bluuebunny/crossref_metadata_2025 huggingface dataset:
An Interactive Video System for Education and Training
Authors: Copeland Peter
Published: October 2006

This paper describes the CAVIS interactive video system. CAVIS is an interactive teaching system that mixes videocassette pictures, text and videotex diagrams and presents these via a single television screen with sound. The student uses a keypad to respond to questions asked via the screen or narrative and, interactively, CAVIS adapts its presentation according to the responses given. Existing learning materials on VHS videocassette can be made interactive by CAVIS and have text and branching video segments integrated with their presentation. Material which has been originated on film, slide and video can be transferred on to the system. Information processing techniques are provided for the teacher to enable the authoring of text and diagrams and the mixing of text, diagrams, videocassette pictures and sound. Student performance and the effectiveness of the teaching materials used are automatically monitored and can be displayed graphically using the colour videotex display. CAVIS was designed to meet certain training needs within BP International. These are discussed along with research relating to its development.
Toward the Ideal Study Guide: an exploration of the functions and components of study guides
Authors: Duchastel Philippe
Published: October 2006

The study guide, as an important resource for student learning, is here conceptualized in an ideal general form. The process starts with an examination of its instructional context, then explores the learning functions it is meant to support. This in turn leads to a sketch of the practical components which can be employed in the design of a study guide, with a discussion of various practical decisions to be made along the way. The ideal study guide which is developed here is only meant as a prototype, a template of sorts for particular instructional design efforts in study guide development.
Resource Centres in Departments of Higher Education: a survey in Great Britain
Authors: Lopez Mario
Published: October 2006

This paper presents the results of a survey conducted among departmental resource centres in higher education. The survey aimed at quantifying, validating and supplementing information gathered through visits, case studies and the literature and was constructed around six areas: information about each center; details of the learning resources housed in them; an assessment of their use; feedback and evaluation activities; information about the staff in charge of centres; and finally a section on general comments made by respondents.
Investigating Educational Television and the Curriculum for Young Children: some pilot phase features
Authors: Choat E , Griffin H , Hobart D
Published: October 2006

The absence of a previous large‐scale investigation into educational television and the curriculum for young children necessitated establishing appropriate research procedures. This paper describes the salient features of the pilot study phase. A descriptive methodology based on questionnaire replies and classroom observations was resolved, but the work highlighted the desirability for constant contact with the participating teachers and the need for in‐service education. The alignment of in‐service education with research is examined and accepted providing the in‐service elements are taken into account and not allowed to bias the research findings.
Students’Views on Study at the Radio and Television Universities in China: an investigation in one local centre
Authors: McCormick Robert
Published: October 2006

This article reports the views of students in a local centre of the Radio and Television University in China (RTVU). As part of a trial of new distance‐learning material students in the local centre were interviewed in groups and some answered a questionnaire. They gave their views on studying, including the role of media, how each medium should be designed, and self‐study. The investigation was carried out by the RTVU staff with the author mainly acting as an observer. Although there are problems with bias the views represent a unique opportunity to compare them with the ideas on the use of media and student learning familiar in the West.

The author would like to acknowledge the assistance of the staff and students of the RTVUs and in particular Professor Wang Zunhua and Yen Xiaoyen who were largely responsible for conducting the investigation.
Information Technology, Education and Training
Authors: Barker Philip
Published: October 2006

Over the last few years information technology has presented itself as a powerful tool to aid the solution of many of the problems faced by modern society. This paper examines the nature of this new tool and discusses its potential for aiding the implementation of teaching, learning and training processes.
An Educational Approach to Designing Computer‐Based Career Guidance Systems
Authors: Wooler Stuart , Wisudha Ayleen
Published: October 2006

This paper, firstly, seeks to show why computer‐based career guidance systems need to take on the educational role of helping people develop appropriate and effective ways of thinking about their career problems, rather than concentrating on the currently more orthodox role of trying to match people with occupational databases. Secondly, a computer program, called SELSTRA, which goes some way to developing in this educational direction is briefly described. The limitation of this alternative approach—its inability to identify and correct mistaken factual beliefs—is discussed. Finally a new generation of computer‐based career guidance systems is anticipated which would synthesise the current approaches and transcend current weaknesses.
Introducing the Microcomputer into English. I. Aspects of classroom organization and their consequences for the curriculum
Authors: Johnston Vivien M
Published: October 2006

