NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 6 results Save | Export
The Learning Paradox: The Digital Generation Seeks a Personal, Human Voice
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Davidovitch, Nitza; Yossel-Eisenbach, Yael – Journal of Education and e-Learning Research, 2019
This study examines undergraduate students' perceptions of academic teaching and factors that affect these perceptions, whether social background, secondary education, academic background, or learning habits. The study is based on the findings of a previous study conducted by the authors, which indicated two patterns of learning habits among…
Descriptors: Undergraduate Students, Student Attitudes, Resistance (Psychology), Technology Integration
Direct and Indirect Teaching: Using E-Books for Supporting Vocabulary, Word Reading, and Story Comprehension for Young Children
Peer reviewed Peer reviewed
Direct linkDirect link
Korat, Ofra; Shamir, Adina – Journal of Educational Computing Research, 2012
We examine the effect of direct and indirect teaching of vocabulary and word reading on pre-kindergarten and kindergarten children following use of an electronic storybook (e-book). The children in each age group were randomly assigned to an intervention group which read the e-book or to a control group which was afforded the regular school…
Descriptors: Foreign Countries, Age Differences, Kindergarten, Reading Instruction
Reading Electronic Books as a Support for Vocabulary, Story Comprehension and Word Reading in Kindergarten and First Grade
Peer reviewed Peer reviewed
Direct linkDirect link
Korat, Ofra – Computers & Education, 2010
The effect of reading an electronic storybook (e-book) on Israeli children's language and literacy was examined in kindergarten children (N = 40; age 5:2-6:3) compared to first graders (N = 50; age 6:3-7:4). The children in each age group were randomly assigned to two groups: an intervention group which read the e-book five times and a control…
Descriptors: Control Groups, Reading Comprehension, Kindergarten, Grade 1
Timing Students' Answers in CAI.
Hativa, Nira; And Others – Journal of Computer-Based Instruction, 1991
Discussion of limiting response time for students' answers focuses on a study of Israeli elementary students that investigated the effects on their performance of increasing the response time in computer-assisted instruction (CAI) for arithmetic drill and practice. Effects on high- versus low-aptitude students, and younger versus older, are…
Descriptors: Academic Achievement, Age Differences, Aptitude Treatment Interaction, Arithmetic
Time Engagement and Achievement in CAI.
Mevarech, Zemira R. – Educational Technology, 1986
Describes a study of second, third, and fourth grade children in Israel to determine if computer assisted instruction is utilized differently by different groups of students (younger and older), and extent to which effort expenditure (total amount of time a child is engaged at the computer) is related to achievement. (MBR)
Descriptors: Academic Achievement, Age Differences, Analysis of Variance, Computer Assisted Instruction
Cognitive, Affective, and Social Impacts of Arithmetic Practice with ILS: An Integration of Findings from 6-Years Qualitative and Quantitative Studies.
Hativa, Nira – 1991
This report summarizes the results of studies of four computer-assisted integrated learning systems (ILS) designed to teach students arithmetic: two in Israel (TOAM--distributed in the United States as DEGEM and SEMEL) and two in the United States (CCC and WICAT). The qualitative and quantitative studies identified cognitive, sociological, and…
Descriptors: Age Differences, Aptitude Treatment Interaction, Competition, Computer Assisted Instruction