Conversion of a mathematics course to CAL: a case study of a large-scale rapid change of resources and organization

Pollock, Maggie; McAteer, Erica; Doughty, G. F.; Turner, Ian

doi:10.1080/0968776960040106

Cited by 3 publications

(1 citation statement)

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“…Simulations are a powerful form of CAL as they have the potential to enable the user to carry out experiments that would otherwise be impossible. Many studies have shown that simulations are equally successful or more effective than real experiments in increasing understanding and promoting interactive learning in subjects ranging from Geography to Medicine (Carstensen, 1993;Cavender and Rutter, 1997;Coleman, 1994;Dewhurst, 1994;Dobson, 1995;Doran and Klein, 1996;Fouad and Burleson, 1997;Guzdial, 1994;Hillis, 1994;Lilienfield and Broering, 1994;Miller and Cooper, 1995;Pamula, 1994;Pollock, McAteer et al, 1996;Samsel, 1994;Sewell, 1996;Silva, 1994;Tosunoglu, Butcher et al, 1996;Woodrow, 1995;Worthington, 1996). However, previous studies have not analysed the factors that affect these learning gains.…”

Section: Introductionmentioning

confidence: 99%

Key factors affecting conceptual gains from CAL materials

Watson

2001

Brit J Educational Tech

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This paper identifies key factors affecting conceptual gains from using a CAL package and their application to a practical laboratory class. Data was collected on over 120 first year students who studied a CAL package as an integral part of their course at two sites of a university. A variety of factors were analysed in order to identify which ones affected conceptual gains. These factors were students' biographical characteristics, design features of the CAL package and the way the CAL was integrated into the curriculum. The key factors that were identified as having an effect on conceptual gains were the students' prior academic attainment, their prior use of email, the WWW and CAL packages, and the way that the CAL package was integrated into the course. Those students, who were most successful in learning from the CAL and applying this learning, had higher academic attainment and had previously used the WWW, email and other CAL packages. They were also better at linking their study of the CAL package to other parts of the course.

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