Abstracts 1999
Vol. 15, No. 1, March 1999
Vol. 15, No. 2, June 1999
Vol. 15, No. 3, September 1999
Special Issue: Networked learning
Vol. 15, No. 4, December 1999
Vol. 15, No. 1, March 1999
Computer-supported cooperative learning in a Virtual University
S. English & M. Yazdani
Department of Computer Science, University of Exeter
Email: s.english@plymouth.ac.uk
There is computer-supported learning and cooperative learning at universities. There are also a few 'virtual universities'. This paper links these three features in a way that reflects a vision of a future scenario for learners. The conclusions are based on the observation of the cooperative learning already taking place at Exeter University's Computer Science Department.
Keywords: Computer-mediated communication; Cooperative learning; Higher Education; Team skills; Virtual classroom
Journal of Computer Assisted Learning (1999) 15, 2-13 - Invited paper
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A knowledge-based system for postgraduate engineering courses
A.J. Day & A.K. Suri
University of Bradford
Email: a.j.day@bradford.ac.uk
This paper describes a novel approach to the development and implementation of an educational tool based on knowledge-based technology employing an expert system shell. Software has been developed which, after providing basic background information, proceeds to analyse the student's learning pattern to establish which next question, explanation, or topic to propound in order to aid the learning process and ensure that fundamental knowledge is gained by the student at his/her own pace. While the system described has been designed and implemented specifically to supplement, rather than supplant, the taught part of an MSc. course in Manufacturing Systems Engineering and Management, the methodology formulated can be used to develop similar knowledge-based systems for other technical as well as non-technical subjects at both undergraduate and postgraduate levels in Higher Education.
Keywords: Computer Assisted Learning; Expert Systems; Heuristic reasoning; Knowledge-based Systems; Knowledge engineering; Pedagogy; User interface
Journal of Computer Assisted Learning (1999) 15, 14-27 - Accepted: 17 March 1998
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The effect of software type on the quality of talk
A. Anderson*, E. McAteer† A. Tolmie* & A. Demissie*
* Centre for Research into Interactive Learning, University of Strathclyde
† Teaching and Learning Service, University of Glasgow
Email: Tony.Anderson@strath.ac.uk
Research was undertaken comparing teacher-pupil and pupil-pupil dyads using computer-assisted learning programs, of both 'open' (where the means of achieving the task goal are under the users' control) and 'closed' (where the routes to achieving the task goal are much more controlled by the computer) types. The interactions within teacher-pupil and pupil-pupil dyads whilst using the programs were videorecorded and subsequently analysed to ascertain whether the nature of the software (open or closed) exerted any constraining effect upon the dyads' interactions. Variations in interactional styles were identified using quantitative methods; these, plus other more qualitative data are discussed with reference to specific examples of software. It is concluded that the open-closed distinction conflates several dimensions of machine behaviour, particularly the number of options of action available to users at any given point, the frequency of computer interventions, the nature of computer interventions (eg. prompt versus question) and the granularity of the task.
Keywords: Computer-assisted learning; Machine behaviour; Task structure; User dialogue
Journal of Computer Assisted Learning (1999) 15, 28-40 - Accepted: 1 June 1998
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Student opinions on an interactive arithmetic test
J. Hippisley & S. Houghton
University of Western Australia
Email: shoughto@ecel.uwa.edu.au
The aim of this study was to assess student attitudes towards an interactive arithmetic test. A sample of 45 primary school children from Years 1 and 2 in two Western Australian primary schools participated in the study. After using the test for a period of six weeks students were invited to detail what they liked and disliked about the test and how they might improve it. Analysis of this written feedback revealed a generally positive attitude towards the test. There were just a few negative responses, mainly pertaining to the slow speed of the program on the computers used in the study.
Keywords: Arithmetic; Computers; Education; Interactive assessment; Primary schools; Technology
Journal of Computer Assisted Learning (1999) 15, 41-47 - Accepted: 20 July 1998
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Gender differences in an on-line learning environment
E. Barrett & V. Lally
Division of Education, University of Sheffield
Email: V.Lally@Sheffield.ac.uk
This paper focuses upon the use of Computer Mediated Communication (CMC) in a specific learning context by a small community of postgraduate (MEd) distance learners and their tutors. Content analysis of on-line dialogues was used to investigate learning and socio-emotional behaviour within this community. The data presented suggests that men and women took distinctively different roles in the on-line learning environment. Most significantly, the cognitive and metacognitive (learning) content of on-line seminar contributions by men and women was found to be similar, but their social and interactive behaviour was significantly different. In particular, it was found that within a formal on-line learning environment men sent (on average) more messages than women; they wrote messages which were twice as long as those sent my women; and made more socio-emotional contributions than women. Women, however, were found to contribute more 'interactive' messages than men. This paper concludes that the application of CMC technology to a specific learning context may reproduce gender differences within a learning community.
