted the bulk of classroom interactions (Tobin and Gallagher, 1997). Students typically learn science from textbooks and lectures. Their main motivation is to do reasonably well on tests and examinations (Layman, 1999). During the past five years, infrastructure constraints have reduced to the point that many schools systems can now afford low cost, high quality video conferencing equipment (International Society for Technology in Education, 2003). This study investigates the use of interactive video conferencing vs. face to face interaction with hands-on, inquiry based activities. Some basic questions to be addressed are: How does the delivery method impact the students understanding of the goals of the experiment? Are students explanation of the strategies of experimentation different based on the method of instruction that was provided. Do students engaged in a workshop with the instructor in the room vs. an instructor over video conferencing have different perception of the understanding of the subject materials?
A master of arts in chemistry for in-service teachers

DOE Office of Scientific and Technical Information (OSTI.GOV)

Crosby, G.A.; Crosby, J.L.

Because many teachers of high school chemistry do not have degrees in that subject, there is a growing need for professional development programs to improve the capacity of practicing teachers to teach modem chemistry competently, safely, and in a manner that engages the interest of the student. Because teachers are place bound (except during the summer) it is difficult to devise programs that meet their needs. At Washington State University we are using a combination of summer laboratory programs and technology during the academic year to deliver instruction to high school teachers. The delivery methods include VCR instruction during themore » academic year via U.S. post, two-way interactive television instruction to cohorts of teachers employed as chemists during summers, and an Electronic Bulletin Board to facilitate information exchange. An outline of the program with emphasis on the problems and benefits, and the degree of acceptance of instructional delivery by technology will be presented. Within three years the teachers earn a Master of Arts in Chemistry.« less
Group concept mapping for evaluation and development in nursing education.

PubMed

Hagell, Peter; Edfors, Ellinor; Hedin, Gita; Westergren, Albert; Hammarlund, Catharina Sjödahl

2016-09-01

The value of course evaluations has been debated since they frequently fail to capture the complexity of education and learning. Group Concept Mapping (GCM), a participant-centred mixed-method was explored as a tool for evaluation and development in nursing education and to better understand students' learning experiences, using data from a GCM-based evaluation of a research training assignment integrating clinical practice and research data collection within a Swedish university nursing program. Student nurses (n = 47) participated in a one-day GCM exercise. Focus group brainstorming regarding experiences from the assignment that the students considered important and instructive yielded 98 statements that were individually sorted based on their student-perceived relationships, and rated regarding their importance/instructiveness and need for development. Quantitative analysis of sort data produced a 2-dimensional map representing their conceptual relationships, and eight conceptual areas. Average cluster ratings were plotted relative to each other and provided a decision aid for development and planning by identifying areas (i.e., "Research methodology", "Patients' perspectives", and "Interviewer role") considered highly important/instructive and in high need for development. These experiences illustrate the use and potential of GCM as an interactive participant-centred approach to evaluation, planning and development in nursing and other higher health science educations. Copyright © 2016 Elsevier Ltd. All rights reserved.
Reciprocal Effects of Self-Regulation, Semantic Knowledge, and Reading Comprehension in Early Elementary School.

PubMed

Connor, Carol McDonald; Day, Stephanie L; Phillips, Beth; Sparapani, Nicole; Ingebrand, Sarah W; McLean, Leigh; Barrus, Angela; Kaschak, Michael P

2016-11-01

Many assume that cognitive and linguistic processes, such as semantic knowledge (SK) and self-regulation (SR), subserve learned skills like reading. However, complex models of interacting and bootstrapping effects of SK, SR, instruction, and reading hypothesize reciprocal effects. Testing this "lattice" model with children (n = 852) followed from first to second grade (5.9-10.4 years of age) revealed reciprocal effects for reading and SR, and reading and SK, but not SR and SK. More effective literacy instruction reduced reading stability over time. Findings elucidate the synergistic and reciprocal effects of learning to read on other important linguistic, self-regulatory, and cognitive processes; the value of using complex models of development to inform intervention design; and how learned skills may influence development during middle childhood. © 2016 The Authors. Child Development © 2016 Society for Research in Child Development, Inc.
Inquiry identity and science teacher professional development

NASA Astrophysics Data System (ADS)

Bryce, Nadine; Wilmes, Sara E. D.; Bellino, Marissa

2016-06-01

An effective inquiry-oriented science teacher possesses more than the skills of teaching through investigation. They must address philosophies, and ways of interacting as a member of a group of educators who value and practice science through inquiry. Professional development opportunities can support inquiry identity development, but most often they address teaching practices from limited cognitive perspectives, leaving unexplored the shifts in identity that may accompany teachers along their journey in becoming skilled in inquiry-oriented instruction. In this forum article, we envision Victoria Deneroff's argument that "professional development could be designed to facilitate reflexive transformation of identity within professional learning environments" (2013, p. 33). Instructional coaching, cogenerative dialogues, and online professional communities are discussed as ways to promote inquiry identity formation and collaboration in ways that empower and deepen science teachers' conversations related to personal and professional efficacy in the service of improved science teaching and learning.
Outcomes from building system courseware for teaching and testing in a discipline-based human structure curriculum.

PubMed

Reilly, Frank D

2011-01-01

This study investigated the educational benefits of system-based lecture notes and interactive learning objects in a peripheral nervous system component of a traditional first-year medical school human anatomy course. The impetus for the investigation was anecdotal evidence suggesting enhanced learner satisfaction with the learning resources. Retrospective review of existing data from 2006 to 2009 was undertaken to quantify (1) the effects of Web-based system courseware on examination item performance, and (2) differences among learner opinions regarding the benefit level of the five different types of interactive learning objects as evaluated by instructional design questionnaires. Interactive patient-based case studies (IPCS) and review games (Games), simulated interactive patients (SIP), flashcards, and unit quizzes (Quizzes) developed in-house have been peer-reviewed and published in MedEdPORTAL. Statistics included one-way analysis of variance, Tukey's post hoc test, and power meta-analysis (d). Examination item analysis scores remained significantly higher (P ≤ 0.05; d = 0.3938) for learners receiving the instructional treatment incorporating system-based lecture notes and interactive learning objects than for those not receiving this treatment. Using questionnaires with a five-point Likert scale, students reported favorably on the benefit level of all learning objects. They rated the SIP and IPCS significantly higher (P ≤0.05) and games significantly lower (P ≤ 0.05) than in previous years, indicating a change in learner preferences. This study reaffirms that online system-based instructional techniques improve student examination performance and overall student satisfaction. Learners indicated stronger preferences for SIP and IPCS over exercises encouraging passive memorization of anatomical content. Copyright © 2011 American Association of Anatomists.
Dynamical Integration of Language and Behavior in a Recurrent Neural Network for Human-Robot Interaction.

