Browsing by Subject "Computer-assisted instruction"

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    Creating Academic Web Space for Academic Staff: Research and Teaching Initiatives at the University of Iowa Libraries
    (Australian Library and Information Association, 1999-01) Hughes, Carol Ann; Soderdahl, Paul; Zimmerman, Karen P.
    The University of Iowa has several projects that are reshaping options for teaching staff and librarians as they work to build new types of academic resources. Two of these are Bailiwick and TWIST. Bailiwick is a Web space where academic passions are realised in HTML and creative home pages. Bailiwick is home to Web sites that are experimental in form, like ‘Border Crossings’, which provides comprehensive and in-depth resources, or that take on a narrow, highly specialised topic like ‘French Feminists’. In the Teaching with Innovative Style and Technology Project (TWIST), teaching staff are paired with librarian partners to create Web-based learning environments. These partners are called ‘TWISTed Pairs’. This semester, 27 academic staff members from 13 departments are paired with 11 librarians from various departments, creating 35 course-related Web sites.
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    Development and evaluation of a web-based assent for adolescents considering an HIV vaccine trial
    (Taylor & Francis, 2015-08) Blake, Diane R.; Lemay, Celeste A.; Maranda, Louise S.; Fortenberry, J. Dennis; Kearney, Margaret H.; Mazor, Kathleen M.; Department of Pediatrics, IU School of Medicine
    HIV vaccine trials with minors will likely require parental permission and informed assent from adolescents. For this to be a valid process, the information needs to be presented in a manner that promotes adolescent comprehension. Previous studies suggest that adolescent comprehension of assent is often insufficient. We developed an interactive web-based assent that included interspersed quiz questions for a hypothetical HIV vaccine trial. Efficacy of the web-based assent was compared to a standard paper assent with and without interspersed questions. One hundred twenty teen participants, ages 15-17 years, from five community organizations were randomized to self-administered web-based assent (n=60) or investigator-administered paper assent with (n=29) or without (n=31) interspersed quiz questions. After reviewing the assent, participants completed a 27-item comprehension test. Comprehension scores were compared between groups. The mean number of correctly answered questions were 21.2 for the full paper group and 21.1 for the web-based group (t118=-0.08, p=0.94). Scores were 20.2 for the paper without interspersed questions sub-group and 22.1 for the paper with interspersed questions sub-group (t58=1.96, p=0.055). Participants in the web-based group performed as well on the comprehension test as those in the paper group, and those in the paper with questions sub-group performed better than those in the paper without questions sub-group, suggesting that interspersed quiz questions may improve understanding of a traditional paper assent. The minimal investigator time and standardized administration of the web-based assent as well as ability to tailor the assent discussion to topics identified by incorrect comprehension test responses are advantages worthy of further investigation.
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    Hands Off My Hands On!: The Trials and Tribulations of Adding an Electronic Classroom to Your Library Instruction Program
    (H.W. Wilson, 1997) Miller, Marsha
    In spring of 1995, Indiana State University's (ISU) Library Instruction and Orientation Program was enhanced by the opening of an electronic classroom/lab. This article shares some of the more interesting, significant, fun, and sometimes painful things that we have observed in our own lab situation, or heard from others.