Keywords: Computer-mediated communication; Gender differences; On-line learning
Journal of Computer Assisted Learning (1999) 15, 48-60 - Accepted: 10 April 1998
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Problem solving, planning ability and sharing processes with LOGO
E. Kapa
School of Education, Bar-Ilan University
Email: kapae@ashur.cc.biu.ac.il
The present research examined the impact of a Logo environment on the level of problem solving control, modification of planning ability and sharing processes in pairs and individual learners. Forty-five fifth-grade students (ranging in age from 10 to 11 years old, who studied in four classes), participated in the study. The subjects were randomly divided into fifteen pairs and fifteen individuals. Results showed significant differences in problem solving control between the Logo environment group and the comparison group. At the end of the treatment the degree of cooperative learning increased in the pairs groups. There was an effective modification of the subjects' planning ability in both pairs and individuals.
Keywords: Computer-assisted learning; LOGO; Mathematical thinking; Planning ability; Problem solving; Sharing porcesses
Journal of Computer Assisted Learning (1999) 15, 73-84 - Accepted:20 May 1998
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The impact of LOGO on gifted children's achievement and creativity
T. Subhi
Al al-Bayt University, Jordan
Email: taisir@yahoo.com
It was hypothesised that problem solving via the Arabic logo programming environment would enhance gifted children's mathematics achievement and their creativity as measured by their performance on Torrance Tests of Creative Thinking (TTCT) and Mathematical Skills Assessment (MSA). The study findings extend previous research by indicating that problem solving via the LOGO programming environment can enhance mathematics achievement and creativity in figural, as well as verbal, domains. The evaluation of a large number of previous studies on the enhancement of creativity concluded that many of these studies have a positive effect. An implication is that computer environments may offer appropriate special provisions to meet the special needs of gifted children. In addition, this experiment provided some evidence that if gifted children work in pairs the need for teacher intervention to motivate the children is decreased. Also, if gifted children choose their own goals this increases their motivation and task commitment but might also restrict the range of mathematical ideas used.
Keywords: Creativity; Gifted children; LOGO
Journal of Computer Assisted Learning (1999), 15, 98-108 - Accepted: 1 August 1998
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Coding categories to record student talk at a multimedia interface
S. Klinger
formerly, School of Education, University Cambridge
Email: shulamit@interchange.ubc.ca
Multimedia CD-ROMs carry enormous quantities of textual, video and graphical information, connected by numbers of hypertext links. With no clear, linear narrative, this mass of information can be baffling for novice users. Using case study methodology, this paper examines how pairs of first time student users navigated through a multimedia geography disc together. The students and their on-screen actions were videotaped and their discussions analysed to reveal three initial categories of talk, entitled route, function and content. These categories describe the students' overall comprehension of the content design, the functionality of the individual screen, and its relevance to the set task. In conclusion, recommendations are made for teachers wishing to introduce similar materials to their classrooms.
Keywords: Coding; Dialogue; Interactive; Multimedia; Navigation
Journal of Computer Assisted Learning (1999), 15, 109-117 - Accepted: 20 November 1998
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Using technology for the competitive delivery of education services
P. Hosie & T. Mazzarol
The University of Western Australia and Curtin University of Technology, Perth
Email: phosie@ecel.uwa.edu.au
This paper considers the use of information technology as a source of competitive advantage for education service providers operating in international markets, with particular reference to Australia. It draws upon the findings of a survey of 315 education institutions in five countries engaged in the export of international education. The importance of effective use of information technology as a source of competitive advantage is highlighted. Current use of information technology within education institutions is examined and technologically mediated learning is proposed as a viable means of promoting, administering and delivering education services to international markets. In particular, the potential of the Internet to provide graduate business education is given close scrutiny. It is argued that a virtual university business faculty is economically viable in this context. Business schools are advised to invest in hardware and software applications to ensure the communications needs of their clients are met.