PubMed

Yamada, Tatsuro; Murata, Shingo; Arie, Hiroaki; Ogata, Tetsuya

2016-01-01

To work cooperatively with humans by using language, robots must not only acquire a mapping between language and their behavior but also autonomously utilize the mapping in appropriate contexts of interactive tasks online. To this end, we propose a novel learning method linking language to robot behavior by means of a recurrent neural network. In this method, the network learns from correct examples of the imposed task that are given not as explicitly separated sets of language and behavior but as sequential data constructed from the actual temporal flow of the task. By doing this, the internal dynamics of the network models both language-behavior relationships and the temporal patterns of interaction. Here, "internal dynamics" refers to the time development of the system defined on the fixed-dimensional space of the internal states of the context layer. Thus, in the execution phase, by constantly representing where in the interaction context it is as its current state, the network autonomously switches between recognition and generation phases without any explicit signs and utilizes the acquired mapping in appropriate contexts. To evaluate our method, we conducted an experiment in which a robot generates appropriate behavior responding to a human's linguistic instruction. After learning, the network actually formed the attractor structure representing both language-behavior relationships and the task's temporal pattern in its internal dynamics. In the dynamics, language-behavior mapping was achieved by the branching structure. Repetition of human's instruction and robot's behavioral response was represented as the cyclic structure, and besides, waiting to a subsequent instruction was represented as the fixed-point attractor. Thanks to this structure, the robot was able to interact online with a human concerning the given task by autonomously switching phases.

Multilevel library instruction for emerging nursing roles.

PubMed

Francis, B W; Fisher, C C

1995-10-01

As new nursing roles emerge that involve greater decision making than in the past, added responsibility for outcomes and cost control, and increased emphasis on primary care, the information-seeking skills needed by nurses change. A search of library and nursing literature indicates that there is little comprehensive library instruction covering all levels of nursing programs: undergraduate, returning registered nurses, and graduate students. The University of Florida is one of the few places that has such a multilevel, course-integrated curriculum in place for all entrants into the nursing program. Objectives have been developed for each stage of learning. The courses include instruction in the use of the online public access catalog, printed resources, and electronic databases. A library classroom equipped with the latest technology enables student interaction with electronic databases. This paper discusses the program and several methods used to evaluate it.
Interactive radio: distance education in the classroom.

PubMed

1988-01-01

The Honduran Association for Socioeconomic Growth and Development (AVANCE) in conjunction with the U.S. Agency for International Development's Radio Learning Project has developed and promoted programs for radio that encourage interactive learning in Latin America. The Second Interamerican Conference on Interactive Radio was recently held in Tela, Honduras where educators and participants came to attend workshops on scriptwriting, instructional design, community support and other related topics. The participants had the opportunity to study the second generation of interactive radio. Beginning in 1973, Nicaragua began an interactive radio program written for early grade mathematics students. Currently, Honduras is marketing a mathematics program entitled, La Familia de los Numeros," or the Family of Numbers to other countries. In Bolivia, an organization called, "Fe y Alegria," or Faith and Happiness is broadcasting educational programs through the use of interactive radio. In Ecuador, testing has begun to study the viability of interactive radio for their educational system, and in Costa Rica, replication of Honduras' "Familia de los Numeros" has begun. Teachers have noted an improved grasp of subject matter and better attentiveness through the use of interactive radio programs. The programs present 30 minutes of mathematics information and 30 minutes of language information. For each grade, 170 programs have been developed.
An analysis of science instruction in the fifth-grade science classroom: Investigating activity-based instruction with student-generated discussion

NASA Astrophysics Data System (ADS)

Vowell, Julie E.

The purpose of this study was to determine the extent to which debriefing impacts the level of cognitive understanding among students in the fifth-grade science classroom. This mixed methods study involved two fifth-grade science classrooms (N = 39) in a one month exploration of rocks and minerals. Two fifth-grade science classrooms participated in a unit using identical content, but had different pedagogical orientations. The experimental class was taught using the "Do-Talk-Do-Debrief" instructional method and the control class was taught using the "Do-Talk-Do" instructional method without the "Debrief" (metacognitive component). Research for the quantitative portion of this study was conducted using a pretest-posttest control-group design. The design was used to test the hypothesized relationship between an activity-based instructional method with debriefing and students' achievement. Two intact, equivalent fifth-grade classes were randomly assigned to treatment and control conditions. Prior to the beginning of the study, a researcher-developed pretest was administered to all participants to assess the students' prior knowledge of rocks and minerals. A posttest measure was given to the participants upon conclusion of the unit to measure knowledge and understanding. Following the posttest, the participants did not receive additional instruction over rocks and minerals. A similar posttest was administered to both groups two weeks later as an added measure for retention. A t-test for independent samples was used to examine differences on the pretest between the experimental and control groups. Likewise, a t-test was used to compare the mean scores on the first posttest (achievement). A separate t-test was conducted on the second posttest (retention) and was followed by a Pearson Product Moment Correlation, conducted by group. Research for the qualitative portion of this study involved classroom observations throughout the rock and mineral unit followed by a teacher interview. Observations were made in two fifth-grade classrooms and Flanders' Categories for Interaction Analysis was used as a framework for observing the level of social interaction. The observations were transcribed and developed into a "thick" record as suggested by Dr. Phil Carspecken's stages of qualitative research. Member checking and peer debriefing techniques were employed to increase the trustworthiness of the study. The quantitative data suggested science achievement of fifth-grade science students who learned through activity-based instruction with debriefing was statistically significantly higher than the science achievement of fifth-grade science students who learned through activity-based instruction without debriefing (p<.01), as measured by the first posttest. Also, student retention as measured by fifth-grade science students who learned through activity-based instruction was statistically significantly higher than fifth-grade science students who learned through activity-based instruction without debriefing (p<.01), as measured by the second posttest. Additionally, the effect sizes for achievement and retention were very large and educationally meaningful. Activity-based instruction enhanced with debriefing resulted in a deeper construction of knowledge and retention of understanding.
An Interactive Computer-Aided Instructional Strategy and Assessment Methods for System Identification and Adaptive Control Laboratory

ERIC Educational Resources Information Center

Özbek, Necdet Sinan; Eker, Ilyas

2015-01-01

This study describes a set of real-time interactive experiments that address system identification and model reference adaptive control (MRAC) techniques. In constructing laboratory experiments that contribute to efficient teaching, experimental design and instructional strategy are crucial, but a process for doing this has yet to be defined. This…
Effect of Self-Worth and Parenting Style on the Planned Behavior in an Online Moral Game

ERIC Educational Resources Information Center

Hong, Jon-Chao; Hwang, Ming-Yueh; Wang, Chun-Kai; Hsu, Tsui-Fang; Chen, Yu-Ju; Chan, Chiung-Hua

2011-01-01

This idea of integrating moral education to digital gaming platform had been discussed since digital and online approaches were used in teaching. Online interactive instruction was one of moral teaching forms to assist moral instruction. However, most moral-related interactive online games lacked functions for players to explore themselves while…
Analysis of Attitude and Achievement Using the 5E Instructional Model in an Interactive Television Environment

ERIC Educational Resources Information Center

Cherry, Gamaliel R.

