bluuebunny/crossref_metadata_2025_split huggingface dataset:
Which strategy for which learner?
Authors: Gabriel J P , Pillai J K 
Published: October 2006

AbstractThe 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

AbstractThis 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

AbstractSelected 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

AbstractPrevious 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

AbstractThis 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

AbstractThe 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

AbstractThe 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

AbstractThis 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 universityThe 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

AbstractExperience 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

AbstractEvaluation 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

AbstractThe 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

AbstractThis 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

AbstractIn 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

AbstractThe 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

AbstractThe 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

AbstractHierarchical 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

AbstractThe 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

AbstractThe 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

AbstractTwo 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

AbstractThe 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

AbstractOver 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

AbstractVisualisation 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.