ICT-Based Assessment, Methods, and Programs in Tertiary Education
ICT-Based Assessment, Methods, and Programs in Tertiary Education

Author: Meri Yilan, Serpil

Publisher: IGI Global

Published: 2020-04-17

Total Pages: 444

ISBN-13: 1799830640

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The use of information and communication technologies (ICTs) in education has revolutionized learning. Shifting beyond traditional mode of education, the integration of ICTs has become an advantage for students at tertiary education when used for the right purpose to enhance learning. The use of technology brings forth a flexible and accessible mode of education and bridges the gap of learning across borders. This enables students at tertiary level to have access to other universities and academic resource materials globally, thereby expanding their knowledge. Thus, it is crucial to consider the development of technology in education as part of a comprehensive pedagogical framework and take into account new developments in ICTs. ICT-Based Assessment, Methods, and Programs in Tertiary Education is an essential research publication that provides relevant theoretical frameworks and recent empirical research findings on integrating ICTs in tertiary education to enhance learning and allow students to take more control of their learning. Highlighting topics such as assessment, language learning, and e-learning, this book is ideal for teachers, professionals, academicians, researchers, administrators, curriculum designers, instructional designers, and students.

Computer-Managed Instruction: Theory, Application, and Some Key Implementation Issues
Computer-Managed Instruction: Theory, Application, and Some Key Implementation Issues

Author:

Publisher:

Published: 1984

Total Pages: 0

ISBN-13:

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As a mechanism for understanding computer use in education, this thesis focus on Computer-Managed Instruction (CMI). The first chapters provide the background, so CMI can be distinguished from other computer applications in education. Chapter III examines the theoretical basis for CMI, showing that issues in education rather than in computer technology serve as the foundation for CMI. Chapter IV discusses aspects of hardware, system configurations, and software. It also presents a comprehensive discussion of the generic functions of CMI systems. Chapter V highlights the diverse nature of CMI applications by focusing on two operational CMI systems. Chapter VI examines the importance of teacher acceptance of the CMI system during implementation. In contrast Computer Aided Instruction (CAI), which was externally imposed onto the educational field, CMI origins rest in the classroom itself. Because of this and its slow, low-keyed but steady developmental pattern, CMI appears to have a reasonable probability of continued success.

Computer-Managed Instruction: Theory, Application, and Some Key Implementation Issues
Computer-Managed Instruction: Theory, Application, and Some Key Implementation Issues

Author: Michael Korbak (Jr.)

Publisher:

Published: 1984

Total Pages: 126

ISBN-13:

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As a mechanism for understanding computer use in education, this thesis focus on Computer-Managed Instruction (CMI). The first chapters provide the background, so CMI can be distinguished from other computer applications in education. Chapter III examines the theoretical basis for CMI, showing that issues in education rather than in computer technology serve as the foundation for CMI. Chapter IV discusses aspects of hardware, system configurations, and software. It also presents a comprehensive discussion of the generic functions of CMI systems. Chapter V highlights the diverse nature of CMI applications by focusing on two operational CMI systems. Chapter VI examines the importance of teacher acceptance of the CMI system during implementation. In contrast Computer Aided Instruction (CAI), which was externally imposed onto the educational field, CMI origins rest in the classroom itself. Because of this and its slow, low-keyed but steady developmental pattern, CMI appears to have a reasonable probability of continued success.

An Introduction to Educational Computing
An Introduction to Educational Computing

Author: Nicholas John Rushby

Publisher: Routledge

Published: 2019-05-28

Total Pages: 174

ISBN-13: 100002248X

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In both education and training, teachers are faced with many and varied problems relating to their teaching and their students’ learning. Educational technology, in its widest sense, provides teachers with methods and tools which, if properly used, can alleviate some of these problems. The computer is one such tool, offering, within certain limitations, some possible solutions. Originally published in 1979, this book describes the use of the computer as a resource and as a manager in education and training. It discusses the use, potential and limitations of this technology in helping the teacher and trainer. Beginning with a consideration of the role of the computer as a mediator in the flow of information between the student and his learning environment, the book goes on to look at Computer Assisted Learning from an educational viewpoint, the strength and weaknesses of a number of different media, and the problems of managing modular courses and course structures and handling information on students’ performance and progress. A chapter on informatics and education addresses the problem of what both teachers and students should know about computers, while the final chapter examines the practical problems of prompting and organising the appropriate use of this technology.

Development and Implementation of a Computer Managed Instruction System in Graduate Training
Development and Implementation of a Computer Managed Instruction System in Graduate Training

Author: Nancy K. Hagerty

Publisher:

Published: 1970

Total Pages: 322

ISBN-13:

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The primary objective of the study was to test the feasibility of developing and implementing a graduate level course by computer-managed instruction (CMI). Various approaches to both the management and individualization of instruction were studied. The instructional logic included a motivational game in which the student bid points on his estimate of how well he could perform on a unit test. (Author).