2011-01-01

The purpose of this quasi-experimental study was to examine attitude and achievement among fifth grade students participating in inquiry and lecture-based forms of instruction through interactive television. Participants (N = 260) were drawn from registered users of NASA's Digital Learning Network[TM]. The first three levels of Bloom's Revised…
Interactive Computer Based Assessment Tasks: How Problem-Solving Process Data Can Inform Instruction

ERIC Educational Resources Information Center

Zoanetti, Nathan

2010-01-01

This article presents key steps in the design and analysis of a computer based problem-solving assessment featuring interactive tasks. The purpose of the assessment is to support targeted instruction for students by diagnosing strengths and weaknesses at different stages of problem-solving. The first focus of this article is the task piloting…
Instructional Design to Measure the Efficacy of Interactive E-Books in a High School Setting

ERIC Educational Resources Information Center

Pabrua Batoon, Maria Victoria; Glasserman Morales, Leonardo David; Yanez Figueroa, Jose Antonio

2018-01-01

This article describes a qualitative research analysis on the implementation of interactive ebooks in high school courses using a case study approach. The subjects of the study included seven professors and 16 freshmen who were surveyed and interviewed with a questionnaire designed according to the Kemp Model of Instructional Design. The study…
"Is This What You're Talking About?": Identity Negotiation in International Teaching Assistants' Instructional Interactions with U.S. College Students

ERIC Educational Resources Information Center

Chiang, Shiao-Yun

2016-01-01

The instructional performance of international teaching assistants (ITA) in U.S. universities is generally considered as problematic due to linguistic and cultural differences in existing studies. Drawing on interactional sociolinguistics, conversation analysis, and positioning theory, this study aims to find out how ITAs are juxtaposed between…
The Interaction of Principal and Teacher Instructional Influence as a Measure of Leadership as an Organizational Quality

ERIC Educational Resources Information Center

Jackson, Karen M.; Marriott, Christine

2012-01-01

Purpose: This article presents the design and test of a measure of school leadership as an organizational quality through the interaction of principal and teacher instructional influence. The Organizational Leadership Model hypothesizes four distinct conditions of school leadership, and the analysis investigates the relationship between teacher,…
A Performance Enhanced Interactive Learning Workshop Model as a Supplement for Organic Chemistry Instruction

ERIC Educational Resources Information Center

Phillips, Karen E. S.; Grose-Fifer, Jilliam

2011-01-01

In this study, the authors describe a Performance Enhanced Interactive Learning (PEIL) workshop model as a supplement for organic chemistry instruction. This workshop model differs from many others in that it includes public presentations by students and other whole-class-discussion components that have not been thoroughly investigated in the…
A Complete Interactive Graphical Computer-Aided Instruction System.

ERIC Educational Resources Information Center

Abrams, Steven Selby

The use of interactive graphics in computer-aided instruction systems is discussed with emphasis placed on two requirements of such a system. The first is the need to provide the teacher with a useful tool with which to design and modify teaching sessions tailored to the individual needs and capabilities of the students. The second is the…
Establishing a Multidimensional Interaction in Science Instruction: Usage of Mobile Technology

ERIC Educational Resources Information Center

Yilmaz, Özkan; Sanalan, Vehbi Aytekin

2015-01-01

The aim of this study is to examine the effect of mobile technology use in university science instruction on students' academic achievement and self-regulation skills. An experimental study is conducted to test the use of mobile in-class interaction system (M-CIS) and to determine the change in students' academic achievement and self-regulation…
Measuring the Effects of Instructional Environment and Student Engagement on Reading Achievement for Struggling Readers in Middle School

ERIC Educational Resources Information Center

Kennedy, Patrick Charles

2014-01-01

Teaching is a complex and fundamentally collaborative process, through which knowledge and skills are acquired as a result of repeated interactions between teachers and students. The effectiveness of these interactions depends on both the instructional environment created by the teacher and the extent to which students engage with that…
The Writing Performance of Elementary Students Receiving Strategic and Interactive Writing Instruction

ERIC Educational Resources Information Center

Wolbers, Kimberly A.; Dostal, Hannah M.; Graham, Steve; Cihak, David; Kilpatrick, Jennifer R.; Saulsburry, Rachel

2015-01-01

Strategic and Interactive Writing Instruction (SIWI) has led to improved writing and language outcomes among deaf and hard of hearing (DHH) middle grades students. The purpose of this study was to examine the effects of SIWI on the written expression of DHH elementary students across recount/personal narrative, information report, and persuasive…
Quantitative Causal-Comparative Relationship between Interactive Whiteboard Instruction and Student Science Proficiency

ERIC Educational Resources Information Center

Danelczyk, Ewa Krystyna

2013-01-01

The purpose of this quantitative causal-comparative study was to investigate the relationship between the instructional effects of the interactive whiteboard and students' proficiency levels in eighth-grade science as evidenced by the state FCAT scores. A total of 46 eighth-grade science teachers in a South Florida public school district completed…
Examining Student Writing Proficiencies across Genres: Results of an Intervention Study

ERIC Educational Resources Information Center

Dostal, Hannah M.; Wolbers, Kimberly A.

2016-01-01

This study examines the patterns of growth across both taught and untaught genres of writing for deaf and hard of hearing students in grades 4-6. Twenty-three students were exposed to Strategic and Interactive Writing Instruction (SIWI) for 5 weeks, during which time they received guided, interactive instruction focused on how writers address…
Instructor Interaction and Immediacy Behaviors in a Multipoint Videoconferenced Instructional Environment: A Descriptive Case Study

ERIC Educational Resources Information Center

Bohnstedt, Kathy D.

2011-01-01

The purpose of this study was to examine the experiences of professors teaching in a multi-point videoconferencing instructional environment and how they interacted with students in proximate and remote classrooms. Qualitative and quantitative data were analyzed to gain an understanding of the teaching experience and to examine differences between…
Using Research-Based Interactive Video Vignettes to Enhance Out-of-Class Learning in Introductory Physics

NASA Astrophysics Data System (ADS)

Laws, Priscilla W.; Willis, Maxine C.; Jackson, David P.; Koenig, Kathleen; Teese, Robert

2015-02-01

Ever since the first generalized computer-assisted instruction system (PLATO1) was introduced over 50 years ago, educators have been adding computer-based materials to their classes. Today many textbooks have complete online versions that include video lectures and other supplements. In the past 25 years the web has fueled an explosion of online homework and course management systems, both as blended learning and online courses. Meanwhile, introductory physics instructors have been implementing new approaches to teaching based on the outcomes of Physics Education Research (PER). A common theme of PER-based instruction has been the use of active-learning strategies designed to help students overcome alternative conceptions that they often bring to the study of physics.2 Unfortunately, while classrooms have become more active, online learning typically relies on passive lecture videos or Kahn-style3 tablet drawings. To bring active learning online, the LivePhoto Physics Group has been developing Interactive Video Vignettes (IVVs) that add interactivity and PER-based elements to short presentations. These vignettes incorporate web-based video activities that contain interactive elements and typically require students to make predictions and analyze real-world phenomena.
Measurement of cognitive performance in computer programming concept acquisition: interactive effects of visual metaphors and the cognitive style construct.

