bluuebunny/crossref_metadata_2025_split huggingface dataset:
The Case Study as an Integrating Mechanism in Management Education
Authors: Jones W G 
Published: October 2006

AbstractManagement schools, like all organizations, are faced with the need to integrate their differentiated activities to achieve organizational goals. To do this, they must devise appropriate integrating mechanisms to ensure that the efforts of their sub‐units result in the pursuit and attainment of objectives.The paper reports a business school's efforts to integrate its primary activity—teaching an undergraduate business degree—through the use of a complex case study.
Towards More Effective Evaluation Studies of Educational Media
Authors: Prosser M T 
Published: October 2006

AbstractThe problem of the usefulness of educational evaluation activities is one which has been of concern for some time. Recently, evaluations of educational media have been criticized in particular. This paper identifies several alternative models for the design of evaluation studies and describes a study based upon aspects of these alternative models. Some issues and problems arising from the review are discussed, and the paper concludes by referring again to the issue of the usefulness of educational media evaluations.
An Experiment in Self‐Monitoring Amongst Tutors at the Open University: the Mr Dummy scheme
Authors: Edwards Dee , Williams David 
Published: October 2006

AbstractProblems of grade unreliability are common to all institutions, but standardization is vital when the scores of several hundred students, involving many markers, count for credit. This article describes the context of continuous assessment at the Open University and an experiment which involves all the markers on one course comparing their grades with each other and with those of the course team.
An Analysis of the Cost‐Effectiveness of Educational Radio in Nepal
Authors: Okwudishu C O , Klasek C B 
Published: October 2006

AbstractThis study attempted to analyse the cost‐effectiveness of the Radio Education Teacher Training Project in Nepal. Cost‐effectiveness is denned as a procedure by which the cost of alternative means of achieving a stated objective, or conversely, the effectiveness of alternative means for a given cost, are compared in a series of numerical indices. Comparison of the costs of the Radio Education Teacher Training Project and the Campus‐Based Teacher Training Programme showed the latter to be much higher.
A Practical Introduction to Authoring for Computer‐Assisted Instruction. Part 7: Graphic support
Authors: Barker P , Skipper T 
Published: October 2006

AbstractImages provide a useful method of presenting information to an audience. In a learning situation the use of pictorial forms can offer a high‐bandwidth mechanism for the transfer of information between an instructor and a student. This paper discusses some ways of providing graphic support in a computer‐based learning environment and describes some approaches to the provision of authoring facilities that utilize this technique.
Attitudes of Western Australian students towards microcomputers
Authors: Nelson Larry R 
Published: October 2006

AbstractA sample of primary and secondary school students in Western Australia responded to a 20‐item questionnaire designed to measure attitudes towards microcomputers. Favourable attitudes were found, with no noticeable gender differences. Attitudes of younger students were slightly more positive than those of older students. The attitudes of students having a computer at home were more positive than those of students without a home computer. The results generally support those found in other studies from the USA and the UK where the same questions were asked.
Developing training skills: a Saudi Arabian modular course
Authors: Shears Arthur E 
Published: October 2006

AbstractThis article describes a three‐week modular course on training methods which was prepared and run for technical instructors at a telecommunications training institute in Saudi Arabia. The objectives of this course were: 1) to introduce course development procedures, 2) to improve classroom training methods including lectures and use of audiovisual equipment. and 3) to familiarize trainers with individualized training.Several aspects of the course have general interest for trainer trainers at large. A tool for identifying the training needs of trainers is described. In addition, a set of job aids for trainers used in the course is illustrated. A brief discussion on the pros and cons of rigorous training development guidelines leads into a description of the compromise position adopted on the Saudi project. This is followed by an illustration of how feedback was used for course control.
Learning activities and interactive videodisc: an exploratory study
Authors: Atkins Madeleine , Blissett Gill 
Published: October 2006

AbstractThis article reports the findings of a small‐scale study on pupil use of interactive videodisc. The types of learning activity in which the groups of pupils engaged are identified and the proportion of time spent on each is shown. Patterns in the data are analysed by ability of the pupil group and by the number of sessions in which the videodisc had been used. The discussion focuses on two interesting results: the high proportion of time spent on reading, watching and listening; and the greater statistical differences within groups than between groups of pupils.
The educational ideology of the computer
Authors: Chandler Daniel 
Published: October 2006