The organizational problems and decisions associated with introducing the microcomputer into the English curriculum are considered. The factors influencing decisions concerning how many machines to use are identified as availability; the classroom environment, in terms of its physical properties, patterns of use, and availability of resources; resources of teacher time, including previewing materials, organizing equipment, and lesson time. The attitudes of teachers and pupils are contrasted. The organization of classroom activities must facilitate learning through small‐group discussion, and so accepted English teaching practices at secondary level are challenged by the introduction of the microcomputer.
Introducing the Microcomputer into English. II. An evaluation of WILT as a program using a problem‐solving approach to learning spelling
Authors: Johnston Vivien M
Published: October 2006

Use of the spelling program WILT with a class of mixed‐ability third‐year secondary‐level pupils as part of an evaluation study of programs for language development is reported. The behaviour and language activities characteristic of pupils using WILT are described and 14 categories of language activity identified. The results of an analysis of the language activities of four groups are presented, and the types of learning that are encouraged by WILT are identified. Differences between the pupils' and the class teacher's evaluations of WILT are examined, and the educational value of the program assessed.
Introducing the Microcomputer into English. III. An evaluation of TRAY as a program using problem‐solving as a strategy for developing reading skills
Authors: Johnston Vivien M
Published: October 2006

The models of reading and learning that underlie TRAY are examined, and criteria for selecting texts for classroom use identified. The kinds of language activities characteristic of groups using TRAY are described, and 15 categories of language activity are identified. The results of an analysis of the language activities of three groups are presented. The kinds of learning that are encouraged by TRAY are considered. Pupil and teacher evaluations are found to be favourable. TRAY is concluded to be an example of a good, content‐free, problem‐solving language development program.
A Practical Introduction to Authoring for Computer‐Assisted Instruction. Part 5: PHILVAS
Authors: Barker Philip , Singh Ravinder
Published: October 2006

Interactive videodisc technology is likely to have a significant impact upon many aspects of education and training. However, before this medium can be effectively utilized considerable attention must be given to overcoming the present problems associated with courseware authoring. Solutions to these problems are to be found in the provision of suitable courseware development aids. In particular, there is a requirement for a powerful and easy‐to‐use author language. This paper describes the approach used by the PHILVAS authoring system.
Right is Wrong: an examination of the effect of right justification on reading
Authors: Muncer S J , Gorman B S , Gorman S , Bibel D
Published: October 2006

Previous attempts to examine the effects of different types of text format on reading have focused on the improvement of reading. The present study investigated the effect of using a text format that might be predicted to disrupt reading. In this study 56 individuals were presented with reading material presented in right‐justified format and in‘ragged’uneven line format. Subjects performed significantly worse on right‐justified material. Subjects who were classified as good readers on the basis of a pretest were more affected than poor readers. It is suggested that this may result from differences in the reading style of good and poor readers.
Sequence of Direct Instructional Activities for Handicapped Learners
Authors: Schloss P J
Published: October 2006

Numerous reports have appeared in the professional literature supporting direct instructional procedures. Studies with handicapped and non‐handicapped learners have identified teaching functions associated with student achievement. The present paper describes a sequence of instructional activities particularly well suited to the needs of mildly handicapped learners. Special attention is given to techniques that maximize teacher effectiveness.
Illustrations for Children: depth perception and economy of style
Authors: Newton D P
Published: October 2006

A way in which some economical pictures for children will tend to be perceived incorrectly or inadequately as far as spatial depth is concerned is described. Some children's perceptions of depth in diagrams which varied in kinds and amounts of information on depth were investigated. It was found that an economical illustration style which includes information on depth is possible and that this provides a simple way of alleviating the shortcomings of such a style.
LOGO: more than a decade later
Authors: Michayluk J O
Published: October 2006

More than a decade has elapsed since Papert and his MIT colleagues combined cybernetic and Piagetian concepts into a user‐friendly computer program called LOGO; and five years have elapsed since Papert, in his book Mindstorms, extolled the virtues of LOGO, arguing that children who experienced LOGO learned much more than a computer language—they learned powerful ideas, skills, and heuristics as well. This paper examines the current state of LOGO and LOGO research and attempts to come to some conclusions about the efficacy of LOGO as a research and teaching tool.
The Many Faces of Human‐Machine Interaction
Authors: Barker Philip
Published: October 2006

Interactive processes are fundamental to all forms of training and learning activity. Within educational technology increasing use is being made of both simple and sophisticated machines as instructional aids. Because of their growing applicability in all areas of educational practice it is important to understand the basic nature of the interactive processes involved in using such machines. This paper provides an overview of the techniques and mechanisms of human‐machine interaction and outlines the status of some ongoing research trends in this area.
An Example of the Use of Microfiches as an Aid to the Teaching of First‐Year University Engineering Mathematics
Authors: Faulkner T R
Published: October 2006