PubMed

McKay, E

2000-01-01

An innovative research program was devised to investigate the interactive effect of instructional strategies enhanced with text-plus-textual metaphors or text-plus-graphical metaphors, and cognitive style on the acquisition of programming concepts. The Cognitive Styles Analysis (CSA) program (Riding,1991) was used to establish the participants' cognitive style. The QUEST Interactive Test Analysis System (Adams and Khoo,1996) provided the cognitive performance measuring tool, which ensured an absence of error measurement in the programming knowledge testing instruments. Therefore, reliability of the instrumentation was assured through the calibration techniques utilized by the QUEST estimate; providing predictability of the research design. A means analysis of the QUEST data, using the Cohen (1977) approach to size effect and statistical power further quantified the significance of the findings. The experimental methodology adopted for this research links the disciplines of instructional science, cognitive psychology, and objective measurement to provide reliable mechanisms for beneficial use in the evaluation of cognitive performance by the education, training and development sectors. Furthermore, the research outcomes will be of interest to educators, cognitive psychologists, communications engineers, and computer scientists specializing in computer-human interactions.

The Further Development of CSIEC Project Driven by Application and Evaluation in English Education

ERIC Educational Resources Information Center

Jia, Jiyou; Chen, Weichao

2009-01-01

In this paper, we present the comprehensive version of CSIEC (Computer Simulation in Educational Communication), an interactive web-based human-computer dialogue system with natural language for English instruction, and its tentative application and evaluation in English education. First, we briefly introduce the motivation for this project,…
The GALAXY Classroom: An Interactive, Thematic Approach to Literacy Instruction.

ERIC Educational Resources Information Center

Lewison, Mitzi

The GALAXY Classroom, developed as a nation-wide reform effort, was designed to make a significant positive difference in the educational lives of elementary school students who have traditionally been labeled "at-risk." As part of a 2-year demonstration and research phase, 39 elementary schools across the United States (and one school…
Differentiating Mathematics Instruction for Secondary-Level English Language Learners in the Mainstream Classroom

ERIC Educational Resources Information Center

Cardimona, Kimberly

2018-01-01

This study investigated the nature of dyadic interaction between secondary English language learners (ELLs) engaged in mathematics peer tutoring sessions. An analysis of 15 ELL expert/novice student-tutoring dyads and three mathematics teacher/ELL novice dyads revealed the importance of questions and wait time in developing novice tutee ownership…
Engineering Students' Experiences of Interactive Teaching in Calculus

ERIC Educational Resources Information Center

Weurlander, Maria; Cronhjort, Mikael; Filipsson, Lars

2017-01-01

This study reports on an educational development initiative where peer instruction was used instead of traditional lectures in a calculus course for first-year engineering students. The aim of the study was to explore students' experiences of this method. Data were collected by means of an open-ended questionnaire on two occasions: early and late…
Using the SIOP Model to Improve Middle School Science Instruction. CREATE Brief

ERIC Educational Resources Information Center

Himmel, Jennifer; Short, Deborah J.; Richards, Catherine; Echevarria, Jana

2009-01-01

This brief provides an overview of the SIOP Model and highlights how teachers can develop content and language objectives, emphasize key vocabulary, promote interaction, and incorporate effective review and assessment techniques within the context of middle school science. It provides research-based examples and strategies in order to illustrate…
"Turning Points" Revisited: How Effective Middle-Grades Schools Address Developmental Needs of Young Adolescent Students.

ERIC Educational Resources Information Center

Martin, Terry

1993-01-01

Reviews the Carnegie Council on Adolescent Development Task Force Report (1989) "Turning Points" and looks at some successful middle school programs. Some issues discussed are diversity; self-deveelopment and self-definition; student participation; school and community; social interaction; school climate; and curriculum and instruction.…
Whole School English Learner Reform: A Heuristic Approach to Professional Learning in Middle Schools

ERIC Educational Resources Information Center

Plough, Bobbie; Garcia, Ray

2015-01-01

This work highlights a heuristic model for professional learning while examining the implementation of a reform initiative. The researchers used longitudinal data collected from surveys to develop and fit a model of professional learning where patterns of interaction among teachers changed the discussion about English learner instruction. Data…
Curriculum Development in Studio-Style University Physics and Implications for Dissemination of Research-Based Reforms

ERIC Educational Resources Information Center

Foote, Kathleen T.

2016-01-01

Over the past few decades, a growing body of evidence demonstrates that students learn best in engaging, interactive, collaborative, and inquiry-based environments. However, most college science classes are still taught with traditional methods suggesting the existing selection of research-based instructional materials has not widely transformed…
Interaction: A Role Playing Simulation Activity.

ERIC Educational Resources Information Center

Henderhan, Robert C.

As part of a program to prepare public librarians to serve the urban disadvantaged, the faculty at Wayne State University experimented with simulation as an instructional technique. They developed and tested a library game, LIB SIM, aimed at introducing students to the relationships between main library and various branches in a large urban public…
Text, Graphics, and Multimedia Materials Employed in Learning a Computer-Based Procedural Task

ERIC Educational Resources Information Center

Coffindaffer, Kari Christine Carlson

2010-01-01

The present research study investigated the interaction of graphic design students with different forms of software training materials. Four versions of the procedural task instructions were developed (A) Traditional Textbook with Still Images, (B) Modified Text with Integrated Still Images, (C) Onscreen Modified Text with Silent Onscreen Video…
Mathematics Teachers' Self-Captured Video and Opportunities for Learning

ERIC Educational Resources Information Center

Sherin, Miriam Gamoran; Dyer, Elizabeth B.

2017-01-01

Numerous video-based programs have been developed to support mathematics teachers in reflecting on and examining classrooms interactions without the immediate demands of instruction. An important premise of such work is that teacher learning occurs at the time that the video is viewed and discussed with teachers. Recent advances in technology,…
A Hypermedia System To Aid in Preservice Teacher Education: Instructional Design and Evaluation.