AbstractThe author advances the theory that whatever educators may intend to do with the computer in the classroom, the computer projects an ideology which may conflict with their purposes. The elements of this ideology are explored in a discussion of three applications commonly found in schools: data‐handling systems, simulations and word processors. From this exploration emerges a practical basis for the conscious choice of appropriate tools for particular purposes.
Transforming text for distance learning
Authors: Melton Reginald F 
Published: October 2006

AbstractThis article is intended to help those who wish to transform existing text into good teaching material for use in distance learning. It contains a number of checklists to help transformers in their work and a number of examples of transformed materials to illustrate some of the possibilities.The extent to which existing materials might need to be changed in order to produce good teaching materials will depend on the quality of the materials provided. However, although major changes may be considered desirable, they may not always be acceptable to all those concerned with the development of the materials. The article discusses factors that need to be taken into account in determining both the desirability and feasibility of possible changes.
Contrasting computer input devices for teaching children with severe learning difficulties to read
Authors: Wright Anna , Read Pauline , Anderson Mike 
Published: October 2006

AbstractMany teachers make the assumption that CAL systems which use a touch screen are more effective for children with severe learning difficulties than those which use a concept keyboard. These two experiments look at which is more effective in helping these children to maintain a previously acquired sight vocabulary, and to learn new sight words. It was predicted that the touch screen would prove more effective because it places fewer information processing demands on pupils. Surprisingly, no difference was found between the two systems.
Learning strategies in an ‘ideal’ computer‐based learning environment
Authors: Ford Nigel , Ford Rosalind 
Published: October 2006

AbstractAn experiment was conducted with 30 postgraduate students to discover how they might go about learning from an ‘ideal’ computer‐based environment. A system was created which preserved the appearance of a computer‐based interaction, yet which freed itself from the constraints of current technology. The students, although not aware of this at the time, were in fact interacting with two human experts, backed up with appropriate documentation and computer files, via a computer screen. The results suggest a number of different learning strategies linked to relatively successful and less successful learning. Implications for the design of computer‐based learning materials are discussed.
Efficient use of interactive video with large groups
Authors: Jones Brian 
Published: October 2006

AbstractThis paper reports on the ways in which interactive video based courseware is being used with classes studying for vocational qualifications in a UK higher education establishment. A large percentage of videodisc based material assumes a single user model. This makes it resource intensive and can dilute the learning points. At Thames Valley University (TVU) the author uses two alternative models successfully to harness the benefits of interactive video. The first is the 'science‐lab’model, with multiple workstations but only single courseware copies. The second is a single workstation tutor‐led model. The use of these models has implications for courseware designers as well as course tutors.
International co‐production of distance‐teaching courses
Authors: Megarry Jacquetta , Hawkridge David 
Published: October 2006

AbstractCo‐production occurs when two or more institutions contribute funds and labour to the processes of making course components for distance teaching. The author summarises reasons for international co‐production of multimedia distance‐teaching courses and provides a checklist of questions that should be considered before entering upon such co‐production.The second half of the article consists of a composite case study based on the UK's Open University experience of international co‐production. The paper ends with three questions: Is international co‐production of this kind worth trying? Can the chances of success be made high enough by careful planning to justify risking capital in such ventures? Are other forms of collaboration more likely to be cost‐effective?
Availability and use of educational media in secondary schools in Ondo State
Authors: Okwudishu Chris 
Published: October 2006

AbstractThe author reports on a pilot study aimed at identifying what items of educational media were available in selected schools in Ondo State, Nigeria, and the extent of their use. A twenty‐eight item questionnaire was used to assess availability. use, attitude of principals and support for instructional media. Seventy‐seven schools from different parts of Ondo State participated in the study. The results showed that these secondary schools were generally very poorly equipped with educational media and that the level of use was very low. The reasons for this are fourfold: economic, political, the lack of training and the lack of co‐ordination among the agencies responsible. Recommendations include the rationalisation of small schools, a programme of workshops and seminars and the involvement of classroom teachers in the planning and production of educational broadcasts.
Staff development by stealth
Authors: Smith George 
Published: October 2006