Keywords: Business education; Computer-mediated learning; Educational technology; Internet; World-wide Web
Journal of Computer Assisted Learning (1999), 15, 118-128 - Accepted: 1 September 1998
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Learning and teaching in a synchronous collaborative environment
O. Marjanovic
Faculty of Business, Economics and Law, University of Queensland
Email: o.marjanovic@mailbox.uq.edu.au
Despite obvious domination of asynchronous collaborative technologies, especially for virtual classrooms and distance education, the work presented in this paper is based on the assumption that some students will still prefer the experience of on-campus, face-to-face collaborative learning. For those students a new synchronous collaborative environment is created by combining an innovative methodology for 'same-time, same-place' interactive learning and the technology called Group Support Systems which is designed to provide not only communication but rather computer-mediated collaboration. This paper introduces this learning methodology and illustrates its potential to improve critical thinking, problem solving and communication skills of all students who are stimulated to participate as equal learners. It also describes how teachers are transformed from 'information delivery specialists' to guides and facilitators of learning.
Keywords: Electronic collaborative learning; Group support systems; Synchronous
Journal of Computer Assisted Learning (1999), 15, 129-138 - Accepted: 21 August 1998
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Publishing mathematics on the World Wide Web
M. Majewski
Dept of Mathematics & Computer Science, PNG University of Technology, Papua New Guinea
Email: majewski@iium.edu.mo
This paper shows how mathematical concepts can be displayed on World Wide Web pages. A few of the most interesting solutions are outlined although a few others are missing and a few more will be invented very soon. It is for authors' to decide which system is the most suitable for their purposes.
Keywords: Electronic publishing; Mathematics education; Web-based education
Journal of Computer Assisted Learning (1999), 15, 139-148 - Accepted: 13 October 1998
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Questioning teachers about their use of portable computers
R. Phillips, M. Bailey, T. Fisher & C. Harrison
School of Education, University of Nottingham
Email: Richard.Phillips@nottingham.ac.uk
This paper analyses case studies from the 'Multimedia Portables for Teachers' pilot project where two teachers in more than 500 English schools received portable computers to use at home and at school for one year to develop confidence and competence. In-depth interviews with a representative sample of 60 of the teachers revealed a disparate range of uses that reflected teachers' needs and interests, and often were imaginative and innovative. For nearly all the teachers the project was successful on a number of criteria: they gave time and commitment, they gained confidence, they increased their number of IT (information technology) skills, and certain IT activities became a natural and regular part of their work. Gains were evident regardless of the baseline from which they were starting. Issues discussed include the use of email and WWW, prior access to computers, use by the teacher's family, the value of portability, and the relationship with colleagues. Some practical recommendations are made for future schemes of this kind.
Keywords: Electronic mail; Home; Portable computers, School; Teachers; Teacher Training
Journal of Computer Assisted Learning (1999), 15, 149-161 - Accepted: 23 October 1998
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Teaching, learning and inquiry strategies using computer technology
A-Y. Chen* & C-K. Looi**
* Nanyang Technological University & ** Kent Ridge Digital Labs, Singapore
Email: cheekit@krdl.org.sg
This paper reports a case study in a Singapore school where a group of 'at risk' secondary students were given a series of linked computer-based business and consumer projects involving word processing, survey design and analysis, and presentation of results with computer graphics. There were clear benefits in terms of the group's motivation, behaviour and performance on tests, particularly in English. Both quantitative and qualitative data to support the findings are provided. The theoretical underpinnings of constructivism, collaborative inquiry and situated learning provide the conceptual framework for this case study.
Keywords: Computer technology; Teaching strategies; Curriculum innovation
Journal of Computer Assisted Learning (1999), 15, 162-172 - Accepted: 1 December 1998
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Vol. 15, No. 3, September 1999
Special Issue: Networked Learning
Evaluation and design of technologies to meet learning outcomes
R. Sharpe & P. Bailey
Educational Development Services, University of Plymouth
Email: R.Sharpe@plymouth.ac.uk
Professional development for staff in higher education is developing rapidly in response to current national developments. As staff seek support and development to cope with the changes in their students, appropriate teaching, learning and assessment methods and rising use of learning technologies, institutions must be in a position to provide relevant programmes of development. Increasingly staff will be required to give evidence of their own development and institutions should be able to offer suitable and accessible systems which allow them to easily document their progress and gain accreditation. Two case studies are presented: the first uses the outcomes of a graduate teaching assistants course to evaluate the effectiveness of using a computer conferencing system. The second case study uses outcomes to redesign, to a web-based open learning system, the teaching and learning in a higher education course for teaching staff.