ERIC Educational Resources Information Center

Lambdin, Diana V.; And Others

This research investigated how use of an interactive videodisk information system, the Strategic Teaching Framework (STF), helped preservice teachers expand their visions of teaching, learning, and assessment in mathematics, and helped develop their skills in translating that vision into action in the classroom. STF consisted of videos of…
Clean Water in the Pacific. [Videotape]. PRELSTAR: A Pacific Islands Distance Learning Program.

ERIC Educational Resources Information Center

Pacific Resources for Education and Learning, Honolulu, HI.

This 11-minute videotape and poster can be used for interactive instruction in grades 6-12 science classes. Issues examined in this videotape include preserving precious water resources, protecting the environment from pollutants caused by urban and agricultural development and industry within changing lifestyles, and ensuring the availability of…
Research-Practice Interactions as Reported in Recent Design Studies: Still Promising, Still Hazy

ERIC Educational Resources Information Center

Ormel, Bart J. B.; Pareja Roblin, Natalie N.; McKenney, Susan E.; Voogt, Joke M.; Pieters, Jules M.

2012-01-01

This study portrays recent research-practice connections found in 18 design research reports focusing on the creation of instructional solutions. Solutions in different stages of development varied greatly in duration, ranging from one lesson to a whole year curriculum, spanned all levels of education, many subjects (science, math, language,…
Implementation of Web-Based Argumentation in Facilitating Elementary School Students to Learn Environmental Issues

ERIC Educational Resources Information Center

Wang, T. H.

2014-01-01

This research develops a Web-based argumentation system named the Web-based Interactive Argumentation System (WIAS). WIAS can provide teachers with the scaffolding for argumentation instruction. Students can propose their statements, collect supporting evidence and share and discuss with peers online. This research adopts a quasi-experimental…
VISUAL AND AUDIO PRESENTATION IN MACHINE PROGRAMED INSTRUCTION. FINAL REPORT.

ERIC Educational Resources Information Center

ALLEN, WILLIAM H.

THIS STUDY WAS PART OF A LARGER RESEARCH PROGRAM AIMED TOWARD DEVELOPMENT OF PARADIGMS OF MESSAGE DESIGN. OBJECTIVES OF THREE PARALLEL EXPERIMENTS WERE TO EVALUATE INTERACTIONS OF PRESENTATION MODE, PROGRAM TYPE, AND CONTENT AS THEY AFFECT LEARNER CHARACTERISTICS. EACH EXPERIMENT USED 18 TREATMENTS IN A FACTORIAL DESIGN WITH RANDOMLY SELECTED…
Where Science Intersects Pop Culture: An Informal Science Education Outreach Program

ERIC Educational Resources Information Center

Burks, R.; Deards, K. D.; DeFrain, E.

2017-01-01

Attracting a general audience to STEM topics can be a challenge, and developing engaging and interactive instruction is important for educators in all fields. While many chemical educators have successfully used pop-culture themes to introduce their students to scientific concepts, these encounters are largely limited to formal classroom…
High School Physics: An Interactive Instructional Approach That Meets the Next Generation Science Standards

ERIC Educational Resources Information Center

Huang, Shaobo; Mejia, Joel Alejandro; Becker, Kurt; Neilson, Drew

2015-01-01

Improving high school physics teaching and learning is important to the long-term success of science, technology, engineering, and mathematics (STEM) education. Efforts are currently in place to develop an understanding of science among high school students through formal and informal educational experiences in engineering design activities…
A Sociocultural View of Language Learning: The Importance of Meaning-Based Instruction

ERIC Educational Resources Information Center

Eun, Barohny; Lim, Hye-Soon

2009-01-01

The process of second-language teaching is grounded in the sociocultural theory of Vygotsky, which emphasizes meaningful interaction among individuals as the greatest motivating force in human development and learning. In this theoretical framework, the concepts of meaning and mediation are considered as the two essential elements affecting an…
An Instructional and Collaborative Learning System with Content Recommendation

ERIC Educational Resources Information Center

Zheng, Xiang-wei; Ma, Hong-wei; Li, Yan

2013-01-01

With the rapid development of Internet, e-learning has become a new teaching and learning mode. However, lots of e-learning systems deployed on Internet are just electronic learning materials with very limited interactivity and diagnostic capability. This paper presents an integrated e-learning environment named iCLSR. Firstly, iCLSR provides an…

Exploring the Dynamic Long-Term Interaction between Cognitive and Psychosocial Resources in Adult Second Language Development at Varying Proficiency

ERIC Educational Resources Information Center

Serafini, Ellen J.

2017-01-01

This study draws on conceptual and methodological insights afforded within a dynamic systems perspective to explore shifting interrelationships between cognitive capacity and motivational resources in instructed adult second language (L2) learners of Spanish at increasing proficiency. Relationships that emerged showed both stability and…
Views of Pre-Service Teachers on Blog use for Instruction and Social Interaction

ERIC Educational Resources Information Center

Kuzu, Abdullah

2007-01-01

Rapid development of technology and unique characteristics of the creative society require a shift from traditional teaching concepts to student centered learning in education. One of the methods to provide this change is creating teaching environments enriched by Internet. Blog (weblog) service offered to learners and teachers through Internet…
Development of an Instructional Design Model for Flipped Learning in Higher Education

ERIC Educational Resources Information Center

Lee, Jihyun; Lim, Cheolil; Kim, Hyeonsu

2017-01-01

In response to pedagogical challenges in higher education, blended learning has become a prevalent practice in colleges and universities. Flipped learning (FL) represents a newly emerging form of blended learning, where students individually watch online lectures prior to class and then engage in classroom learning activities interacting with…
Teaching Students How to Write a Description with Photos

ERIC Educational Resources Information Center

Chong, Ivan

2017-01-01

In writing instruction, teachers often struggle with developing engaging and interactive activities given constraints such as large classes and packed teaching schedules. A purposeful and appealing pre-task can energize the writing process and set the context for the subsequent writing task. With this purpose in mind, the author designed the…
Beliefs and Practices of Expert Respiratory Care Faculty on Critical-Thinking Learning: A Case Study

ERIC Educational Resources Information Center

Hulse, James Leland

2009-01-01

Problem. The development of critical-thinking skills during the professional training of respiratory therapists is imperative for good practice. Research evidence suggests that interactive instructional strategies are far more effective than traditional lectures. Missing from the literature are thick descriptions of how faculty organize the…
Classroom Composition and Language Minority Students' Motivation in Language Lessons

ERIC Educational Resources Information Center

Rjosk, Camilla; Richter, Dirk; Hochweber, Jan; Lüdtke, Oliver; Stanat, Petra

2015-01-01

In this study, we investigated effects of the proportion of language minority students in classrooms on the development of students' intrinsic motivation in language lessons and the mediating role of instructional climate (e.g., teacher support, focus on student interests). In addition, we explored the interaction between the proportion of…
Designing Interactive Courseware: Creating an Electronic Edition of the Notes of Debates in the Philadelphia Convention of 1787.