AbstractAn innovation in staff development in 1985 at Birmingham Polytechnic (now the University of Central England) led to the introduction of staff developers in all faculties. The faculty staff developers were ascribed a product‐oriented model of practice. The model emphasises the delivery of material resources to enhance professional competence. To illuminate the model of practice implied by the innovation, a multiplicity of research methods were used, including participant observation. The faculty staff developers formed and promoted Faculty Learning Centres for which they had the support of the deans of faculties. Academic staff made mixed use of the facilities of the Faculty Learning Centres; on average they were satisfied with them, but they consulted the faculty staff developers very little. The author concludes that the product‐oriented model of practice offers a limited contribution to the process of staff development. He prefers the eclectic model (Boud and McDonald 1981) which features negotiation between staff developer and client. This requires a broad range of expertise in the developers and carries implications for their selection, training and continuing support.
Learner perceptions of realism and magic in computer simulations
Authors: Hennessy Sara , O'Shea Tim 
Published: October 2006

AbstractThe authors discuss a key issue affecting the educational potential of interactive computer simulations—their possible lack of credibility. They explore the circumstances under which students are able to separate‘magical’features from those which map easily and directly onto the real world, and the relationship between their perceptions of events on and off the computer. They put forward some means of overcoming disbelief through manipulating the degree of reality inherent in simulations and offer suggestions for how future research might address these issues.
Eliciting and developing student's schema of classroom practices using a video‐disc system
Authors: Harvard Gareth , Day Mick , Dunne Richard 
Published: October 2006

AbstractIn this paper we explore the potential of videodisc technology to develop student teachers’capacity to examine their judgements and reasoning critically about typical classroom events. We describe how the type of setting for such activities is committed to and successful at provoking quality collaborative learning. The videodisc system offers a range of exemplars of teaching which are carefully managed to challenge and extend students’existing ideas. We have adapted the key learning constructs of scaffolding and modelling of various strategies so that the intellectual processes of analysis and reconstruction are persistently attended to. In this way, we are designing a more powerful learning environment to support students in acquiring professionally relevant knowledge.
Assessing Individual Contributions: Experience of Peer Evaluation in Major Group Projects
Authors: Mathews Brian P. 
Published: October 2006

AbstractWith an increasing use of group activities in higher education there are questions being asked about the extent to which the final grading properly reflects individual contribution (or lack of it). The paper describes the development and use of peer evaluation in a DMS group project. Experience of using this method of evaluation shows that groups must be prepared for, and committed to, the activity. Peer evaluation forms part of the assessment process but does not seem sufficiently robust to be the sole source of informational input—especially if substantial grade variations are called for.
Expert Systems used in the identification of misconceptions and assessment in school science: a review and proposed development
Authors: Abdullah Wan Salihin Wong , Wild Phil 
Published: October 2006

AbstractFrom research carried out over the last 20 years, there is now a wealth of data on the identification of students' misconceptions in various topics within science education. Much of the data in the form of questions and students' answers, and analysis of the data is well documented. Within this same period there have been major developments in the programming and use of microcomputer based expert system shells which can use formalised expert knowledge to mimic the processes normally carried out by a human expert. It seems that the two areas of research could, in the fuure, be brought together to provide support for teachers in using the research findings to support the individualised and targeted teaching of students in the classroom. A recent literature search, however, has shown the dearth of activity in this field. This paper reviews the situation at the present time and suggests how the two activities could be united.
Media comparison and deployment: a practitioner's view
Authors: Koumi Jack 
Published: October 2006

AbstractResearch on comparative efficacy of media has been flawed, giving a false impression of equipotentiality between media. Consequently, the need for workable criteria for optimal media deployment has been underestimated. A framework is proposed to help course developers design such media selection procedures. This has two ingredients: a broad categorisation of comparative merits of different media and a finer‐grained inventory of media‐distinctive techniques and teaching functions.Five media are considered in depth: radio and TV (broadcast), audio and video (cassette, with complementary notes) and print. These are then compared briefly with computer‐based media. The analysis considers six types of media characteristics: symbol system, access, controllability, student reactivity, interactivity, adaptivity. The framework was developed collaboratively over several years, with the help of theorists and practitioners in international seminars and workshops.
Parallelism in open learning and working environments
Authors: Min Rik 
Published: October 2006

