bluuebunny/crossref_metadata_2025_split huggingface dataset:
The Use of Textbooks for Advanced‐Level GCE Courses in Physics, Chemistry and Biology by Sixth‐Form Students
Authors: Newton D P 
Published: October 2006

AbstractThis is a report and analysis of a survey of A‐level textbook use in physics, chemistry and biology by sixth‐form students, taken at the end of their courses in English secondary schools. Texts are being used but primarily after the lesson, at the student's discretion and with great variations between students as far as the amount read is concerned. Biology texts were used, on average, the most and physics texts the least. Differences also existed in the detailed nature of use. The implications for textbook critics, writers, teachers and teacher trainers are briefly discussed.
A Practical Introduction to Authoring for Computer Assisted Instruction. Part 3: MICROTEXT
Authors: Barker P G , Singh R 
Published: October 2006

AbstractMICROTEXT is a new CAI authoring facility that has recently been developed by the United Kingdom's National Physical Laboratory. This paper presents an overview of the language, describes the mechanism of lesson creation and then outlines some of the applications for which we have been using it.
An Analysis of Aptitude as a Predictor of Achievement in an Individualized Mode of Health Instruction
Authors: Gay John E 
Published: October 2006

AbstractThis author questions the traditional relationship between aptitude and achievement in an individualized mode of health instruction. Measures were taken on time in instruction, gain scores from pre‐ to post‐tests and score on the American College Test Battery on 120 students in an open learning centre. An individualized mode of instruction was used with printed and mediated materials. An analysis of these data indicated that time was a more significant predictor of gain than aptitude. As students spent more time in this programme, their gain scores increased. This seems to be typical of the learning theory.
A Practical Introduction to Authoring for Computer‐Assisted Instruction. Part 4: STAF
Authors: Barker P G , Wilford J 
Published: October 2006

AbstractSTAF is an authoring facility that was developed primarily to aid the teaching of science‐based subjects. Since its development it has been used for the production of courseware that embodies a variety of different instructional strategies. This paper provides an overview of STAF, outlines some of its strengths and weaknesses as an author language and then describes some current areas of computer‐based teaching in which it is used.
Computers and Education: the software production problem
Authors: Nicolson R I , Scott P J 
Published: October 2006

AbstractFollowing an analysis of the stages in software production this paper argues that team production remains the only satisfactory method of providing high quality software but that the key to a higher quantity of reasonable quality computer‐assisted learning production lies in the development of support technology adequate to permit individual teachers to develop software within their existing curriculum framework. Three promising approaches—software toolboxes, CAL program shells and software CAL analysts—are described.
Approaches to Study of Distance Education Students
Authors: Harper G , Kember D 
Published: October 2006

AbstractThe‘Approaches to Studying’inventory of Ramsden and Entwistle (1981) was administered to groups of external and internal students at Capricornia Institute and the Tasmanian College of Advanced Education. Factor analysis revealed a similar factor structure for external students to that of the total sample. This finding, together with analysis of variance data, is taken as evidence that it is valid to use the inventory and the associated theories on learning styles with distance education students. Analysis of variance data showed differences in learning styles for older students. The implications of this finding for the design of distance education courses are discussed.
A Practical Introduction to Authoring for Computer Assisted Instruction. Part 9: database support
Authors: Barker Philip 
Published: October 2006

AbstractDatabase technology is often used to facilitate the manipulation and management of large volumes of data, information, and knowledge. In doing this, databases themselves are often used to model real‐world situations involving different types of entity and the relationships that exist between them. Through the use of appropriate case‐studies this paper discusses how database technology might be usefully employed in order to enhance and extend the quality of a student's computer‐assisted learning experience.
Microcomputers in Mathematics Teaching
Authors: Ball Derek 
Published: October 2006

AbstractThe use of computers is of considerable value for those learning mathematics. Their effective use depends upon adequate teacher education and the provision of sufficient hardware in classrooms where mathematics is taught. The purpose of using computers in mathematics classrooms is to engage learners’ interest and involvement in the mathematics they are learning. To achieve this learners need to be in control of what they are doing. At present, turtle geometry and the use of relatively limited software packages appear to be most effective for this, but in the near future it should be possible to develop software tools which are both powerful and easy to use. These are likely to include information‐retrieval packages; spreadsheets; and also ‘microworlds’ written in a language such as Logo or Prolog.
Text Screen Design for Computer‐Assisted Learning
Authors: Isaacs G 
Published: October 2006