ERIC Educational Resources Information Center

Schick, James B. M.

2002-01-01

Describes the educational philosophy and decisions that shaped development of an electronic reader's edition of James Madison's notes on the debates of the Philadelphia Convention of 1787. Discusses the role of hypermedia in history instruction. %Illustrates and explains the design of the resource. (PAL)
Anxiety, Prior Achievement, and Instructional Support.

ERIC Educational Resources Information Center

Tobias, Sigmund; Redfield, Robert

The interaction between prior achievement, anxiety, and different instructional treatments were examined. The expectation that there is an inverse relationship between prior achievement and the amount of instructional support required in order to accomplish an objective was tested. A total of 120 subjects (student volunteers from a senior campus…
Designing Instruction in the Face of Technology Transience

ERIC Educational Resources Information Center

Linder-VanBerschot, Jennifer A.; Summers, Laura L.

2015-01-01

As we strive to provide quality and sustainable online learning experiences, we must frame instructional design decisions around learners' current needs and interaction with technology. This article explores the implications of technology transience on instructional design. We provide numerous examples of programs assuming a purposeful approach to…
Criteria for the Evaluation of Microcomputer Courseware.

ERIC Educational Resources Information Center

Cohen, Vicki Blum

1983-01-01

Discusses attributes which are offered as set of standards to judge instructional software--those unique to design of microcomputer courseware and those included in design of all instruction. Curriculum role, modes of interaction, computer managed instruction, graphics, feedback, packaging, and manuals are noted. Fourteen references are included.…
34 CFR 464.3 - What kinds of activities may be assisted?

Code of Federal Regulations, 2012 CFR

2012-07-01

... literacy instructors in reading instruction and in— (i) Selecting and making the most effective use of... instruction; (B) Video tapes; (C) Interactive systems; and (D) Data link systems; or (ii) Assessing learning style, screening for learning disabilities, and providing individualized remedial reading instruction...
34 CFR 464.3 - What kinds of activities may be assisted?

Code of Federal Regulations, 2014 CFR

2014-07-01

... literacy instructors in reading instruction and in— (i) Selecting and making the most effective use of... instruction; (B) Video tapes; (C) Interactive systems; and (D) Data link systems; or (ii) Assessing learning style, screening for learning disabilities, and providing individualized remedial reading instruction...
34 CFR 464.3 - What kinds of activities may be assisted?

Code of Federal Regulations, 2011 CFR

2011-07-01

... literacy instructors in reading instruction and in— (i) Selecting and making the most effective use of... instruction; (B) Video tapes; (C) Interactive systems; and (D) Data link systems; or (ii) Assessing learning style, screening for learning disabilities, and providing individualized remedial reading instruction...
34 CFR 464.3 - What kinds of activities may be assisted?

Code of Federal Regulations, 2013 CFR

2013-07-01

... literacy instructors in reading instruction and in— (i) Selecting and making the most effective use of... instruction; (B) Video tapes; (C) Interactive systems; and (D) Data link systems; or (ii) Assessing learning style, screening for learning disabilities, and providing individualized remedial reading instruction...
The Euler’s Graphical User Interface Spreadsheet Calculator for Solving Ordinary Differential Equations by Visual Basic for Application Programming

NASA Astrophysics Data System (ADS)

Gaik Tay, Kim; Cheong, Tau Han; Foong Lee, Ming; Kek, Sie Long; Abdul-Kahar, Rosmila

2017-08-01

In the previous work on Euler’s spreadsheet calculator for solving an ordinary differential equation, the Visual Basic for Application (VBA) programming was used, however, a graphical user interface was not developed to capture users input. This weakness may make users confuse on the input and output since those input and output are displayed in the same worksheet. Besides, the existing Euler’s spreadsheet calculator is not interactive as there is no prompt message if there is a mistake in inputting the parameters. On top of that, there are no users’ instructions to guide users to input the derivative function. Hence, in this paper, we improved previous limitations by developing a user-friendly and interactive graphical user interface. This improvement is aimed to capture users’ input with users’ instructions and interactive prompt error messages by using VBA programming. This Euler’s graphical user interface spreadsheet calculator is not acted as a black box as users can click on any cells in the worksheet to see the formula used to implement the numerical scheme. In this way, it could enhance self-learning and life-long learning in implementing the numerical scheme in a spreadsheet and later in any programming language.
MO-DE-BRA-01: Enhancing Radiation Physics Instruction Through Gamification and E-Learning

DOE Office of Scientific and Technical Information (OSTI.GOV)

Driewer, J; Lei, Y; Morgan, B

Purpose: This project sought to “gamify” the instruction of radiation interaction physics concepts for technology students. Gamification applies game mechanics and user interactions in active learning contexts. In one part of this project, a self-guided eModule was developed for conceptual radiation interaction instruction. In a second part, a web-based game, Particle Launch (http://particle-launcher.ist.unomaha.edu), was created to challenge students to quickly apply radiation interaction concepts in a way that is stimulating and motivating. Methods: The eModule, focused on conceptual interaction physics, was designed in Adobe Captivate and incorporates animation, web videos, and assessment questions in order to generate student interest. Navigatingmore » the whole module takes 40 minutes for beginners. Assessments after three main sections are comprised of 3–4 questions randomly selected from a question pool. In collaboration with the University of Nebraska at Omaha’s College of Information Science and Technology, the Particle Launch game was created with the Unity gaming engine and designed with a game-play look and feel. The object of the game is to utilize different particles, energies, and directions to destroy a target given a limited number of resources and time to complete the task. A rewards system encourages accurate shots. Results: The eModule part of the project encourages a flipped classroom model in which class time is devoted to application of concepts rather than information-based lectures. Currently, eModule assessments are not tracked but this feature could be incorporated to encourage participation. Furthermore, in a class of five technology students, the game was found to be fun and engaging and had the effect of reinforcing basic concepts from the eModule. Conclusion: Gamification has significant potential to alter medical physics instruction. Game-play feedback is an important part of the learning process. Students found Particle Launch inviting and challenging and further research could help game design. This project was generously supported by the Office of the Vice-Chancellor for Academic Affairs and the University of Nebraska Medical Center.« less
Proceedings of Selected Research and Development Presentations at the National Convention of the Association for Educational Communications and Technology (AECT) Sponsored by the Research and Theory Division (20th, St. Louis, Missouri, February 18-22, 1998).

ERIC Educational Resources Information Center

Maushak, Nancy J., Ed.; Schlosser, Charles, Ed.; Lloyd, Thomas N., Ed.; Simonson, Michael, Ed.

