Abstract
This paper describes a comprehensive analysis of the effectiveness of four different education styles to study the enhancement of learning methods. The comparison result shows that collaborative teaching using CAI(I) is the most effective among them. Compared with face-to-face lectures there is a difference at I% level of significance either in the group with lower scores, in the group with higher scores, or in all. The effect of “human-to-computer interactions” advocated by cognitive science was shown quantitatively. It was also found that self-study at local offices using CAI(II) was effective in reducing the time required for learning by 24%. Comparing the effectiveness of group learning and self-study, the authors focused on self-study and developed self-study support functions on the Web.
The original version of this chapter was revised: The copyright line was incorrect. This has been corrected. The Erratum to this chapter is available at DOI: 10.1007/978-0-387-35393-7_22
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© 1999 IFIP International Federation for Information Processing
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Yamamoto, H., Nakayama, M., Shimizu, Y. (1999). Effectiveness of Various CAI Education Styles and Support Functions on Self-Study. In: Juliff, P., Kado, T., Barta, BZ. (eds) Educating Professionals for Network-Centric Organisations. IFIP — The International Federation for Information Processing, vol 17. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-35393-7_21
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DOI: https://doi.org/10.1007/978-0-387-35393-7_21
Publisher Name: Springer, Boston, MA
Print ISBN: 978-1-4757-5051-5
Online ISBN: 978-0-387-35393-7
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