Keywords: Computer-mediated communication; Content analysis; Continuing professional development; Graduate teaching assistants; Open learning; Reflective practice
Journal of Computer Assisted Learning - (1999), 15, 179-188.
Based on a paper selected from the Networked Lifelong Learning Conference, Sheffield University, April 1998
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Using conferencing to support a culture of collaborative study
R. Rimmershaw
Department of Educational Research, Lancaster University
Email: r.rimmershaw@lancaster.ac.uk
Five short undergraduate courses were run, four using a computer-based conferencing system and one a paper-based conference to support collaborative study practices. The seriousness of the emphasis on collaborative study was communicated to the students not only through the use of conferences, but also of students' own writing as set reading material, and of material from the conference as the basis for the final examination. Students responded best when the tutor partic-ipated in conference discussions in a similar style to them. Even when some of the computer-based features were lost, as in the course which used a paper file for public writing, students made significant use of this forum. However factors outside the design of the system for supporting collaboration seemed to play the strongest part in determining the value students find in using the system. These included the physical conditions, initial induction process, tutor's participation style, and assessment practices.
Keywords: Collaboration; Computer; Conference; Study Practices; Undergraduate
Journal of Computer Assisted Learning - (1999), 15, 189-200.
Based on a paper selected from the Networked Lifelong Learning Conference, Sheffield University, April 1998
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A multi-agent framework to assist networked learning
D. Stamatis, P. Kefalas* & T. Kargidis
Technological Educational Institution of Thessaloniki and City Liberal Studies, Thessaloniki*
Email: demos@it.teithe.gr
Through the continuously evolving information technologies, Networked Learning (NL) has set the scene towards an effective and low cost Open and Distance Learning scheme. However, NL is far from being a process without problems. Apart from the pedagogical model used, NL heavily relies on organisational/management and other educational aspects. It is suggested that Artificial Intelligence (AI) provides a technology which is already available and has the potential to support NL both at the organisational and educational level. This paper proposes a framework based on multiple AI agents which can be used to automatically or semi-automatically assist various stages of NL. This assistance is indented for both learners and course providers who need to carry out specific tasks before, during and after the delivery of a course. The architecture of such a multi-agent system is presented and the processes which can be automatically supported are briefly discussed.
Keywords: Agents; Artificial intelligence; Multi-agents systems; Networked learning; Open and distance learning
Journal of Computer Assisted Learning - (1999), 15, 201-210.
Based on a paper selected from the Networked Lifelong Learning Conference, Sheffield University, April 1998
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Network learning with user-enriched educational material
V.C.Vescoukis and S. Retalis
National Technical University of Athens
Email: v.vescoukis@cs.ntua.gr
The scope and the philosophy of the use of New Technologies in education have still to be defined and important pedagogical issues arise. Based on experience of secondary technical vocational education, a general schema for Network-Based Learning with strong learner participation is proposed. The main concept of this approach is that learner participation in the learning process can produce or at least motivate the production of learning material. A pilot implementation of such an activity produced quite interesting results and indicated that the content of the learning material can be enriched by material produced by the trainees themselves.
Keywords: Networked learning; Secondary; Student activities; Technical education
Journal of Computer Assisted Learning - (1999), 15, 211-220.
Based on a paper selected from the Networked Lifelong Learning Conference, Sheffield University, April 1998
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Learning how to learn using a virtual learning environment for philosophy
G.R. Gibbs
School of Human and Health Sciences, University of Huddersfield
Email: g.r.gibbs@hud.ac.uk
Many students find theoretical subjects hard and challenging. Although they may pass modules in the subject, they often fail to attain a deeper, conceptual understanding. coMentor, a virtual learning environment on the WWW was developed to support such conceptual subjects by providing facilities for debate, discussion, groupwork, resource sharing and vicarious learning. The system was evaluated with undergraduates taking a philosophy module. Although there was no unequivocal evidence of gains in final assessment in those using the system, there was evidence of other forms of learning. Students learned from seeing each other's work, from having to 'write' down their ideas and share them with others and they adopted learning styles that were beneficial to learning a theoretical subject matter. Using a Learning Styles Inventory Scale, those using coMentor showed higher levels of deep learning and significantly higher levels of strategic learning than those who used the system little.