1998-01-01

Subjects addressed by the 55 papers in this proceedings include: teaching literacy; hypermedia navigation and design; creating a community of thinkers; analysis-based message design; learner-instruction interactions; representation of time-based information in visual design; presentation interference; professional development through anecdotes;…
Effects of Writing Instruction on Kindergarten Students' Writing Achievement: An Experimental Study

ERIC Educational Resources Information Center

Jones, Cindy D'On

2015-01-01

This full-year experimental study examined how methods of writing instruction contribute to kindergarten students' acquisition of foundational and compositional early writing skills. Multiple regression with cluster analysis was used to compare 3 writing instructional groups: an interactive writing group, a writing workshop group, and a…
Web-Based Instruction, Learning Effectiveness and Learning Behavior: The Impact of Relatedness

ERIC Educational Resources Information Center

Shieh, Chich-Jen; Liao, Ying; Hu, Ridong

2013-01-01

This study aims to discuss the effects of Web-based Instruction and Learning Behavior on Learning Effectiveness. Web-based Instruction contains the dimensions of Active Learning, Simulation-based Learning, Interactive Learning, and Accumulative Learning; and, Learning Behavior covers Learning Approach, Learning Habit, and Learning Attitude. The…
A Model for Integrating Technology and Learning in Public Health Education

ERIC Educational Resources Information Center

Bardzell, Shaowen; Bardzell, Jeffrey; So, Hyo-Jeong; Lee, Junghun

2004-01-01

As computer interfaces emerge as an instructional medium, instructors transitioning from the classroom continue to bear the burden of designing effective instruction. The medium of the computer interface, and the kinds of learning and interactive possibilities it affords, presumably changes the delivery of learner-centered instruction.…

An Educated View of Technology.

ERIC Educational Resources Information Center

White, Mary Alice

For education to respond to the new technologies that offer tools for mind expansion, the concept of information itself must be redefined. Instruction via electronic sources is a very different way of learning than instruction by print: electronic instruction is highly interactive, under the user's control, and full of imagery. Imagery is the…
Instructional Design Issues for Current and Future Interactive Video Media.

ERIC Educational Resources Information Center

Hadley, James A.; Bentley, Joanne; Christiansen, Todd P.

2003-01-01

Addresses some of the issues that instructional designers will face in the near future and ways to deal with new instructional affordances and constraint, including: Menu and Audio, Video, Subpicture Interleaved, Streamlining Digital Media (MAVSI-SDM); three-dimensional flowcharting; designing multi-faceted storyboards and scripts; managing video,…
Peer Instruction: An Evaluation of Its Theory, Application, and Contribution

ERIC Educational Resources Information Center

Gok, Tolga; Gok, Ozge

2017-01-01

Many qualitative and quantitative studies performed on peer instruction based on interactive engagement method used in many different disciplines and courses were reviewed in the present study. The researchers examined the effects of peer instruction on students' cognitive skills (conceptual learning, problem solving, reasoning ability, etc.) and…
Relationship between Preferred and Actual Opinions about Inquiry-Based Instruction Classroom

ERIC Educational Resources Information Center

Nuangchalerm, Prasart

2017-01-01

Based on 10 preservice science teachers in 4 schools, this study presents a detailed analysis of how preservice teacher expectation interacts with school practicum and authentic classroom action of inquiry-based instruction. Classroom observation, lesson plan analysis, and interviews revealed that inquiry-based instruction in the expectation and…
On Using Various Mathematics Instructions versus Traditional Instruction: An Action Research

ERIC Educational Resources Information Center

Alzabut, Jehad

2017-01-01

In this research, I provide an overview of potentially selected interactive mathematical instructions that help learners-educators identifying the most effective practices for teaching a course on differential equations. Based on my practical experience, positive and negative aspects of the used techniques are discussed. Immediate reactions on the…
Phantom-GRAPE: Numerical software library to accelerate collisionless N-body simulation with SIMD instruction set on x86 architecture

NASA Astrophysics Data System (ADS)

Tanikawa, Ataru; Yoshikawa, Kohji; Nitadori, Keigo; Okamoto, Takashi

2013-02-01

We have developed a numerical software library for collisionless N-body simulations named "Phantom-GRAPE" which highly accelerates force calculations among particles by use of a new SIMD instruction set extension to the x86 architecture, Advanced Vector eXtensions (AVX), an enhanced version of the Streaming SIMD Extensions (SSE). In our library, not only the Newton's forces, but also central forces with an arbitrary shape f(r), which has a finite cutoff radius rcut (i.e. f(r)=0 at r>rcut), can be quickly computed. In computing such central forces with an arbitrary force shape f(r), we refer to a pre-calculated look-up table. We also present a new scheme to create the look-up table whose binning is optimal to keep good accuracy in computing forces and whose size is small enough to avoid cache misses. Using an Intel Core i7-2600 processor, we measure the performance of our library for both of the Newton's forces and the arbitrarily shaped central forces. In the case of Newton's forces, we achieve 2×109 interactions per second with one processor core (or 75 GFLOPS if we count 38 operations per interaction), which is 20 times higher than the performance of an implementation without any explicit use of SIMD instructions, and 2 times than that with the SSE instructions. With four processor cores, we obtain the performance of 8×109 interactions per second (or 300 GFLOPS). In the case of the arbitrarily shaped central forces, we can calculate 1×109 and 4×109 interactions per second with one and four processor cores, respectively. The performance with one processor core is 6 times and 2 times higher than those of the implementations without any use of SIMD instructions and with the SSE instructions. These performances depend only weakly on the number of particles, irrespective of the force shape. It is good contrast with the fact that the performance of force calculations accelerated by graphics processing units (GPUs) depends strongly on the number of particles. Substantially weak dependence of the performance on the number of particles is suitable to collisionless N-body simulations, since these simulations are usually performed with sophisticated N-body solvers such as Tree- and TreePM-methods combined with an individual timestep scheme. We conclude that collisionless N-body simulations accelerated with our library have significant advantage over those accelerated by GPUs, especially on massively parallel environments.
A comparison of student reactions to biology instruction by interactive videodisc or conventional laboratory

NASA Astrophysics Data System (ADS)

Leonard, William H.

