Keywords: computer-assisted instruction
, generalization, oral reading fluency, urban students, supplemental instruction
To begin with (Perveen S., Chaudhary H S., 2015), by studying the computer-assisted instruction
model, some comments on computerassisted instruction are proposed as well as the three-tier computer-assisted instruction
model based on constructivism.
The present study showed that the use of information technology and computer-assisted process of educational CDs, memory, comprehension, application and analysis to significantly affect students And computer-assisted learning compared to traditional teaching second grade elementary student learning in science to promote In a sub-study to investigate the hypothesis that the results of computer-assisted instruction
on cognitive domains of knowledge, recall, understanding, application, content, significant effects of content has been In other words, the cognitive scores among students learn science in the content analysis of computerassisted learning in higher Traditional trained.
Research has shown success with both assistive-technology and computer-assisted instruction
for students with ASD, and we believe achievement with computers can be extended to total online course delivery that can be used effectively to replace one or more brick-and-mortar courses.
(CAI) has been demonstrated to be effective for increasing sight word recognition (Chambers, Abrami, McWhaw, & Therrien, 2001; Englert, Zhao, Collings, & Romig, 2005; Irausquin, Drent, & Verhoeven, 2005; Lee & Vail, 2005).
In this study, the uses of computer-assisted instruction
and computer-managed instruction are briefly outlined.
However, other studies have found lower student performance from computer-assisted instruction
"has the potential to significantly enhance student mathematics achievement in middle and high school," according to a new study from the February issue of the American Economic Journal: Economic Policy.
Previous studies indicate that computer-assisted instruction
(CAI) programs have important factors that can motivate, challenge, increase curiosity and control, and promote fantasy in children (Tzeng, 1999).
Efficacy of a computer-assisted instruction
program in a prison setting: An experimental study.
These include traditional teaching methods; active learning strategies, such as case studies, problem-based learning, and simulation; and the basics of computer-assisted instruction
, distance learning, and teaching psychomotor skills.