Computer-Assisted Instruction.

Hypermedia concepts and research: an overview

(1989). Learners: Research on learners and learning in distance education: A review. American Journal of Distance Education: Vol. 3, No. 2, pp. 22-34.

Learners: Research on learners and learning in distance education: A review

Research on Learners and Learning in Distance Education: A Review.

How to trigger and maintain the concentration of learners in their learning activities through mobile devices has become an important issue. Research on learning concentration and information presentation mode can provide new insights into the design and selection of m-learning materials and activities. This study used a quasi-experimental design to investigate the interaction effects of interest and presentation mode on the concentration and achievement of learning conceptual knowledge through mobile phones in the classroom setting. A total of 258 Chinese education majors participated in this study. Through correlation analysis, regression analysis, and ANOVA (one-way, two-way, and three-way), the three following major results were obtained: 1) significant correlations existed between interest and concentration as well as between concentration and achievement, 2) no interaction effects on concentration existed between presentation mode and interest while interest alone had a significant effect on concentration, and 3) interaction effects on learning achievement existed between presentation mode and interest as well as between concentration and presentation mode. The research findings imply that visual presentation (e.g., video) is not always the best choice for m-learning, and the factors of concentration, interest, and presentation modes must be fully taken into consideration when selecting m-learning materials. The limitations and directions for future research were also presented. The interaction effects of interest and presentation mode on concentration and achievement of m-learning were investigated.Significant correlations existed between interest and concentration as well as between concentration and achievement.No interaction effects on concentration existed between presentation mode and interest.Interaction effects were identified between presentation mode and interest on learning achievement.Interaction effects were identified between concentration and presentation mode on learning achievement.

Using mobile phones in college classroom settings

In the last few years, interactive video has made tremendous advances in hardware with corresponding reduction in cost. This article discusses the nature of interactive video, its educational use, evidence for effectiveness, and the design of interactive video courseware. The evidence seems to indicate that the medium is both effective and efficient, though few rigorous studies have been done. While a systematic approach is followed for producing interactive video, little discussion of design models and variables exists. The development or adaptation of consistent design models and further study on effectiveness, efficiency, and cost effectiveness are suggested.

Interactive Video: An Examination of Use and Effectiveness.

Abstract The seventh edition of the Canadian Stroke Best Practice Recommendations for Rehabilitation and Recovery following Stroke includes a new section devoted to the provision of virtual stroke rehabilitation. This consensus statement uses Grading of Recommendations, Assessment, Development and Evaluations methodology and Appraisal of Guidelines for Research & Evaluation II principles. A literature search was conducted using PubMed, Embase, and Cochrane databases. An expert writing group reviewed all evidence and developed recommendations, as well as consensus-based clinical considerations where evidence was insufficient for a recommendation. All recommendations underwent internal and external review. These recommendations apply to hospital, ambulatory care, and community-based settings where virtual stroke rehabilitation is provided. This guidance is relevant to health professionals, people living with stroke, healthcare administrators, and funders. Recommendations address issues of access, eligibility, consent and privacy, technology and planning, training and competency (for healthcare providers, patients and their families), assessment, service delivery, and evaluation. Virtual stroke rehabilitation has been shown to safely and effectively increase access to rehabilitation therapies and care providers, and uptake of these recommendations should be a priority in rehabilitation settings. They are key drivers of access to high-quality evidence-based stroke care regardless of geographical location and personal circumstances in Canada.

Canadian Stroke Best Practice Recommendations

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Interactive Video: An Examination of Use and Effectiveness.

Canadian Stroke Best Practice Recommendations