AbstractPresenting lessons effectively on the screen is one of the central problems in computer‐ assisted learning. Yet the literature on the design of screen layout to maximize comprehension, and, hence, learning in computer‐assisted learning, is very small. In this paper that literature is reviewed as far as it pertains mainly to text screens. The somewhat more extensive literature on the design of instructional text is also examined in order to extrapolate principles which may also apply to screen design. Information is presented both about the presentation of text and about the design of screen layouts as a whole.
Computer assisted learning in Singapore
Authors: Barker Philip 
Published: October 2006

AbstractMany nations are now using computers in order to provide their peoples with improved educational opportunities and a competitive edge in developing an effective workforce. In 198 7, the author visited Singapore in order to assess (a) how effectively computer assisted learning techniques are being used within its educational system, and (b) how other nations might benefit from Singapore's experience. This article reports observations from this visit.
Computer conferencing: a contribution to self‐directed learning
Authors: Mason Robin 
Published: October 2006

AbstractThis article describes computer conferencing in its educational context, particularly as a tool for encouraging greater autonomy in the learner. Conferencing experiments at the Open University with a large undergraduate course (1000–2000 students) are described, and guidelines proposed: the conferencing system must be integral to the course and related directly to an assessment, the facility must be easy to use and the conference moderator needs special skills to manage the conference. Various problems can arise, such as the non‐participant ‘lurker’ and the dominant personality. Ways in which conferencing can improve educational interaction are suggested. With an innovation as untested as conferencing, it is premature to expect definitive answers; rather this paper poses questions and identifies issues about the role of conferencing in education in the future.
Display and interaction features of instructional texts and computers
Authors: Duchastel Philippe C 
Published: October 2006

AbstractThe design of instructional texts is an area of educational technology which is attracting considerable interest, much of it centered on the display of information and on student‐text interaction. This article discusses whether techniques found useful in text design can be transposed to the display of CAL materials. Each medium has its problems and advantages; at present, little is directly transferable from one medium to the other. The computer‐presented ‘dynamic book’ concept provides an example of how to combine giving learners control over the presentation with book‐style indexing and browsing.
An approach to research on distance learning
Authors: Marland Perc 
Published: October 2006

AbstractDistance education literature contains little discussion of paradigms suitable to researching learning at a distance. This is a pity, since the existence of clearly defined paradigms can offer considerable benefits to researchers in the field. In this article, the author discusses the meaning of the term ‘paradigm’ and advances the value of having clearly defined paradigms, as well as outlining a hybrid paradigm for research on student learning. This builds on a socio‐anthropological paradigm used in research on student learning at the tertiary level and incorporates the mediating process paradigm for teaching effectiveness research. Although the paradigm could be used to study learning in a variety of contexts, here the author explores its application in distance learning research, and, in particular, in the investigation of how distance students learn from textual material.
The diffusion of educational technology in Indonesia: a multi‐faceted approach
Authors: Ely Donald P 
Published: October 2006

AbstractIndonesia, like many developing countries, has problems of increasing numbers of students, shortage of qualified teachers, limited resources and strong support for traditional schooling. Educational technology has been introduced to help alleviate some of the problems and has been relatively successful over the past 15 years. A planned effort to use educational technology in appropriate ways began in the mid‐1970s and is still growing. Such success does not come easily. The lessons learned from this effort are explicitly stated in four categories: (1) cultural affairs (2) personnel and training (3) organisation and management and (4) leadership. Each ‘lesson’ is stated as a principle or guideline. Conclusions emphasise the importance of leadership, commitment, local control, long‐range planning and the presence of a communications satellite.
The effects of sex of speaker and listener on recall from a medical audiotape
Authors: Hartley James , Brown Cathryn , Michael David 
Published: October 2006

AbstractTwo studies are reported that examine the effects of the sex of the speaker and the sex of the listener on recall from a medical audiotape on multiple sclerosis. Previous research in other contexts has suggested that males might be more effective speakers than females, that males might be more effective listeners than females, and that there might be an interaction between the sex of the speaker and the sex of the listener so that male listeners might recall more from male speakers and female listeners might recall more from female ones.Despite considerable differences between the two reported studies, the results from both were very similar. Both produced no evidence to support any of the above suggestions.
Ergonomic factors and student learning
Authors: Taylor Andrew 
Published: October 2006