Keywords: Asynchronous discussion; Higher education; Learning styles; Philosophy; Vicarious learning; Virtual learning
Journal of Computer Assisted Learning - (1999), 15, 221-231.
Based on a paper selected from the Networked Lifelong Learning Conference, Sheffield University, April 1998
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Collaborative assessment processes in networked lifelong learning
D. McConnell
Department of Educational Studies, University of Sheffield
Email: d.mcconnell@sheffield.ac.uk
This case study paper is concerned with the development of professional practice in networked learning environments. Through the presentation of one case (a) an assessment process in a networked learning environment which involves the learner, their peers and a tutor in making judgments about the learner's formal coursework; and (b) the role of the tutor/ teacher in these processes are examined. From an analysis of the case it is suggested that assessment should be a learning event and that networked learning course participants should be involved in making judgments about their own and their peers' learning. The benefits to learners and tutors of these collaborative learning processes are examined and discussed.
Keywords: Assessment; Collaborative work; Lifelong learning; Networked learning
Journal of Computer Assisted Learning - (1999), 15, 232-243.
Based on a paper selected from the Networked Lifelong Learning Conference, Sheffield University, April 1998
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Students at the centre: non-lineal narratives and self-conscious learning
S. Pink
University of Derby
Email: 101776.36@compuserve.com
This paper reflects on the design and evaluation of a multimedia learning tool developed for students of qualitative research. It is situated as the key learning task for one topic in a ten-topic module. Two issues are explored which are pertinent to the introduction of multimedia networked learning tools into existing teaching and learning cultures. First, the concept of the non-lineal õ in multimedia narratives, in the ethnographic research process, in the learning process and in relation to teaching strategies. Second, drawing from evaluations of the multimedia tool the idea of self-conscious multilineal learning, and continuities between hypermedia learning and conventional teaching and learning practices are discussed. Finally the theoretical and practical implications of these discussions are related to the question of developing 'student-centred learning'.
Keywords: Design; Ethnography; Evaluation; Hypermedia; Multilinearity; Stdent-centred learning
Journal of Computer Assisted Learning - (1999), 15, 244-254.
Based on a paper selected from the Networked Lifelong Learning Conference, Sheffield University, April 1998
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Vol. 15, No. 4, December 1999
Simulation as a home learning environment - students' views
M. Ronen & M. Eliahu
Center for Technological Education, Golomb, Israel
Email: ronen@barley.ctech.ac.il
This paper describes a pilot study aimed at exploring the possibility of introducing simulation-based homework into science learning, in the present junior-high school setting. Two 9th grade classes have performed simulation-based homework assignments as part of the study of electrical circuits, during two months. Students' views about this activity were analyzed in relation to their prior computer experience and their achievement. The findings reveal that most students favour using the simulation as a home learning environment and find it more interesting and effective than the other homework activities. Students realise the potential of a simulation as a source of constructive feedback that enables them to take more responsibility on their learning.
Keywords: Computer-assisted learning; Electric circuits; Homework; Simulation-based activities; Problem solving
Journal of Computer Assisted Learning (1999) 15, 258-268 Accepted: 1 December 1998
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A visualisation approach to learning the concept of recursion
J-C. J. Jehng, S-H. S. Tung & C-T. Chang
National Central University and National Yunlin Institute of Technology, Taiwan
Email: jehng@src.ncu.edu.tw
This study investigated how a schematic-based visualisation approach implemented in an electronic learning environment facilitated the learning of the complex programming concept. The semantic-based visualisation approach applied Visualcode Rules and utilised various pictorial notations modeling the execution of recursive procedures. In this study, 38 college students studied the Scheme language and its recursive procedures in three different conditions. The three conditions were (a) the VisualScheme environment in which schematic-based pictorial notations (e.g. coloured icons and environment trees) were employed to help learners trace intermediate steps of executing procedures; (b) an Internet learning environment in which an ordered sequence of static pictorial notations provide a snap shot and illuminate execution of recursive procedures; (c) an Internet learning environment in which on-line source codes were annotated with detailed textual information. Results of the study indicated schematic-based pictorial notations helped students to form a better conceptual framework for learning the concept of recursion. It is suggested that the design of an electronic learning environment may appropriately apply meaningful pictorial information to help students learn complex programming concepts.
