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Estep, Sondra G.; McInerney, William D.; Vockell, Edward; Kosmoski, Georgia
doi: 10.2190/M8NW-MJ93-DJ6A-X1QCpmid: N/A
This study sought to determine whether there is a significant difference in the rate of gain in test scores between students who use an Integrated Learning System (ILS) and students in a set of like-paired schools who do not. Nine dependent variables from the Indiana Statewide Testing for Educational Progress (ISTEP) examination for third grade students provided the data. The study found that pre- versus post-test score differences were significant for both groups for the nine dependent variables examined separately or simultaneously. Experimental versus control test score differences were not significant for the nine dependent variables examined separately or simultaneously. The pre/post change for the experimental schools was not significantly different from the pre/post change for the control schools for the nine dependent variables examined separately or simultaneously. These results suggest that in Indiana during the time period studied, the use of an ILS did not lead to improved student performance on standardized test scores.
doi: 10.2190/FU94-PW64-R098-AYE3pmid: N/A
Data from three surveys of undergraduates at the University of Massachusetts-Amherst, collected over a five-year period, are examined to uncover the nature and source of change in students' computer use and ownership. Forty-five percent of the students surveyed in 1996 own their own computer. The results show that personal ownership was replacing reliance on campus computers over the five years. In addition, the proportion of students with no computer experience fell to almost zero. Analysis indicates that these changes were partly due to students' progression through college but primarily due to changes external to this experience. The impact of college experience on students' computer use is clearly evident in the data on word-processor use. The rate of word-processing increases with each year that students attend college; so that, first-year students increase their use of word-processors about 50 percent by the time they become seniors. The increasing use of e-mail, particularly in recent years, may be the most startling finding in this study. In 1996, two-thirds of the students used e-mail, compared to one-quarter in 1993 and one-tenth in 1991. This growth was due to changes external to the college experience—probably the extraordinary growth of the Internet. Nonetheless, the analysis suggests areas where campus policy can have an impact.
doi: 10.2190/K5DG-LENJ-AMDR-591Ppmid: N/A
A naturalistic inquiry approach was employed to determine culturally diverse students' perception on use of a computer-based collaboration tool, Daedalas, for instruction. Twenty purposive informants were chosen to represent two groups with different cultural backgrounds. Interview, observation, and on-line logs were used for collecting data. Interesting results included that culture did not always make differences in interactive on-line instruction, and cultural minority students felt much easier expressing their perspectives for sharing and discussing with others in such instruction.
Shrestha, Govinda M.; Sutphin, H. Dean
doi: 10.2190/FWPT-UA4X-1PMX-M8ENpmid: N/A
The study focuses on the relationships between viewer interaction and their acceptance of programs delivered via satellite. The objectives were to i) describe the effectiveness of programs, ii) describe relations between the extent of audience interaction and levels of acceptance of programs, and iii) identify implications for practitioners, policy makers, and program developers. A cross-sectional survey was used to examine the responses of 240 Cornell Cooperative Extension field educators to satellite videoconferencing. Major findings were: viewer (educator) interaction among peers and interaction with the center were significantly correlated with the three levels (cognitive, affective, and behavioral) of acceptance of both administrative and in-service programs. Major implications include a) the need to emphasize interaction among viewers on site and interaction with presenters at the center, b) creation of a proper environment congenial to interaction, and c) the need to place greater emphasis on the role of instructional strategies to promote interaction in satellite distance education programming.
doi: 10.2190/TDWY-QQMP-KMEG-NDB2pmid: N/A
Networked computers with multimedia capabilities are increasingly being used for teaching, research, and service activities in institutions of higher education. In order to meet user demands and to avoid costly mistakes, colleges and universities need to develop assessment strategies which can reliably determine their computer needs. As the “trainer of trainers,” a college of education should take a vital leadership role in the integration of technology and instruction for pre-service teachers and administrators. A survey instrument, recently implemented in the Education Department at the University of New Hampshire, was found to be effective in evaluating the levels of computer use of its faculty members and undergraduate and graduate students. The questionnaire is designed to measure sixteen computer skills and can be adapted for other academic departments. Results of this needs assessment led to various technology-based initiatives for educators at the university and in partnership with the public schools.
Vodanovich, Stephen J.; Piotrowski, Chris
doi: 10.2190/A2UG-JB0J-6H98-LW31pmid: N/A
This article describes the framework for an Internet-based graduate course titled Legal Issues in Industrial-Organizational Psychology offered at the University of West Florida. The course is centered around a Web-based syllabus which contains hyperlinks to an array of legal material which primarily consists of seminal court decisions and federal statutes. The class format and requirements are described, including the use of small groups for case reviews (written and oral) and summaries of federal statutes, e-mail for feedback and interaction, and course assignments. Finally, some of the advantages and potential drawbacks to utilizing an Internet-based approach for instruction are discussed.
Huang, Hsin-Chuan; Eskey, David E.
doi: 10.2190/RG06-LYWB-216Y-R27Gpmid: N/A
This study investigated the effects of closed-captioned TV (CCTV) on the listening comprehension of intermediate English as a second language (ESL) students. Thirty students with intermediate levels of ESL proficiency participated in this study. Since vocabulary/phrase acquisition and comprehension are main factors that influence the success/failure of listening comprehension, this research also examined the effects of CCTV on these two subscales. The correlations between the listening comprehension and other factors—starting age of ESL instruction, length of time in the United States, length of ESL instruction, length of time in private language schools, length of time with tutors, and length of time traveling in English speaking countries—were inspected as well. Subjects' perceptions of the effects of CCTV on ESL learning were also covered in the study. The results of the research showed that CCTV helped ESL students' general comprehension, vocabulary acquisition, and listening comprehension. However, all other factors examined in the study, such as age of starting ESL instruction, length of ESL instruction, etc., did not correlate with the listening comprehension test.
doi: 10.2190/80PX-87F5-D7N9-C96Mpmid: N/A
A training course designed to teach job skills to adults was designed using a cooperation, technology, and performance model. The purpose was threefold: to increase interaction between the students and the computer by utilizing cooperative learning techniques; to standardize learning and processing of work by utilizing computer-based training; and to measure skills attained by utilizing performance-based simulated case testing procedures. The course was developed to train the reinstatement task of a Government life insurance policy, performed by policy service technicians at the Department of Veterans Affairs. The course was structured so that a cooperative learning group of two to three students would progress through a CBT course, sharing one computer. The results of fourteen classes completing the module are of interest to anyone seeking to increase the level of and the quality of interaction among students and between the student and the computer.
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