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|Title:||The Effects of Computer-Assisted Instruction on Teaching and Learning of Automated Drafting Systems for College Students|
|Author(s):||Lee, Ching-Rong Joan|
|Doctoral Committee Chair(s):||Dennis, R.,|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Subject(s):||Education, Technology of
Education, Curriculum and Instruction
|Abstract:||This study is to investigate whether and to what extent twelve predictors account for the variations of student achievement as a result of eight-week's self-paced learning with a computer-based tutorial. The results showed that prior computer experience, exposure to AutoCAD in high school, and attitudes toward the tutorial are three significant predictors. However, prior AutoCAD experience and attitudes toward the tutorial are negatively associated with students' test scores. It was found that students would generate any questions regardless of success or failure in trying out commands. Students would act on their curiosity or encouraged by the content of the instruction to set off their exploration. Students preferred to learn in a guided-exploration environment in which they may learn by instruction or explore independently. Furthermore, students expressed their needs of instruction, in particular, in-depth content, complete procedural instruction, and specific applications. On the other hand, AutoCAD experts also suggest that the teachers lecturing and demonstrating the effects of commands and students' engagement of hands-on practice exercises and real-world applications facilitate learning.
A number of guidelines for designing guided-exploration learning are derived from the study, which are (a) familiarizing students with hardware and menu structure, (b) introducing important system concepts and terminology, (c) using demonstrations to present the changes of the process, (d) providing explanations into key actions, (e) avoiding the use of vague words or command names, (f) bridging the gap between prior learning and new knowledge, (g) indirectly stimulating hands-on practice, (h) getting students involved as decision makers, (i) transforming curiosity to activities, and (j) providing three types of on-line help, procedural, conceptual, and contextual help.
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1993.
|Date Available in IDEALS:||2014-12-16|