Keywords: Language learning; Mental models; Visualisation
Journal of Computer Assisted Learning (1999) 15, 279-290 - Accepted: 16 December 1998
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Intranet-based learning: a one-year study of student utilisation
K. Herson, M.H Sosabowski & A.W. Lloyd
School of Pharmacy and Biomolecular Sciences, University of Brighton
Email: K.Herson@Brighton.ac.uk
In Higher Education in the UK, there have been marked developments of network technologies and increased demand for assessed quality in teaching and learning. At the School of Pharmacy and Biomolecular Sciences, University of Brighton, an Intranet learning resource has been implemented to meet the quality of service requirements and exploit these technologies. This paper reports on the undergraduate utilisation and evaluation of this resource over a one-year induction period. Staff- and student-based hurdles are identified; these include confidentiality, peer-scrutiny, indolence and IT competence issues. Solutions to these problems, many of which are training-based, are proposed.
Keywords: Internet; Intranet; On-line; Pharmacy; World-wide Web
Journal of Computer Assisted Learning (1999) 15, 269-278 Accepted: 13 January 1999
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Barriers to student computer usage: staff and student perceptions
J. McHahon, J. Gardner, C. Gray & G. Mulhern
The Queen's University of Belfast
Email: j.gardner@qub.ac.uk
Ensuring that all graduates are able to exploit new technologies is a primary goal of all UK universities and a variety of assumptions have underpinned policies designed to promote this goal. This paper explores some of these assumptions through the findings of a longitudinal study involving a cohort of over 800 university students. The study adopted a student perspective to examine the factors affecting their use of computers over a three year period. Unsurprisingly, the results indicated that situational factors (e.g. access, training and time) influence the extent to which students use computers, but a disparity was found in the importance attributed to these factors by the academic staff, who focused on the needs of their department, and by the students, who focused on their individual needs. Results suggest that increased attention to a student perspective may lead to improved strategic planning in students' use of computers.
Keywords: Access; Computer usage; Staff and student perceptions
Journal of Computer Assisted Learning (1999) 15, 302-311 - Accepted: 12 February 1999
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An approach to learning mathematics through knowledge engineering
D. Kadijevich
Mathematical Institute, Serbian Academy of Sciences and Arts, Belgrade
E-mail: djkadij@mi.sanu.ac.yu
This study deals with an AI approach to learning mathematics, which is realised through the development of expert system knowledge bases by using programming in logic and PROLOG. The paper presents this approach, and examines its theoretical values in the light of recent findings in computer science, mathematics education, didactics, psychology and philosophy. The examined values show evidence for the relevance of the approach to the computer-assisted learning of mathematics.
Keywords: Expert systems; Knowledge engineering; Learning; Logic programming; Mathematics education; Problem solving; PROLOG; Social constructivism
Journal of Computer Assisted Learning (1999) 15, 291-301 Accepted: 22 January 1999
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Language learning strategies with sound-hints in computer-based drill
N. Ikeda
Kyushu University, International Student Center, Fukuoka, Japan
Email: nobuko@isc.kyushu-u.ac.jp
As a result of the increasing use of computers in the education field, many CAI and multimedia teaching materials have been developed and used in education. However, evaluation methods and evaluation standards for these materials and their educational effects, have not yet been established. Much of the research on CAI in the language education field is related to its development. The learning histories of using voice hints acquired through lessons using CAI teaching materials developed for learners of Japanese as a foreign language have been analysed. The difference in the learning strategies between upper level and lower level learners was examined. As a result of this research, it has been possible to clarify the difference in the number and timing of the use of voice hints.
Keywords: Drill and practice; Japanese; Language learning; Sound
Journal of Computer Assisted Learning (1999), 15, 312-322 Accepted: 25 February 1999
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Interactive multimedia and concrete three-dimensional modelling
J.H. Baxter & P.F.W. Preece
School of Education, University of Exeter
Email: p.f.w.preece@exeter.ac.uk
A multimedia package for teaching about the phases of the moon to Year 8 (12-year-old) students was compared with a conventional three-dimensional modelling approach. Both methods were highly and equally effective in terms of student learning, and the effectiveness of the multimedia package did not depend on a student's experience of computers or attitude towards computers. The package was also equally effective for male and female students.
Keywords: Attitudes; Interactive multimedia: Learning astronomy; Modelling; School students
Journal of Computer Assisted Learning (1999), 15, 323-331 Accepted: 13 March 1999
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