This paper is a report on the introduction of microfiches to replace conventional pre‐prepared handouts for solutions to exercises in the first‐year engineering mathematics course at Nottingham University. Details of the arrangement of material on the microfiches are described, as is the system of labelling the frames of the microfiches and the equations. Some general comments on the preparation of material are also made. The microfiches are very popular with the students and their cost compares very favourably with that of the production of large numbers of photocopies of conventional handouts. The system may be easily adapted for use in many other subjects.
Appropriate Instructional Media Selection (AIMS): an issue in educational technology in the Nigerian school system
Authors: Ihebuzor N A
Published: October 2006

The paper examines the issue of appropriate instructional media selection in a developing country such as Nigeria.

Five criteria (media attributes, cost, usability, serviceability and availability) are used to assess the justifiability of different types of high technology instructional media (HTIM). Some HTIM are judged appropriate whereas some are judged inappropriate on the basis of the assessment. The paper ends by suggesting the development and use of low technology instructional media to supplement appropriate HTIM in Nigeria.
A Practical Introduction to Authoring for Computer‐Assisted Instruction. Part 6: interactive audio
Authors: Barker Philip
Published: October 2006

Many computer‐based training and learning situations require audio support for their effective implementation. This paper provides a description of some of the facilities currently available for providing this support. It outlines some author languages in which sound processing plays a predominant role and concludes with an overview of some CAL application areas that utilize interactive audio techniques.
Improving the Readability of Text with Automatic Phrase‐Sensitive Formating
Authors: Jandreau Steven M , Muncer Steven J , Bever Thomas G
Published: October 2006

These experiments demonstrate improvement in reading score as a result of computer‐generated syntactically formated text. In all experiments, the subjects took a subset of the Chapman‐Cook speed of reading test. In experiment 1, the space size between words reflected the major phrase structure boundaries. In experiment 2, the spacing corresponded to both the major and minor phrase structure boundaries. Experiment 1 indicates that poor readers are aided by syntactically formated text. Experiment 2 indicates that a more finely detailed formating also helps poor readers. The use of a microcomputer to prepare the material will make it practical to improve the readability of large amounts of text.
Computer‐Assisted Learning of Introductory Economics
Authors: Gudgin A. N
Published: October 2006

This paper examines firstly the rationale behind the use of computer‐assisted learning in the field of economic studies, and then reviews the literature devoted to an evaluation of this method of learning economics. The paper goes on to describe how a group of students studying this subject in a UK polytechnic reacted to an experimental use of computers in their curriculum. The survey measures quantitatively the attitude of students to this learning process. The results are on the whole very encouraging but the paper also reveals that there are still serious resource and organizational constraints which may prevent any rapid or widespread adoption of this approach.
A Practical Introduction to Authoring for Computer‐Assisted Instruction. Part 10: knowledge‐based CAL
Authors: Barker Philip , Proud Allan
Published: October 2006

Within all modern societies human survival depends critically upon the generation, dissemination and assimilation of vast quantities of information. In situations where there is rapid technological change, conventional information and knowledge transfer mechanisms are often both inappropriate and inadequate. This paper examines the role of computers as knowledge/information transfer agents and how knowledge‐based computer‐assisted learning may provide an effective and efficient means of aiding learning and training processes.
Interactive Video: a genuine or imagined potential
Authors: Chambers J
Published: October 2006

A combination of high production and hardware costs, limited programme demands and cheap and easy videotape alternatives are likely to restrict severely the progress of interactive videodisc in schools and possibly elsewhere. These reservations are discussed.
Does a Computer System Help to Teach a Sight Vocabulary to Children with Severe Learning Difficulties?
Authors: Wright A , Anderson M
Published: October 2006

Twelve children with severe learning difficulties were taught an initial sight vocabulary with and without the help of a computer system. A control group received individual teaching in mathematics. All groups were given the teaching for eight minutes a day for four weeks. The results demonstrated that all 12 children in the experimental groups significantly improved their sight vocabulary. Trends in the data indicated that the teacher‐only condition produced better learning than the computer‐assisted condition, and that this was particularly true for the children with lower ability. The results are discussed in relation to the information‐processing demands being made on the child in each condition and the implications for teaching.
Satellites and Education in Australia—learning from international experience
Authors: Hosie P J
Published: October 2006

