東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Effectiveness of computer-assisted i...

Gilbert, David Wayne.

FindBook

Google Book

Amazon

博客來

Effectiveness of computer-assisted instruction blended with classroom teaching methods to acquire automotive psychomotor skills.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Effectiveness of computer-assisted instruction blended with classroom teaching methods to acquire automotive psychomotor skills./
作者:	Gilbert, David Wayne.
面頁冊數:	137 p.
附註:	Source: Dissertation Abstracts International, Volume: 67-08, Section: A, page: 2947.
Contained By:	Dissertation Abstracts International67-08A.
標題:	Education, Tests and Measurements. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3229816
ISBN:	9780542816116

Effectiveness of computer-assisted instruction blended with classroom teaching methods to acquire automotive psychomotor skills.
Gilbert, David Wayne.

Effectiveness of computer-assisted instruction blended with classroom teaching methods to acquire automotive psychomotor skills. - 137 p.

Source: Dissertation Abstracts International, Volume: 67-08, Section: A, page: 2947.

Thesis (Ph.D.)--Southern Illinois University at Carbondale, 2006.

This experimental research examined teaching effectiveness of blending online computer-assisted instruction (CAI) with traditional classroom instruction. Two blended learning methodologies of web-based CAI and face-to-face classroom instruction were investigated in the Automotive Technology Department at Southern Illinois University Carbondale. Results were determined by a psychomotor electrical diagnostic skill evaluation of two matched groups exposed to different blending methods of teaching basic electrical concepts. Following the course of blended instruction, active electrical circuit boards measured participants' hands-on diagnostic problem solving abilities. Frequency trends within the response data set exhibited distinctive differences between the control and experimental group that could be attributable to CAI blending methods. However, statistical analyses of the research data were unable to substantiate a significant probability of relationship to CAI blending methods beyond the study population. Post hoc reviews of e-learning materials and diagnostic procedures were conducted to provide further insight into the understanding of research data. In conclusions of this research study, blended teaching methods experienced by the experimental group demonstrated a comparatively higher level of psychomotor electrical diagnostic skill capability.

ISBN: 9780542816116Subjects--Topical Terms:

1017589
Education, Tests and Measurements.

Effectiveness of computer-assisted instruction blended with classroom teaching methods to acquire automotive psychomotor skills.
LDR:02346nmm 2200289 4500 001 1829292
005 20071029083134.5
008 130610s2006 eng d
020 $a 9780542816116
035 $a (UMI)AAI3229816
035 $a AAI3229816
040 $a UMI $c UMI
100 1 $a Gilbert, David Wayne. $3 1918158
245 1 0 $a Effectiveness of computer-assisted instruction blended with classroom teaching methods to acquire automotive psychomotor skills.
300 $a 137 p.
500 $a Source: Dissertation Abstracts International, Volume: 67-08, Section: A, page: 2947.
500 $a Adviser: Alvin Putnam.
502 $a Thesis (Ph.D.)--Southern Illinois University at Carbondale, 2006.
520 $a This experimental research examined teaching effectiveness of blending online computer-assisted instruction (CAI) with traditional classroom instruction. Two blended learning methodologies of web-based CAI and face-to-face classroom instruction were investigated in the Automotive Technology Department at Southern Illinois University Carbondale. Results were determined by a psychomotor electrical diagnostic skill evaluation of two matched groups exposed to different blending methods of teaching basic electrical concepts. Following the course of blended instruction, active electrical circuit boards measured participants' hands-on diagnostic problem solving abilities. Frequency trends within the response data set exhibited distinctive differences between the control and experimental group that could be attributable to CAI blending methods. However, statistical analyses of the research data were unable to substantiate a significant probability of relationship to CAI blending methods beyond the study population. Post hoc reviews of e-learning materials and diagnostic procedures were conducted to provide further insight into the understanding of research data. In conclusions of this research study, blended teaching methods experienced by the experimental group demonstrated a comparatively higher level of psychomotor electrical diagnostic skill capability.
590 $a School code: 0209.
650 4 $a Education, Tests and Measurements. $3 1017589
650 4 $a Education, Technology. $3 1017498
650 4 $a Education, Vocational. $3 1017499
690 $a 0288
690 $a 0710
690 $a 0747
710 2 0 $a Southern Illinois University at Carbondale. $3 718932
773 0 $t Dissertation Abstracts International $g 67-08A.
790 1 0 $a Putnam, Alvin, $e advisor
790 $a 0209
791 $a Ph.D.
792 $a 2006
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3229816