No abstract

The purpose of this study was to evaluate the impact of proctored versus un-proctored testing on practice time and learning for a self-study, online course in medical terminology. Participants included 120 college students in a pharmacy curriculum. Subjects were randomized to one of three groups utilizing textbook with proctored assessment, online instruction with proctored assessment, or online instruction with un-proctored assessment. A pre-test and post-test was administered to all three groups to evaluate learning. Content page “hits” and practice quiz access was tracked for participants. Learning, as defined by pre/post-test change score, was greatest in the presence of proctored assessment (online and text) (p = 0.027). In addition, use of practice quizzes had a stronger relative correlation with learning (r = 0.401; p<0.001) when compared to content page “hits” (r = 0.257; p = 0.024). Online course content paired with meaningful time-on-task (e.g. practice quizzes) was most effective when paired with proctored assessment.

This study examined :he predictiveness of several personal variables of elementary school teachers to their use of available computers for teaching (N = 170 ). Teachers from four schools completed questicnnaires that assessed for three levels of computer use, innovativene~s, teacher locus of control, perceived relevance of computers to teaching, and self-confide.n:;e in the use of compAtters. Additionally, data on age, gender, and years of computer experie.n:::e were collected. Logist&c regression procedures were used to analyze the relationships bell4een teacher charactenstics and computer use. About half of the sample of teachers in this study reported not using computers for teaching. Self-competence and innovativeness were mcst closely related to teachers' computer use. The results suggest that these variables need to i:Je considered when p~anning training intervention or differential staffing for reconciling teachers and their computer use. (

This study compared levels of computer use by practicing teachers with expected levels of use by preservice teachers. Tfie variables related to computer use were also measured. The levels of computer use of practicing (N = 170) and preservice (N = 167) elementary school teachers were first classified. The predictiveness of several personal variables to the use of available computers for teaching was then examined. Participants completed questionnaires that assessed level of computer use, self-competence in the use of computers, perceived relevance of computers to teaching, teacher locus of control, and innovativeness. Data on age, gender, and years of computer experience were also collected. Chi-square and logistic regression procedures were used to analyze the differences between the groups' levels of use and relationships between teGcher characteristics and computer use, respectively. About half of the pract;cing teachers reported not using computers for teaching. Almost all of the preservice teachers expected to us-= computers for teaching. Self-competence and innovativeness contributed to predicting practicing teachers' computer use, while perceived relevance contributed to preservice 1eachers' expected computer use. Correlation analysis indicated that self-competence and perceived relevance were highly related for both groups. The results suggest tftat these variabies need to be considered when planning training intervention or differential staffing for reconciling teachers and their computer use. They also suggest the need to study the transitio."!from undergraduate training to professional practice. (

Three models structure the planning for technology integration into instruction. Institutional needs are assessed for three dimensions suggested in Gilbert’s, “Model of Human Competence.” The areas needing addressing are typically within instruction; therefore, the process steps of a generic instructional design model are used. Within designing for instruction, Bransford’s, “variables affecting learning,” are the focal points organizational planners need to consider in planning instruction. Instruction is framed as “faculty-as-learner centered instruction.” The variables are also a significant aspect of the content of instruction for faculty because faculty will use them in planning their own instruction integrated with technology.