AbstractOne of the main shortcomings of multimedia in open learning environments is the use of monitors. The monitor as currently supplied with the personal computer originates from the world of television and video. Television equipment is extremely suitable for the transmission of one‐way messages and also for the presentation of film, video and speakers (‘talking heads’). It is also suitable for giving instruction and showing other educational programmes. But the monitor is built as a one‐way message medium.Pictures and images are presented but disappear as soon as other pictures are presented. Thus, a certain measure of short and long memory is required as well as the interpretation of the data and so it remains a linear medium. The organisation of the monitor display is a constant worry in open learning and working environments, because in practice it is continually changing.This article analyses these shortcomings and describes some solutions according to the concepts and theories of Min, Koopal, Gritter, Struyker Boudier, Coleman, Miltenburg and Van Schaick Zillesen, developed over the last decade (Min, 1992).
Working with the new generation of interactive media technologies in schools: CD‐I and CDTV
Authors: Plowman Lydia , Chambers Philip 
Published: October 2006

AbstractA preliminary evaluation of classroom use of CD‐I and CDTV in five schools is described. Information is provided on the pedagogical, operational, and logistical characteristics of these interactive media technologies compared to interactive video. A number of benefits are described, but it is suggested that poorly designed or inappropriate software and technology fatigue amongst teachers contribute to the low take‐up of these systems in the classroom.
What happens when students copy notes with different content and layout from an overhead screen? How often do they glance up and how accurate are they?
Authors: Mahalski Pauline A 
Published: October 2006

AbstractTwenty university students (ten men and ten women) were videotaped while they copied two sets of notes with different layouts from an overhead projector screen. They were timed as they read silently a prose passage and wrote a familiar sentence five times. Copying speed was related to writing speed but not to reading speed. Copying was faster and errors fewer when a paragraph of unfamiliar notes was laid out to emphasise the meaningful structure of the text. Similar changes to the layout of familiar notes already structured into meaningful parts did not reduce copying time or errors. The intervals between the students’glances was very variable and ranged from 3.2‐13.8 sec which has implications for the study of human information processing. The average student made 12 copying errors and those who glanced least often made the most errors. The practical implications of the results were discussed.
Supporting school‐based initial teacher training with interactive video
Authors: Gardner John , McNally Helena 
Published: October 2006

AbstractThis paper reports on a project commissioned by the National Council for Educational Technology and designed to investigate the potential for interactive video to support students and mentors in school‐based initial teacher training (ITT). Its results derive from an empirical study in 26 schools, currently using interactive video in staff development. The work focused on three parallel questions relating to the new models of school‐based training: what are the training needs of the students, their mentors and ITT tutors?; what features of interactive video make it a feasible and appropriate means of distance learning in this context? and how is interactive video currently being used in schools’ staff development? A primary concern was to investigate the potential of interactive video to offer a consistent core of training that would cover a breadth of training experiences, regardless of the student's placement. Using the Quality Management in Schools interactive video disks (QMS I and II 1990/91) as the focus, the modes of usage and perceived value of interactive video in staff development are considered. The report concludes by commenting on the potential of interactive video for ITT.
Producing professional interactive multimedia: project management issues
Authors: Canale Ric , Wills Sandra 
Published: October 2006

AbstractThis paper presents a case study of the development of a multimedia training product for broad distribution to middle and senior management as well as university students. It compares anticipated and actual costs of project management and where possible makes comparisons with data from similar projects. An unexpected finding was a greater than twofold overrun on the anticipated costs of project management. The greater part of this overrun was an increased administrative effort required to comply with reporting requirements of the funding body and the joint Venture partnership. The results of this study have implications for producers of interactive multimedia in higher education with regard to realistic costing of project management, which is often an unfunded contribution.
Investigations on the quality and efficiency of instructive computer‐aided training
Authors: Navassardian Sima , Marinov Milko , Pavlova Raina 
Published: October 2006

AbstractResearch into pedagogical processes help to overcome the inconsistency between the diversity of the pedagogical phenomena and inevitable limitations implied by the actual research topic. Experiments play a significant role in investigating the dynamics, diversity and discrepancies in pedagogical phenomena, and contribute to the improvement of the contents, methods and organisation of training.An experiment was carried out with the application of MICROKURS—a software environment for developing tutoring courses which is itself a knowledge‐managed tutoring system. The main features and advantages of the environment are briefly discussed. The purpose of the experiment is to investigate the quality and intensity of learning declarative knowledge through a knowledge‐managed CAI system and to compare the results from this with those obtained by the classical approach. This article presents the organisation, the arrangements, the experimental procedure and the results of that experiment. An evaluation was made of the methods for testing statistical hypothesis with two independent samples.