AbstractThe author reports a survey of computer users in a department of business studies in a college of further education. The survey addressed the human factors problems attendant on computer usage and revealed that 80% of students had experienced problems. Follow‐up discussions with students and teachers highlighted a general lack of understanding of the pertinent human factors issues and of realistic preventive measures. These findings are a source of concern since human factors aspects are central to such business courses. Moreover, such findings may have more widespread significance: there may be implications for all teachers involved with computers and for the content of computer‐based education curricula. The results show that ergonomic problems are more common than might be imagined, that ergonomic principles are not understood by teachers or students, and the subject is seldom properly emphasised in the syllabus.
Computers in Third World schools: the example of China
Authors: Hawkridge David 
Published: October 2006

AbstractThe introduction to this article discusses a dilemma facing many Third World countries: should they place computers in their schools and, if so, for what purposes? The author outlines four common rationales—the Social, Vocational, Pedagogical and Catalytic—and refers to two less common ones—the Information Technology Industry and Cost‐effectiveness Rationales. The main text describes policy in China at national level, and analyses policy and practice in Beijing City and Zhejiang Province. The paper is based on an international co‐operative study of computers in African, Asian and Arabic‐ speaking schools, funded by the Harold Macmillan Trust.
Teleconferencing in student teacher supervision
Authors: Cross William K , Murphy Peter J 
Published: October 2006

AbstractDemands for accountability, tighter fiscal policies and political pressures required many post‐secondary institutions in the early 1980s to seek new strategies for improving their cost efficiency. Advances in communication technology were perceived by some institutions as a means of maintaining and even diversifying services at minimal cost. Although positive economic returns often appeared attractive, educational benefits were frequently less than anticipated. Misunderstanding, poor communication and insufficient information, as well as professional conservatism, resistance to change and support for traditional practices, tended to prevent contemporary communication systems from being applied extensively in higher education.
Self‐instructional videocourses: a cost‐effective approach to in‐service training of teachers in special education
Authors: McEvoy John , McConkey Roy 
Published: October 2006

AbstractThe article describes employing a short self‐instructional videocourse as a form of in‐service education for teachers of children with severe learning difficulties. The study examines the feasibility of training teachers to implement simple teaching games in the classroom, aimed at enhancing the basic number skills of children with severe learning difficulties. Teachers’attitudes to the materials were positive, and the videocourse was effective in helping to improve the counting ability of a sample of thirty children. The provision of training opportunities for teachers using videocourses is supported. The article concludes with a discussion of some of the features of the self‐instructional model employed in the study.
The Kathmandu International Study Centre: a model for supporting self‐study
Authors: Mcllhenny Alan J 
Published: October 2006

AbstractThis paper describes the model of internationally supported self‐study developed at the Kathmandu International Study Centre in Nepal. The Centre aims to provide for the varied home country needs of the secondary aged expatriate children resident in Nepal through a balanced programme of group tutorials and self‐study activities. The various facets of the model and their rationale are discussed under the headings of Structure, Physical environment and People. Based upon the experience gained, recommendations for practice are made. The creation of an environment conducive to learning is discussed, with reference to the contribution made to this environment by the physical surroundings, tutors, and the students themselves.
Teacher ratings of social skill by direct observation and through interactive video
Authors: Bain Alan , Houghton Stephen , Farris Howard 
Published: October 2006

AbstractThe purpose of this study was to investigate the relationship between interactive video based teacher ratings and direct classroom observation of social skills. The behaviour of 25 randomly selected grade seven children aged between 11 and 12 years was rated by nine teachers using items from an interactive video social skills rating scale (Bain 1989). A video camera was then placed in each of the teacher's classrooms for one week to sample the actual behaviour of the target children. Measures obtained showed correlations ranging from — 0.39 to 0.77, whilst percentage agreement between rated and actual behaviour varied from 28% to 74% over the course of the study.
School pupils’ reactions to flexible learning
Authors: Moss Dennis 
Published: October 2006

AbstractThe article describes a survey of the attitudes of sixth form students towards an Advanced level course in sociology taught by open learning strategies. The problems of open learning for the 16–19 year age group are highlighted and suggestions made for the use of key questions in performance monitoring which may identify learning difficulties for other open learners in this age group. The findings suggest that younger students entering such open learning programmes may need study methods counselling and additional tutorial support.
A categorisation of models of staff development in higher education
Authors: Smith George 
Published: October 2006