Australia's domestic satellite service, AUSSAT, began operating in August 1985 and will be fully operational with the launch of the third satellite in late 1986. An examination of international educational satellite systems relevant to primary and secondary education in Australia is presented. Information collected and analysed is intended to inform decision‐making.
Interactive video: a cost‐effective model for mathematics and science classrooms
Authors: Straker Neil
Published: October 2006

There is a growing UK interest in the potential of interactive video (IV) for use in schools. This paper considers an application of IV in mathematics classrooms in the United States. Lessons were observed in a number of schools in Oregon, and the reactions of teachers and students to the videodisc presentations are recorded. It was found that participants responded extremely positively to the materials, which were based on a direct instruction model of teaching linked to a mastery learning approach. Despite the apparent effectiveness of these materials, it is argued that their transfer to UK schools would be problematic given current developments in mathematics education. The advantages of a standalone videodisc player for whole‐class use are discussed, and it is argued that this might be appropriate in the short term if IV technology is to be accepted in the UK school system.
Which strategy for which learner?
Authors: Gabriel J P , Pillai J K
Published: October 2006

The selection of a suitable learning strategy in individualised science instruction should be influenced by the learning potential of the learners. Components of their‘learning potential’include: aptitude, scientific affect, attitude, and college scores. Achievement gain was measured by the difference between pre‐test and post‐test scores with the credits gained through the enrichment and task activities. Based on their gain scores, learners were divided into high, average and low achievers and their preferences for learning strategies were collected. The results indicated marked differences according to learning potential.

Other research has investigated the question of suitable learning strategies for different kinds of learners, but its validity often has been restricted by a limited number of strategies with only a small number of learning components analysed. To overcome such constraints, this study included six independent learning strategies and seven group learning ones. Instead of calculating simple correlations, the influence of different components of learning potential was analysed for three achievement levels, and interaction effects were separated.
Using principles of text design to improve the effectiveness of audiotapes
Authors: Hartley James
Published: October 2006

This paper considers how far some of the principles used for producing effective written text can be applied to the production of instructional audiotapes. Transcripts of four original audiotapes were revised by adding summaries and headings, simplifying the text, re‐arranging parts of the text and numbering items of information. The transcripts were then re‐recorded. Each of 24 students listened to two tapes (one original and one revised) in a counterbalanced design. In a test of their recall of the content, students listening to the first of their two tapes recalled slightly (but not significantly) more from the revised versions. Students listening to the second of their tapes recalled significantly more when it was presented in the revised form. A further study in which 59 students read transcripts of the tapes produced remarkably similar findings.
A systematic approach to the design of secondary school lessons in Guyana
Authors: Roopchand George , Moss Dennis
Published: October 2006

Selected physics and geography classes in Guyanan secondary schools received four different instructional treatments. Three experimental groups received (A) a systematically designed curriculum unit implemented by the designer of the unit (B) the same unit implemented by another teacher and (C) a lesson utilising the aims and objectives defined in the curriculum unit. A fourth (control) group received the conventional lesson for this aspect of the curriculum. Pre‐ and post‐test data revealed significant learning gains in experimental groups. The implications of these results are considered for curriculum development and the training of teachers in Guyana.
Modular video with children aged 3 to 11
Authors: Choat Ernest , Griffin Harry
Published: October 2006

Previous research by the authors indicated that the videorecorder was not being used effectively in schools with young children. This was partly owing to a lack of suitable video material. Pilot work established that videotapes in a modular form, rather than linear programmes, not only would act as a resource when required by teachers and children but also would encourage more flexible use of video. This would include small group viewing and frequent use of the stop/start, pause, rewind and fast forward controls to encourage interaction. This style is usually nowadays associated with the videodisc although its origin is with the videorecorder. In the quest for technological ‘progress’, too much emphasis has been put on the videodisc at the expense of the videorecorder. To offset this deficiency, this research and development project, in co‐operation with teachers, was established to investigate which material best suits the needs of primary and nursery schools, and to produce a series of modular video tapes.
An experiment in student self‐assessment
Authors: Edwards Robert
Published: October 2006

This article describes a lecturer's experiment in self‐assessment by students. His principal motivation was the belief that it would encourage better learning. Students were set somewhat open‐ended tasks, and were encouraged to collaborate with each other and with him as their lecturer, before assessing their work against their own choice of criteria. Most students were enthusiastic about the effect of self‐assessment on their learning. The method was very time‐consuming for the lecturer, but he believes that its benefits outweigh this drawback.
Programmed rockets: an analysis of students' strategies
Authors: Brna Paul
Published: October 2006

The exploration of the dynamics of a body moving in a friction‐free environment has been advocated by many educationists. Researchers have discovered that students have several persistent misconceptions about the movement of such bodies. It is believed that exploring computer‐based environments that simulate the required physical environment can help students to focus on their misunderstandings and to dispel them.