This study was designed to learn if students perceived an interactive computer/videodisc learning system to represent a viable alternative to (or extension of) the conventional laboratory for learning biology skills and concepts normally taught under classroom laboratory conditions. Data were collected by questionnaire for introductory biology classes at a large midwestern university where students were randomly assigned to two interactive videodisc/computer lessons titled Respiration and Climate and Life or traditional laboratory investigation with the same titles and concepts. The interactive videodisc system consisted of a TRS-80 Model III microcomputer interfaced to a Pioneer laser-disc player and a color TV monitor. Students indicated an overall level satisfaction with this strategy very similar to that of conventional laboratory instruction. Students frequently remarked that videodisc instruction gave them more experimental and procedural options and more efficient use of instructional time than did the conventional laboratory mode. These two results are consistent with past CAI research. Students also had a strong perception that the images on the videodisc were not real and this factor was perceived as having both advantages and disadvantages. Students found the two approaches to be equivalent to conventional laboratory instruction in the areas of general interest, understanding of basic principles, help on examinations, and attitude toward science. The student-opinion data in this study do not suggest that interactive videodisc technology serve as a substitute to the wet laboratory experience, but that this medium may enrich the spectrum of educational experiences usually not possible in typical classroom settings.
The Effect of Instructional Analogies in Interaction with Logical Thinking Ability on Achievement and Attitude toward Chemistry

ERIC Educational Resources Information Center

Eskandar, Fathi-Azar; Bayrami, Mansor; Vahedi, Shahram; Ansar, Vahideh Abdollahi Adli

2013-01-01

We investigated the effect of instructional analogies in interaction with logical thinking ability on achievement and attitude towards chemistry. The participants were 147 female students from 6 8th grade classes in three public junior high schools selected by using a random multistage sampling method from five education districts in Tabriz, a…
Learning, Interactional, and Motivational Outcomes in One-to-One Synchronous Computer-Mediated versus Face-to-Face Tutoring

ERIC Educational Resources Information Center

Siler, Stephanie Ann; VanLehn, Kurt

2009-01-01

Face-to-face (FTF) human-human tutoring has ranked among the most effective forms of instruction. However, because computer-mediated (CM) tutoring is becoming increasingly common, it is instructive to evaluate its effectiveness relative to face-to-face tutoring. Does the lack of spoken, face-to-face interaction affect learning gains and…
An Investigation into Digital Media: Characteristics of Learning Objects Which K-12 Teachers Determine Meet Their Instructional Needs

ERIC Educational Resources Information Center

Guthrie, Patricia Ann

2010-01-01

In recent years, learning objects have emerged as an instructional tool for teachers. Digital libraries and collections provide teachers with free or fee-base access to a variety of learning objects from photos and famous speeches to Flash animations and interactive Java Applets. Learning objects offer opportunities for students to interact with…
The Impact of Interpersonal Interaction on Academic Engagement and Achievement in a College Success Strategies Course with a Blended Learning Instructional Model

ERIC Educational Resources Information Center

Mosser, Brent Steven

2010-01-01

A quasi-experiment was carried out in a college success strategies course to evaluate the impact of structured interpersonal interaction on undergraduate students' Academic Engagement and Academic Achievement. The course, EPL 259: Individual Learning and Motivation, employs a blended learning instructional model that requires students to spend the…
The Influence of Direct Instruction on Student Self-appraisals: A Hierarchical Analysis of Treatment and Aptitude-Treatment Interaction Effects.

ERIC Educational Resources Information Center

Corno, Lyn; And Others

1981-01-01

Treatment and aptitude-treatment interaction (ATI) effects were assessed on grade 3 student self-appraisal data relating to self-esteem, attitude, anxiety, and locus of control. In particular, parent instruction in learning skills resulted in significantly higher average scores on student self-esteem and attitude and lower scores on anxiety.…
Approach-Method Interaction: The Role of Teaching Method on the Effect of Context-Based Approach in Physics Instruction

ERIC Educational Resources Information Center

Pesman, Haki; Ozdemir, Omer Faruk

2012-01-01

The purpose of this study is to explore not only the effect of context-based physics instruction on students' achievement and motivation in physics, but also how the use of different teaching methods influences it (interaction effect). Therefore, two two-level-independent variables were defined, teaching approach (contextual and non-contextual…
Multimedia as an Interactive Platform in Learning Volcanoes in Social Sciences among Upper Primary Students--An Experiment

ERIC Educational Resources Information Center

Ravi, R.; Malathy, V. A.

2010-01-01

Instructional technology is a growing field which uses technology as a means to solve teaching and learning challenges, both in the classroom and outside the classroom that is in distance learning environments. Multimedia is an interactive instructional technology used in the classroom for teaching learning process has a wide significance to the…
Interaction Effects Between Selected Cognitive Abilities and Instructional Treatment in Algebra: An ATI Study.

ERIC Educational Resources Information Center

Webb, Leland F.

The purpose of this study was to confirm or deny Carry's findings in an earlier Aptitude Treatment Interaction (ATI) study by implementing his suggestions to: (1) revise instructional treatments, (2) improve the criterion measures, (3) use four predictor tests, (4) add time to criterion measure, and (5) use a theoretical model to identify relevant…
Second Language Listening Instruction: Comparing a Strategies-Based Approach with an Interactive, Strategies/Bottom-Up Skills Approach

ERIC Educational Resources Information Center

Yeldham, Michael

2016-01-01

This quasi-experimental study compared a strategies approach to second language listening instruction with an interactive approach, one combining a roughly equal balance of strategies and bottom-up skills. The participants were lower-intermediate-level Taiwanese university EFL learners, who were taught for 22 hours over one and a half semesters.…
"I Was Born Full Deaf." Written Language Outcomes after 1 Year of Strategic and Interactive Writing Instruction

ERIC Educational Resources Information Center

Wolbers, Kimberly A.; Dostal, Hannah M.; Bowers, Lisa M.

2012-01-01

Nonstandard grammatical forms are often present in the writing of deaf students that are rarely, if ever, seen in the writing of hearing students. With the implementation of Strategic and Interactive Writing Instruction (SIWI) in previous studies, students have demonstrated significant gains in high-level writing skills (e.g., text structure) but…
Effects of Traditional versus Tactual/Kinesthetic versus Interactive-Whiteboard Instruction on Primary Students' Vocabulary Achievement- and Attitude-Test Scores

ERIC Educational Resources Information Center

Masera, Ronald M.

2010-01-01

This researcher examined the effects of Traditional versus Tactual/Kinesthetic versus Interactive Whiteboard instruction on short- and long-term word-recall and attitude-test scores of primary students. The sample included 87 children, 45 kindergarten and 42 first-grade students. Participants were 41 males and 46 females from a suburban elementary…
What Students Said about Interactive Video Instruction: Results of Two Surveys Conducted by the West Suburban Post-Secondary Consortium.

ERIC Educational Resources Information Center

Lester, Marilyn A.

The West Suburban Post-Secondary Consortium (WSPSC) of Oak Brook, Illinois is a not-for-profit organization of collaborating educational institutions that offer courses, programs and degrees in the western suburbs of Chicago. Interactive video is a successful instructional delivery method in the WSPSC, according to the students who took video…
Using Concept Maps as Instructional Materials to Foster the Understanding of the Atomic Model and Matter-Energy Interaction

ERIC Educational Resources Information Center

Aguiar, Joana G.; Correia, Paulo R. M.

2016-01-01

In this paper, we explore the use of concept maps (Cmaps) as instructional materials prepared by teachers, to foster the understanding of chemistry. We choose fireworks as a macroscopic event to teach basic chemical principles related to the Bohr atomic model and matter-energy interaction. During teachers' Cmap navigation, students can experience…

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