AbstractThe author reviews models of staff development in higher education. Micro models of staff development practice are distinguished and evaluated. He categorises models into product‐orientation, prescription‐orientation, process‐orientation, problem‐orientation and eclecticism and commends the latter model. He identifies three macro models of staff development responsibility: ‘management’, ‘shopfloor’ and ‘partnership’, and a variation of the latter, ‘decentralisation’. Of the various micro‐macro combinations which are possible, eclectic decentralisation is commended to higher education institutions for the advantages that it offers.
Developing language and cognition in young children with Logo
Authors: Bailey Jeff 
Published: October 2006

AbstractA Logo intervention was implemented to improve the language and problem‐solving skills of four young mainstreamed children with developmental disabilities. To ensure that the children had a clear concept of Logo, a specially designed scope and sequence curriculum, with instructional aids, was developed. The children were tested in language and cognitive processing and gain scores were analysed after the intervention. While there were no statistically supportable conclusions attesting to the benefit of Logo in language and problem‐solving, a qualitative assessment of gains supported the value of the project.
Hypermedia and discovery‐based learning: a historical perspective
Authors: Jacobs Gabriel 
Published: October 2006

AbstractThe history of education shows a long‐standing, comprehensive rejection of teaching based on discovery, exploration and individual experience—the cornerstone of the hypermedia revolution in education which we are told to expect in the near future. By looking at some of the many failed past attempts to change rigid educational practices into malleable, free‐form ways of learning, the author argues that any such revolution in education is probably further away than is supposed by many of those working in the field of interactive technologies.
Collaborative learning through teletutorials
Authors: Idrus Rozhan 
Published: October 2006

AbstractAudio‐graphic teleconferencing has been fully used in the delivery of teletutorials of all the courses offered via distance education at the Universiti Sains Malaysia. The teleconferencing sessions are delivered as part of an educational strategy of collaborative learning to provide quality educational interaction and an effective teaching‐learning experience—thus enhancing the distanced communication. The elements of collaborative learning appeals to the adult learners and greatly assist in their intellectual growth and development, which in turn will benefit a developing country such as Malaysia.
Managing course design
Authors: Foster Geoff 
Published: October 2006

AbstractAny complex activity, such as course design, which involves group work must be managed. In universities, where academics are not always familiar with managing, it is often unsystematic. A modest attention to management can help a project, and may pay dividends in the avoidance of waste, conflict, overruns of time or budget or other potential disasters. The author presents a comprehensive framework for the various aspects of managing that may be needed and offers an extended checklist.
Reliability and validity of the Learning Styles Questionnaire
Authors: Fung Y H , Ho Angela S P , Kwan K P 
Published: October 2006

AbstractThe reliability and predictive validity of a short form of Honey and Mumford's Learning Styles Questionnaire were examined. Students' learning preferences were measured by self‐report ratings on their degree of likings for 19 teaching and learning activities commonly used in higher and professional education. Subjects were 381 second‐year undergraduates enrolled in accountancy, engineering and communication programmes at the Hong Kong Polytechnic. The alpha coefficients for the four learning styles scales were quite low, ranging from 0.311 for the Pragmatist scale to 0.421 for the Reflector scale. Factor analysis of the items did not reveal any coherent factor structure congruent with the underlying constructs. However, significant though weak correlations were found between the learning styles scores and the learning preferences of the students as hypothesised.
Maori word‐processing for indigenous New Zealand young children
Authors: Barbour Bob , Cunningham Sally Jo , Ford Greg 
Published: October 2006

AbstractWe argue that there is an important and as yet unmet need for software that allows each cultural group to express the written word in an indigenous character set. As an example, we present a word‐processing system, Ta Kupu, designed for use in teaching the Maori language to children. The program simplifies the input task by taking advantage of the structural features of the Maori language. The system also includes a data logging, evaluation, and analysis tool, Tirohia, that permits teachers to evaluate a child's familiarity with the word‐processor. The main features of the evaluation software include: the ability to replay a record of a child's interaction in real time; facilities for summarising a child's consistency of use and level of performance; and the capability of examining interaction log files at a fine‐grained level. We also address the application of these data logging and evaluation techniques to the areas of human factors research, interface design and interface evaluation.
Computers in Mathematics Education: A revolution in the making?
Authors: Goulding Maria 
Published: October 2006

AbstractHow do student teachers see computers being used in secondary mathematics lessons, and how do they themselves use them on teaching practice? These questions were prompted by the need to provide appropriate experiences for students on the Postgraduate Certificate of Education course. Information collected over a two year period suggests that although computer use was not widespread, more students used computers, and applications software in particular, than practising teachers. Strategies for course provision are outlined and the examination of assumptions and beliefs is indicated as an important dimension in future work.