An analysis based, in part, on observations of students using such an environment suggests that students do not necessarily follow a single developmental path. There are some advantages in providing a simple programming language; ideally, different, more sophisticated programming languages are needed.
Interactive radio instruction: developing instructional methods
Authors: Friend Jamesine
Published: October 2006

The US Agency for International Development has, since 1972, funded the development of a new methodology for educational radio for young children, through three projects: the Radio Mathematics Project of Nicaragua, the Radio Language Arts Project of Kenya, and the Radio Science Project of Papua New Guinea. These projects developed math programs for Grades 1–4 and English as a second language for Grades 1–3; programs to teach science in Grades 4–6 are now being developed.

Appropriate techniques were developed to engage young children actively in the learning process. Lessons are planned as a ‘conversation’ between the children and the radio; scripts are written as half of a dialogue, with pauses carefully timed so that students can contribute their half.

Teaching techniques used in all three projects include choral responses, simultaneous individual seatwork, and activities using simple materials such as pebbles and rulers. Certain techniques were specific to the subject being taught, or to the circumstances in which the lessons were to be used. Patterned oral drill was used frequently in the English lessons, including sound‐cued drills.‘Deferred’ oral responses were used often in the math lessons; in this method, the children are instructed to solve a problem silently, not giving the answer aloud until requested, thus allowing time for even the slower children to participate.‘One‐child’ questions were used in both English and science: the radio asks a question to be answered by a single child, who is selected on the spot by the classroom teacher. This allows for open‐ended questions, but also requires constant supervision of the classroom teacher. Songs and games were used in all programs, and extensively for didactic purposes in the teaching of English. Instructions for science activities are often more complex than in other courses, particularly when the children are using science apparatus, especially when they work in pairs to share scarce equipment, a cost‐saving device developed specifically for use in the science course.
Integrating formative evaluation into a learner‐centred revision course
Authors: Beevers Cliff , Foster Maureen , McGuire George
Published: October 2006

This article describes a learner‐centred course which ran in summer 1988. It was ostensibly a revision exercise, using computer assisted learning (CAL), but an element of formative evaluation was deliberately built into the process, making it contribute to our systematic review and development of our teaching. Our aim was to take snapshots of learning at different stages, through a short but intensive revision class in mathematics for engineering and science undergraduates at a Scottish university

The CALM Project—Computer Aided Learning in Mathematics—has produced 2 5 software units to enhance the teaching of calculus to large groups of undergraduates. The CALM software was piloted by one group of students and a formative evaluation of the packages has been reported elsewhere (Beevers et al 1987, Beevers et al 1988a). This revision course enabled us to confirm many of the previous evaluation findings on the CALM software; we also discovered that a round‐up session on problem‐solving is an important and integral part of the learning process. The evaluation proved useful to us as teachers of mathematics, and has already influenced the future development of our CAL work.
The development of a hypertext‐based tutor for Geographical Information Systems
Authors: Raper Jonathan , Green Nicholas
Published: October 2006

Experience gained in the construction of the world's first Geographical Information Systems tutor, ARCDEMO, emphasised the importance of accommodating different learning strategies. ARCDEMO, while highly successful, suffered from static graphical displays, a single pre‐determined access path, and an overall design which restricted its scope in use. The Geographical Information System Tutor (GIST) was developed to address these problems using Apple's object‐orientated HyperCard software. GIST incorporates a ‘point‐and‐click’ interface with graphical cues to initiate operations which include animated demonstrations, step‐by‐step illustrative graphics and graphical displays capable of user modification. The system was designed with two alternative access modes, serial or browsing, to allow different classes of user to work through the material in their preferred fashion. The use of GIST in undergraduate and short course teaching has shown how users respond well to the interface and find graphical explanations easy to follow.
Students' evaluation of teaching in a Saudi Arabian university
Authors: Burney Farhat Ali
Published: October 2006

Evaluation of teaching effectiveness by different sources is a well established practice. It is generally carried out in the form of student evaluation using rating scales. This article describes one such system designed for the College of Engineering at King Abdul Aziz University, Jeddah, Saudi Arabia. It describes the operation of the system in detail, including a rating scale questionnaire about both teacher and course. The author proposes a method of analysing the responses so as to make them effective for feedback. In order to demonstrate the efficiency of this proposed method of analysis, he presents a sample analysis of a two‐semester period involving eight teachers, six courses (multi‐section), and 16 responses. The results show that:

1 The average response for the same teacher from different courses was fairly consistent.

2 A norm can be developed to compare the average responses for different teachers.

3 There was a good correlation between the average rating of a teacher and the percentage of students wanting to take another course with him.

