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Vom Vokabelheft zum Lernen mit einer Lernkartei-Software
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In: DaF-Szene Korea ; 35 ; 55-61 ; Einsatz visueller Medien im DaF-Unterricht (2014)
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| 2 |
Metacognitive Awareness versus Linguistic Politeness: Expressions of Confusion in Tutorial Dialogues
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In: DTIC (2009)
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| 3 |
ALASKA: Applet and Library Augmented Shared Knowledge Areas (Shared Workspace Project or Shared Spaces with Agents and Actors)
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In: DTIC (2008)
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| 4 |
Complexity of the Writing Environment: A Case Study At The Edge Of Chaos
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In: DTIC AND NTIS (2004)
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| 5 |
Beyond Word Processing: Using an Interactive Learning Environment to Teach Writing.
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In: DTIC AND NTIS (1996)
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| 6 |
The Role of Individual Differences in Choice of Strategy and Performance in a Computer-Based Task
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In: DTIC AND NTIS (1995)
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| 7 |
The Role of Individual Differences in Choice of Strategy and Performance in a Computer-Based Task.
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In: DTIC AND NTIS (1995)
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| 8 |
Feedback Effects in Computer-Based Skill Learning
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In: DTIC AND NTIS (1989)
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| 9 |
Artificial Intelligence in the Classroom: The Impact of a Computer-Based Tutor on Teachers and Students
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In: DTIC AND NTIS (1989)
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| 10 |
Cognitive Modelling and Intelligent Tutoring
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In: DTIC AND NTIS (1986)
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| 11 |
Optimal Structures for Multimedia Instruction.
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In: DTIC AND NTIS (1984)
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| 12 |
Felicity Conditions for Human Skill Acquisition: Validating an AI (Artificial Intelligence)-Based Theory.
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In: DTIC AND NTIS (1983)
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| 13 |
The Effects of the Timing of Feedback on Long-Term Knowledge Retention in PSI Courses.
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In: DTIC AND NTIS (1983)
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| 14 |
Computer-Supplemented Structural Drill Practice Versus Computer-Supplemented Semantic Drill Practice by Beginning College German Students: A Comparative Experiment
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In: DTIC AND NTIS (1979)
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| 15 |
Stimulating Rhetorical Invention in English Composition through Computer-Assisted Instruction.
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In: DTIC AND NTIS (1979)
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| 16 |
Relationships between Student Attitudes Toward Computer-Assisted Instruction and Training Performance
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In: DTIC AND NTIS (1978)
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| 17 |
Using CAI to Teach Vocabulary Concepts.
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In: DTIC AND NTIS (1978)
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Abstract:
Work is currently in progress to develop computer-assisted instructional materials to teach new vocabulary words to college students. Seven different instructional strategies are being developed to teach the new words, each strategy targeted toward a different learning outcome. A second objective is to determine which strategies best promote transfer. Current design theories state that different instructional conditions are needed for different types of learned performances. In contrast, a 1966 study that taught vocabulary concepts to college students through four methods showed that students learning by one method also did quite well on tests matched to the other methods. The writers hope to demonstrate that the all-strategies prescription of design theory is excessive and that it is possible to achieve acceptable levels of performance on all seven criterion tests using fewer than the complete set of strategies available. The writers also discuss the general rationale and design of the seven instructional strategies and then elaborate upon the design of three strategies, DEFINE, WORD RELATIONS, and CLASSIFY, by illustrating the teaching sequences using a sample word from the instructional database.
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Keyword:
*COMPUTER AIDED INSTRUCTION; *LEARNING; *TEACHING METHODS; EFFICIENCY; Humanities and History; INSTRUCTIONAL MATERIALS; PERFORMANCE(HUMAN); Psychology; STUDENTS; TRANSFER OF TRAINING; VOCABULARY
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URL: http://www.dtic.mil/docs/citations/ADA055389
http://oai.dtic.mil/oai/oai?&verb=getRecord&metadataPrefix=html&identifier=ADA055389
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| 18 |
The Measurement of Military Student Attitudes toward Computer-Assisted Instruction
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In: DTIC AND NTIS (1978)
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| 19 |
Instructional Strategies for Vocabulary Development in the Context of a Prescriptive Model
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In: DTIC AND NTIS (1978)
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| 20 |
A Mnemonic Method for the Acquisition of a Second-Language Vocabulary.
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In: DTIC AND NTIS (1974)
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