There is a growing realization that it may be expeditious to combine elements from different theories of learning when trying to derive a coherent and usable policy towards computermediated learning. Consideration of the subtle distinction between Computer-Aided Learning (CAL) and Computer-Aided Instruction (CAI) conform the basis of a possible classification of computer-mediated learning, and hence of multimedia tools. This classification enables the development of a continuum upon which to place various strategies for computer-mediated learning, and hence a means of broadly classifying multimedia learning tools. It is also important to consider the characteristics of the user when deciding whether to employ interactive multimedia as a tool for learning. Learning style is predisposition to behave in a particular way when engaged in the learning process. Learning strategies are the methods employed by the learner to achieve learning. Taking the work of Pask (serialistlholist) and Kolb (learning Style Inventory) as starting points, research is being done to investigate links between learning style and strategy and multimedia. Such knowledge could prove invaluable when attempting to design multimedia learning materials for the widest possible educational use.
The hybrid learner is located on a continuum between the traditional student attending face to face classes in a University and the distance learner who may never visit the institution, except perhaps to graduate. Modern methods of web-based open and distance learning make hybrid learning attractive and accessible to students.Computer Science students in particular make very good hybrid students because the content of the Computer Science curriculum has a strong practical element that is conducive to independent learning methods, and because they have a familiarity with the tools used in hybrid learning.Suggestions are given on how a teacher may develop web-based open and distance learning (WEB-ODL) for hybrid learners.
This paper describes the development and use of practical examinations which include a significant element of software control of the administrative process.The educational methodology is novel in that the assessment is 'open question'. This means that students are given a set of practical exercises some weeks in advance of the date of the examination. The examination is also 'open book' so that students can consult various sources of information to help them complete the task.However the 'open book' element is restricted to prevent students accessing pre-prepared solutions. The computer system manages several elements of the assessment process.
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