4 The students' responses about the content of a multi‐section course were fairly consistent from different sections of that course.

5 The overall ratings of different courses were compared with each other, and showed good consistency with the nature of the courses.

Since the results were based on a two‐semester period, a semester‐to‐semester comparison of either the teacher ratings or course ratings could not be made, but as more data is gathered this may become possible in future.
GAP: a Graphics Authoring Package which produces BASIC from graphical input
Authors: Oseland Nigel , Collins Robert , Hegarty John
Published: October 2006

The authors argue that there is a need for a microcomputer software authoring package which produces graphics. The novel feature of the Graphics Authoring Package (GAP) which they developed is that it produces Basic code from the user's graphical input. GAP is described together with the results of an evaluation study. The results indicate that the package is easy to use, effective in rapidly producing graphics code and that, in general, it fills a gap in the current range of educational software.
Using extended captions to improve learning from instructional illustrations
Authors: Bernard Robert M
Published: October 2006

This article examines two strategies for improving the effectiveness of illustrations in text. Descriptive captions repeated the contents of illustrations verbally, whereas instructive captions focused learners’attention on salient features of illustrations without descriptive text. Contrary to much of the literature on pictures and prose, these illustrations provided information that did not overlap the main body of text. Two measures of learning outcomes were used: one which assessed learning from the illustrations alone and one that assessed learning from the verbal text alone. Results favoured the caption conditions over the illustration‐only condition. However, no additive effects of the captions were observed. In addition, the illustration plus descriptive caption condition outperformed the descriptive caption condition alone and the memory for accompanying text did not suffer from the presence of the illustrations or captions.
The use of videotaped broadcasts in interactive teaching
Authors: Beishuizen Meindert , van Putten Kees
Published: October 2006

In 1986/87 and 1987/88 Dutch educational television broadcast a long series on mental arithmetic for the upper grades of the primary school. This study compares off‐air videotape use under two conditions: (1) active use with video stops for interactive teaching, and (2) passive, uninterrupted viewing. Learning results in the active condition were better than in the passive condition. However, in a follow‐up study those positive results were not confirmed, due to changing teaching styles in the active condition, and due to certain design faults in the programmes. Outcomes of both studies are interpreted as (1) providing evidence for the potential effects of interactive use of educational videotapes at classroom level, and as (2) underlining the necessity of well‐considered didactic design of educational programmes for such new instructional purposes.
Evaluation of a technique to introduce the use of software in chemical engineering
Authors: Gilabert Robert M , Gavaldà Jordi
Published: October 2006

The authors describe a teaching technique to introduce students of the last two courses of chemical engineering studies to the use of extensive software to simulate chemical processes, using a personal computer and a conventional audiovisual room instead of a mainframe. This teaching technique is analysed through the students' answers to a 22‐item Likert‐type questionnaire. A general analysis is given for two groups exposed to different class time. The group exposed to the long period was more positive about the teaching process. In both groups, analysis showed that the women evaluate the teaching technique more favourably than men. Gender differences were also found in the item analysis. The results show that the female subgroup scored positively all items for the long period group and was more adaptable to the new teaching situation.
On the teaching and evaluation of experiential learning in a conventional university setting
Authors: Swain Rony
Published: October 2006

The notion of experiential learning emphasizes the personal experience of the learner. In this article, I describe my approach to making learning a more personal experience for students on a conventional university course. I focus on modeling of behaviour and attitudes by the teacher, clear communication, attention to process, and collaboration in learning. Evaluation can be formative (to facilitate learning) or summative (for assessment). I describe a number of methods which I have used in the formative evaluation of experiential learning. In general, I try to maximize feedback to all participants (including myself) having first created an atmosphere where defences can be lowered and the feedback heard. Finally, I consider summative evaluation, which presents considerable, but not insuperable, difficulties.
Using a computer simulation to compare expert/novice problem‐solving subroutines
Authors: Ennis Catherine D , Safrit Margaret J
Published: October 2006

