Browsing by Subject "Computer-assisted instruction"

Now showing 1 - 4 of 4
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    Components of an Effective Online Pre-Course Orientation for Supplemental Online Students
    (2011) McClure, Jo; Hyman, Randy
    This research study explores which components of a student pre-course orientation contributed most to the student’s successful completion of their online course, specifically focusing on high school supplemental online programs. An online survey was conducted of a sample group of students taking one or more online supplemental courses through the INFINITY Online program. Students were asked to rank the variables in terms of effectiveness to their overall success. Survey results indicated that the components offered in the online program’s pre-course orientation are effective in preparing supplemental students for success as they begin their online course experience. Specific components such as expectations and traits of successful online students, communication, progress and program guidelines, and targeted dynamic learning activities were reported as most helpful unit overall.
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    An Investigation of Students' Perceptions of Plato Computer Based Courses
    (2011) Hille, Janice; Hyman, Randy
    The research investigated students’ perceptions of PLATO® online courses they took to recover high school credits. The school district in the study uses online courses provided by a for-profit vendor. The schools in this district are using the program for students who need to make up credits and the courses are designed to stand alone. The participants were students at two high schools, one a traditional high school and the other an alternative high school, in a northern Minnesota school district. The researcher solicited volunteers in PLATO® classrooms and explained the purpose and method of the project. Students who consented took a survey in their regular classroom during class time. The research showed that students were positive about the program. Most students were taking an online course for the first time but technical issues with the program were minimal. Students also gave favorable ratings to the program for expectations on tests, clear presentation of material, reasonable assignments and communication about their progress in the course. The survey had mixed results in two areas. In questions about how well the course motivated them the average was closer to the positive side of the scale but 40% of the students reported the program only rarely or never motivated them. PLATO® teachers primarily monitor students’ progress and allow students to take tests. Because students were confused about questions regarding communication with a teacher the issue of interaction in an online course warrants further research.
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    Oral history interview with Andrew Molnar
    (Charles Babbage Institute, 1991-09-25) Molnar, Andrew R.
    Molnar begins with a brief review of his education and career prior to joining the National Science Foundation's Office of Computing Activities (OCA) in 1970. The interview focuses on Molnar's work at OCA and includes discussion of interaction between program officers, computer networks, and computer assisted instruction. Molnar describes the contributions of Pat Suppes, Donald Bitzer, and the MITRE Corporation in computer assisted instruction.
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    Oral history interview with Donald L. Bitzer
    (Charles Babbage Institute, 1982-08-17) Bitzer, Donald Lester
    Bitzer, inventor of PLATO, discusses the history of the development of PLATO including the interaction between the Computer-Based Education Research Laboratory (CERL) at the University of Illinois and Control Data Corporation.