Computer-based learning

In Europe, the Practical Experimentation by Accessible Remote Learning (PEARL) project aims to develop a system to enable students to conduct real-world experiments as an extension of computer-based learning. To use the PEARL system, teachers must be familiar with how to provide tutor-student and student-student interactions for discussion, reflection, and experiment activities. This distance learning with technology also opens an avenue for learning lab work in science. 

Although a TLU has features in common with a neuron, it is incapable of acting as the building block of a versatile computer-based learning network. The reason is that the output from it is particularly uninformative. The output... 

Hartley, J.R. (1988). Learning from computer based learning in science. Studies in Science Education, 15, 55-76. 

From 1 September 1990 Professor Ray McAleese is Director, Institute for Computer Based Learning, Heriot Watt University, Edinburgh, Scotland. 

Kozma, R. B. (1987). The Implications of Cognitive Psychology for Computer-Based Learning Tools. Educational Technology, 27, 11, pp. 20-25. 

McAleese, R. (1988). From Concept Maps to Computer Based Learning the Experience of NoteCaids. Aberdeen University Teaching Centre, University of Aberdeen. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans. 

As one of the most widely available hypermedia tool kits - at least in Europe - HyperCard is becoming the prototypical environment for hypermedia courseware and hence for research in education and learning. Our aim is not to debate whether it is a proper prototype or not (for detailed analyses, see for example Jonassen, De Oliveira, this book). The issue to be discussed here deals with the relevance and effectiveness of HyperCard as a psychological research tool. Our research field is concerned with peer facilitation effects in children s individual learning. We will very briefly overview the recent trends of research in this area in order to raise some insufficiently explored issues and see how computer-based learning situations and more specifically HyperCard can help to address them. These considerations will then be illustrated by brief reports of three exploratory experiments. The discussion will finally offer some suggestions for further research in the field of Hypermedia and learning. 

Light P. Blaye, A. (1990) Computer-based learning The social dimensions. In H. Foot, M. Morgan R. Shute (Eds.), Children helping children. Chichester J. Wiley. 

Vol. 23 Designing Computer-Based Learning Materials. Edited by H. Weinstock and A. Bork. IX, 285 pages. 1986. 

Vol. 84 Computer-Based Learning Environments and Problem Solving. Edited by E. De Corte, M. C. Linn, H. Mandl and L. Verschaffel. XVI, 488 pages. 1992. (AET)... 

In addition to the research on the influence of affect on scientific creativity, some researchers have discussed gender differences in affective reflections in computer-based learning and assessment. The next section describes this kind of research. 

Gender Differences in Affective Reflections in Computer-Based Learning and Assessment... 

A Conceptual Framework for Understanding Current Computer Based Learning Activities... 

An important way of classifying computer-based learning activities is on the basis of the degree of learner control that the activities permit. Figure 4.1 shows my definition of categories in order of increased learner control as one moves from left to right. 

Fig.4.1. Computer based learning activities ordered according to degree of learner control (arranged from lesser to greater learner control)...

I have used the term "directed activities" to refer to the two types of activities at the left-most part of the spectrum (namely drill and practice activities and tutorials). I have lumped the other activities under the term "exploratory environments." There are not always sharp boundaries between the types of activities. In addition, many software packages incorporate several types of computer-based learning activities. 

The term "microworld" has been used by a number of researchers to describe computer-based learning environments that are highly visual and geared to open-ended problem solving. I think that most of the researchers in this area were influenced in some way by Seymour Papert s Mindstorms [51]. Let us see if we can capture some of the meaning of "microworld" from Paperts own writing. 

What is the role of computer-based learning activities in teaching people how to use applications tools ... 

I have used the concept of "learner control" to order the types of computer-based learning activities. This same concept could be used to describe variations within a specific type of activity. For example, Duchastel [20] discusses learner control in the context of intelligent computer assisted instruction systems. 

I have sketched only a few examples of the types of computer-based learning activities. More detailed examples are given in a number of sources (e.g. [1,10,50,64]. A variety of courseware catalogs feature pre-college packages for example, [61,48, Queue, 1988,40,17,28,47,55,49] Several sources provide useful directions for college/university courseware [23,56,57,59,32]. In addition, state-of-the-art use of computers are reflected in other chapters of this book. My intent has been to cast all of the efforts in the light of new conceptud frameworks. 

Some General Design Considerations That Are Somewhat Independent of the Type of Computer-Based Learning Activity... 

In sections 3 and 4 of this chapter, I have discussed major issues related to current practices and future directions for the use of a variety of computer-based learning activities. In many ways the emphasis has been on activity-specific considerations. In this section, I turn to general consideration that are largely independent of the type of activity under consideration. 

Malone [44] presented an interesting study of intrinsically motivating features in games. There is a need to better understand the role of gaming environments in different types of computer-based learning activities. 

Designers of computer-based learning activities must be in touch with the broader culture. The affective dimension should be sensitive to cultural diversity (gender, ethnicity, subcultures). 

Computer-Based Learning Activities and Higher-Order Thinking... 

How can interactive computer-based learning environments help us to clarify students understanding of subject matter ... 

In the previous sections of this paper, I have tried to give a view of the development and use of computer-based learning activities. I have tried to give some indication of the problems, challenges and promises that lurk around the comer. However complex many of these issues may appear to be, they are dwarfed by the issues raised here. 

Most computer-based learning activities are developed in ivory towers. In many instances the designers are isolated (maybe insulated) from the real educational environments in which the activities will ultimately be used. The developers identify themselves with various disciplines and few profess to keep an eye on general issues in education. A few issues I feel are critical to the ultimate success of computer-based learning activities in the "educational system" ... 

There is a clear need to broaden our evaluation methods so that we are better able to assess the impact of simulations, microworlds, intelligent tutoring systems, and other types of "complex" computer-based learning environments. In addition, there is a striking need to assess the impact of computers on coUege/university level audiences and particularly to document the impact of computer-assisted instruction on higher order cognitive processes at every school level. 

In this brief paper, we attempt to clarify some of the issues relating to the evaluation of computer-based instruction. In particular, we address some of the ways in which educators, designers, students, and others might cooperate to develop and implement evaluation plans that capture the relevant aspects of computer-based learning environments. 

Kozma, R.B. The implications of cognitive psychology for computer-based learning tools. Educational Technology, 28 (11), 20-25.1987. 

Keywords cognitive science, computer-based learning, evaluation, kinematics, laboratory curriculum, mechanics, Microcomputer-Based Laboratory, physical intuition, physics, probes... 

There has been considerable discussion about whether computer-based learning offers substantial advantages over any other method. There has been very little evidence in the literature of pedagogically successful software. Is there a sense in which the MBL software discussed in this paper could be considered pedagogically successful This paper has shown... 

David L. Ferguson is associate professor in the Department of Technology and Society in the College of Engineering and Applied Sciences at the State University of New York at Stony Brook. He has published papers in the areas of quantitative methods, the discovery of algorithms, and computer-based learning environments. He has held research grants in mathematics and computer science education from the National Science Foundation and U. S. 

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