Hierarchical problem‐solving strategies employed in solving exercise science problems were examined in this study, which also tested the validity of an educational computer simulation. Hypothesis testing was used as the theoretical base for the study of differences in problem‐solving within the computer simulation. In a previous study two groups of undergraduate (novices) and graduate students were compared in their ability to solve exercise science problems. The present study added a group of faculty (experts) who were presented with the same simulation protocol as the other subjects. Protocol analysis and the Pitt coding system were used to analyse verbal data. Group differences were examined statistically. The faculty were superior in interpreting data and used the Basic Heuristic and Pattern Extraction strategies for the generation and use of algorithms. The problem‐solving strategies varied for each group based on the perceived difficulty of the problem, the knowledge base available, and the similarity of the given problem to previous problems.
Structured video recall: a museum application
Authors: George Judith , Stevenson Anne
Published: October 2006

The authors had the task of evaluating an innovative style of exhibition in the Royal Museums of Scotland. Believing in the principle (established by the Gothenberg Group) that learning must be studied from the viewpoint of the learner, the authors sought a practicable technique of formative evaluation which would give illuminative insights into experience. Retaining the tools of questionnaire and interview to provide baseline data on reported experience and opinion, they applied Kagan's technique of Interpersonal Process Recall (structured video recall) to gain direct insight into the experience of visitors to the exhibition. This account explains how the technique suited this purpose, and describes the modifications found necessary to classic IPR for this context.
An instrument for measuring five aspects of children's attitudes towards microcomputers
Authors: Ransley Wayne
Published: October 2006

The purpose of this study was to develop an instrument which would identify and measure independent dimensions of children's attitudes towards microcomputers. The sample consisted of 501 sixth and seventh grade Tasmanian children. The instrument produced by Williams, Coulombe, and Lievrouw (1983) was used as a starting point. Exploratory factor analytic procedures were used to arrive at a final instrument consisting of 17 adjective pairs in semantic differential format. Composite scores are calculated for five dimensions: ‘functioning’, ‘difficulty’, ‘involvement’,‘appeal’ and ‘novelty’. Recommendations are given for the use of these dimensions in studies of differences.
Extracting information from flowcharts and contingency statements: the effects of age and practice
Authors: Michael David , Hartley James
Published: October 2006

Two studies are reported which aim to test the generality of the conclusions drawn from previous literature on the effectiveness of flowcharts with adult participants. In Experiment One secondary school children of different ages took part, and in Experiment Two a group of senior citizens participated. In both experiments, the effectiveness of a flow chart was compared with that of short contingency statements for finding a solution to a complex problem.

In Experiment One there was an initial advantage for the flow chart over the contingency statements in terms of speed but this was not the case in Experiment Two. Furthermore, the results showed there to be no significant differences in error rates between the two modes of presentation in both experiments. Participants who were particularly accurate responders did not respond any more slowly (or quickly) in Experiment One.

Practice at the task had marked effects. The differences in speed between the two modes of presentation on trial 1 were markedly reduced on trial 2 in both experiments and performance speeded up with practice. Age also played a part. In Experiment One, older children performed more rapidly than younger ones. In Experiment Two, the elderly participants found both formats very difficult to use. It seems that the generally accepted view that flowcharts are superior to contingency statements might not hold for younger participants or for the elderly, especially when accuracy is the main criterion.
Using computer‐delivered natural speech to assist in the teaching of reading
Authors: Davidson Johan , Coles David , Noyes Peter , Terrell Colin
Published: October 2006

The findings of a pilot study designed to evaluate a computer system developed to assist in the teaching of reading to beginners are presented. The system uses digitised speech and the content is based upon a reading scheme already in use in the schools. Twenty children, ten in the intervention group and ten in the control group, in two schools were involved over a four‐week period. Subjects were tested on a standardised reading test, a list of the 30 most frequently occurring words in written English, and on words from the published scheme. The experimental group improved their scores significantly more than the control group only on the standardised reading test. The results suggest the system can be helpful and that its effect goes beyond the words being practised.
Innovation and feedback in a self‐access learning project in modern languages
Authors: Towell Richard
Published: October 2006

Over a two‐year period a similar course was taught to successive years of second‐year undergraduate students of French at the University of Salford. The course was aimed at language development in the context of learning methods of self presentation, learning about the Francophone world, learning to do technical translation and learning about French politics. During the second year, changes were introduced into the teaching/learning framework in order to place more emphasis on task based self‐access learning. The effect of the changes was monitored by means of diaries, questionnaires and examinations. This article sets out to examine the relative contribution of each of these methods in providing the feedback required to guide future developments.
Visualisation and computer assisted learning: the role of videodiscs
Authors: Goforth Dave
Published: October 2006

