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Faculty perceptions and use of selec...

Zeanchock, John A.

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Faculty perceptions and use of selected computer-assisted instruction modules as textbook supplements when teaching introductory computer and information systems concepts.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Faculty perceptions and use of selected computer-assisted instruction modules as textbook supplements when teaching introductory computer and information systems concepts./
作者:	Zeanchock, John A.
面頁冊數:	280 p.
附註:	Source: Dissertation Abstracts International, Volume: 57-07, Section: A, page: 2909.
Contained By:	Dissertation Abstracts International57-07A.
標題:	Education, Higher. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9637878
ISBN:	0591036835

Faculty perceptions and use of selected computer-assisted instruction modules as textbook supplements when teaching introductory computer and information systems concepts.
Zeanchock, John A.

Faculty perceptions and use of selected computer-assisted instruction modules as textbook supplements when teaching introductory computer and information systems concepts. - 280 p.

Source: Dissertation Abstracts International, Volume: 57-07, Section: A, page: 2909.

Thesis (Ed.D.)--University of Pittsburgh, 1996.

This was a descriptive study to determine how instructors in higher education who teach introductory computer and information systems concepts perceive and use complimentary computer-assisted instruction (CAI) modules that are provided as integrated textbook supplements.

ISBN: 0591036835Subjects--Topical Terms:

543175
Education, Higher.

Faculty perceptions and use of selected computer-assisted instruction modules as textbook supplements when teaching introductory computer and information systems concepts.
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245 1 0 $a Faculty perceptions and use of selected computer-assisted instruction modules as textbook supplements when teaching introductory computer and information systems concepts.
300 $a 280 p.
500 $a Source: Dissertation Abstracts International, Volume: 57-07, Section: A, page: 2909.
500 $a Adviser: David M. Crossman.
502 $a Thesis (Ed.D.)--University of Pittsburgh, 1996.
520 $a This was a descriptive study to determine how instructors in higher education who teach introductory computer and information systems concepts perceive and use complimentary computer-assisted instruction (CAI) modules that are provided as integrated textbook supplements.
520 $a A questionnaire was completed by one hundred seventy one instructors teaching with a particular textbook and associated CAI modules. The modules reinforce skills and concepts also elaborated by the textbook. Various modules utilize linear tutorials, hypermedia, graphics and animations, and multimedia. Twenty five instructors participated in elaborative telephone interviews that addressed more fully the perceived value and impact of having the CAI modules available for instructional use.
520 $a Research questions sought to find out instructors' (a) level of CAI module use; (b) factors that limit CAI module use; (c) teaching, evaluation, and classroom management related to CAI module use; (d) attitudes toward future and expanded use of CAI; (e) perception and use of CAI modules with respect to various instructor characteristics such as prior experience with development or use of CAI, years of teaching experience, age, sex, faculty status, educational level, type of institutional affiliation, and workload distribution; and (f) textbook adoption decisions related to availability of supplementary CAI modules.
520 $a Results of the study suggest widespread acceptance and use of the studied CAI modules among instructors having access to the software. The primary reasons for acceptance and use were perceived quality and instructional benefit, and current availability of necessary hardware and software to guarantee that students can easily access the CAI modules. With regard to expanded use of CAI in the learning environment, the majority of instructors indicated that they would like to maintain the textbook as the primary instructional delivery tool. They would also like to see more extensive use of CAI as supplements for traditional instruction, and wish to see CAI supplements distributed and integrated with additional textbooks. The quality and availability of CAI supplements with textbooks appear to be important factors that will impact future textbook adoption decisions.
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