Visualisation is a powerful tool in research; visual, dynamic and interactive representations help learners using simulations and microworlds to gain qualitative understanding of concepts. Recorded video can bring reality to computer assisted learning. The author argues that the two approaches, while complementary, are not entirely compatible; that is, the use of video images in simulations often implies a trade‐off against qualitative modelling power. Appropriate roles for video are discussed in the light of this contention.
Using HyperCard to make architecture education more learner‐centred
Authors: Vásquez de Velasco Guillermo , Mendívil Antonieta Angulo
Published: October 2006

The authors are developing a communication strategy to promote the potential contribution of students in the design of learner‐centred material for architecture education. They start by drawing an analogy with practising architects’ strategies for communicating with collective clients and the way in which such experience can increase understanding among teachers, students, and designers of pedagogic material. In support of feasibility, the authors describe experiences and observations of students producing prototypes of pedagogic material within HyperCard on a Macintosh. They discuss the benefits of this approach.
Making control technology work in the classroom
Authors: Whalley Peter
Published: October 2006

Considerable emphasis is now being given to the use of control technology in the classroom. Using a microcomputer in this way to control physical micro‐worlds can be an interesting and powerful educational experience, and it is viewed as a good way to provide practical experience of programmable systems that are familiar to children, eg traffic lights, lifts, level crossings etc. Teachers using this technology usually also have the intention of encouraging general problem solving skills and ‘systems thinking’. Unfortunately there is often a gulf between these aims and what happens in the classroom. Higher order goals are frequently lost in the attempt to cope with the presently available control technology environments. An additional concern is that the literature suggests that girls perform much less well in these environments than might be expected.

The author considers how far the characteristics of the programming languages used in control technology might be influencing this pattern of outcomes, and suggests that the difficulties might be overcome by presenting the tasks in a more appropriate form to grasp the interest and imagination of a wider range of children. The first part describes the development of a system for teaching control technology that is based on an alternative metaphor to that underlying the conventional control languages. The second part deals with some of the challenges involved in evaluating computer systems in the classroom. A pilot study is reported which examined gender differences in the context of a ‘buggy’ control task.
The use of audio‐visual aids in intermediate stage schools for girls in Riyadh, Saudi Arabia
Authors: AI‐Sharhan Jamal
Published: October 2006

This paper decribes an investigation into the use of audio‐visual aids in teaching in the intermediate stage schools for girls, which are run by the General Presidency for Girls’Eudcation. Questionnaire data were collected and analysed and various factors were found to influence the use/non‐use of audio‐visual aids. It makes recommendations, which, if adopted, would increase the use of audio‐visual aids in Saudi intermediate schools for girls, and stimulate the teaching‐learning process.
Fishing with the net fur research data
Authors: Foster Geoff
Published: October 2006

Extended descriptive text documents, such as transcripts of interviews, are a source of data which is gaining in importance as phenomenographic approaches to qualitative research become more widely used as computer software is developed to aid the task of analysis. This article describes a trial of a method of data gathering using electronic mail over international computer networks which might present real advantages over face to face interviews in terms of labour of transcription, since the information arrives already in a form readable by analytical software. Additional advantages are the widening of geographic scope, by the elimination of the need for researchers to travel to meet respondents; and the freedom for‘interviewing’to be done at times convenient to both parties. There are, however, a number of issues arising which need to be taken into account if the technique is to be fully effective.
Learning lessons from business games: factors influencing software development
Authors: Burgess Thomas
Published: October 2006

This paper adopts an historical perspective to view the development of business gaming software in the United Kingdom. It argues that, given its use and evolution over three decades, studying this particular software type can generate insights that can be transferred to educational software in general. It also highlights the extent of user‐developed software and the accompanying impact on the availability of technology to the user.
A hypercard based environment for the constructivist teaching of Newtonian physics
Authors: Gill Simon , Wright David
Published: October 2006

Many students have severe difficulties in successfully gaining a good understanding of Newtonian Mechanics. They exhibit deep misconceptions, many of which have developed as pre‐instructional ideas on the subject in order to explain observed phenomena and experience. We have been developing a series of computer based systems to address this problem by presenting the learner with flexible routes of learning to help elicit, restructure and understand the concepts involved. The systems are based on our previously described theories of the application of Hypermedia to allow constructivist approaches to learning. We are committed to developing usable, inviting and self‐paced packages that allow for individual differences, and levels of communication for students. The system is constructed using off‐the‐shelf multimedia authoring tools, that allow non‐programmers to build educational packages that take account of soundly based theories of learning.