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CHAPTER III
REVIEW OF RELATED LITERATURE
3.1. INTRODUCTION
No one can deny that advances in information technology, coupled with the changes in
society, are creating new paradigms for education and training. It is indeed a fact that
revolutionary changes are taking place in the ways and means of disseminating knowledge in the
present “knowledge-based society”. The rapid increase in the availability of computers and other
electronic devices has made significant changes in the education system. With the advent of
scientific and technological innovations, the ways to disseminate knowledge has changed
drastically. Recent innovations, like e-lectures, collaborative learning and teaching, video
conferencing, interactive online testing, online self assessment, use of digital libraries, internet
and the World Wide Web have become the educational tools. Development in computer
technology has resulted in E-learning. It can be comprehended as learning which is facilitated
and supported through the use of information and communication technology.
Rosenberg (2001) says that the use of internet technologies to deliver a broad array of
solutions that enhance knowledge and performance is E-learning. E-learning or electronic
learning is the term used to describe all learning that has an electronic dimension to it. Khan
(1997) and Hall B. (2001) report that “E-learning is the fastest growing and most promising
technique in the educational industry”.
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Development in internet and multimedia technologies are the basic enablers of E-learning
with content, technologies, and services being identified as the three key sectors of the E-
learning, (Nagy, 2005).
E-content plays the most critical role in making the electronic way of teaching more
functional and effective. In the educational industry, e-content can be defined as the digitized
content that facilitates the learning process. It has long been recognized that specialized delivery
technologies can provide efficient and timely access to learning materials.
With the changing scenario and needs of the school education, it has become inevitable
for the teachers to use more varied, advanced, and effective electronic devices. Only an e-based
teacher education programme can be instrumental in producing good teachers who can meet the
demands of schools and society and can develop the higher order cognitive abilities of the pupils.
Yet, how and when should educators use these technologies in the most effective ways to
enhance learning? The effectiveness and usefulness of using E-learning and E-learning modules
in teaching are to be reviewed. The following are the relevant review of related literature needed
to carry out the research in the right way.
3.2. STUDIES ON COMPUTER SUPPORTED LEARNING THROUGH METHODS OF
CBI, CAI, CMI, CD-BASED MULTIMEDIA MATERIALS CONDUCTED WITH
REFERENCE TO ACHIEVEMENT IN OTHER SUBJECTS - ABROAD.
Smart, Kathy Ann (1993), compared the effectiveness of multimedia instruction, and
traditional instruction augmented by a multimedia module for psychomotor learning. The results
showed that the students liked the multimedia module and perceived that it helped them to
understand and learn the multimedia instruction, and they viewed it as a positive experience.
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Wills.S (1993), a scholar of the University of Melbourne, studied “The Effect of
Interactive Multimedia approach in Teaching and Learning”. The major objective of her study
was to find if the interactive multimedia approach improved the quality of teaching and learning.
It was found out and confirmed that the interactive multimedia approach improved the quality of
teaching and learning among school students.
Williams, Douglas et al. (2001) attempted an “Analysis of Navigation in a Problem-
Based Learning Environment”. The objective of their exploratory study was to investigate both
the use of tools and design features in a piece of PBL software and their effectiveness on middle
school students’ learning. The result revealed that the interactive nature of hypermedia
technology and its ability to deliver information in different media formats can provide unique
capabilities for implementing problem-based learning (PBL) environments via CD ROMs.
Kochker, M., Yadov, A., Phillips, M. and Cavazos-Kottke, S (2005) carried out an
experiential study. In their study, they sought to understand the interaction of video, by studying
the impact of the two different media (Video–Text) in learners. They studied how equivalent text
and video versions of four different stories impacted participating learning. Results indicate that
a whole video does not provide an advantage over text as measures of immediate information
recall.
Leuenberger, H., Menshutina, N., and Betz, G. Puchkov, M.N.(2006), have written
an article on “E-learning and Development of New Courses and Scientific Work in the field of
Pharmaceutical Technology”. Since 2001, the Institute of Pharmaceutical Technology (IPT) at
the University of Basel and the Mendeleyev University of Chemical Technology of Russia
(MUCTR) have established an institutional partnership (IP), which is supported by the Swiss
National Science Foundation (SNF) in the framework of the SCOPES (Scientific Cooperation
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between Eastern Europe and Switzerland) project. The results of this collaboration are the new
teaching technologies that were introduced at the MUCTR and the IPT. The former include
multimedia lectures in pharmaceutical technology, which are held in parallel at the University of
Basel and MUCTR, and the educational web-portal 'Pharmacy online', which was awarded a
medal at the 4th Moscow International Salon of Innovations. It was found that the multimedia
lectures are popular with and helpful for MUCTR students, because they can compensate to a
certain extent, the lack of equipment at the MUCTR.
Naik, D.C., Teelock, V. (2006), have written an article entitled “Enhancing the
Teaching and Learning of History and Geography through Information and Communications
Technology: A Mauritian Experience”. The introduction of information and communications
technology (ICT) in the educational system has brought a new dimension to the teaching of
history and geography at the primary level. To make teaching and learning of such subjects fun,
stimulating, and at the same time interesting, for the curricula, the Virtual Centre for Innovative
Learning Technologies (VCILT) has developed an interactive multimedia pedagogical support
CD-ROM to be used in Standards 4 and 5 (students aged 8-10) of Mauritian primary schools.
The introduction of this interactive multimedia pedagogical support CD-ROM benefitted the
students in the teaching of history and geography at the primary level.
Kanellopoulos, D., Sakkopoulos, E., Lytras, M.T., and Sakalidis, A. (2007), in their
article titled “Using Web-Based Teaching Interventions in Computer Science Courses” discussed
than an open-source management system of Web-based teaching interventions can be used in
general for science curriculum courses, and especially for computer science courses. The
proposed solution is called the System of Teaching Intelligent Interventions (STII) and facilitates
the authoring, deployment, and evaluation of Web-based metaphors. In this paper, they discuss
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the use of metaphors for assisting students to comprehend the substance of cognitive concepts
and their basic background. STII was applied in a particular educational scenario during the
learning process of 228 students attending the course "computer applications." The presentation
of results from a pilot evaluation of two metaphors demonstrates the usefulness of the system.
The evaluation focuses on the impact of the two metaphors on student learning, and on detecting
potential correlations between metaphors and students' groups. STII evaluation conclusions
strongly support that multimedia metaphors can be used as an alternative instructional tool to
assist students in confronting their cognitive constraints and in developing functional
understanding of curriculum courses.
Lanyi,CS., Kosztyan,Z., Kranicz,B., Schanda,J. and Navvab, M.(2007), in their
article “Using Multimedia Interactive e-teaching in Science”, discussed that color is becoming a
key issue in many e-commerce products. This made it necessary to develop a color course easily
accessible from the Internet or distributed on CD-ROM. It was described that the electronic
approaches were found to be more advantageous than that of the class-room demonstrations to
bring the fundamentals of colorimetry to the students with the help of demonstrations.
Suarez,MDA., Artal,CG., and Hernandez, FMT(2009), in their paper “E-learning
multimedia applications: Towards an engineering of content creation” presented the acquired
experience in the development and use of multimedia contents for E-learning applications
created for some of the subjects of the degree course in computer science engineering. The
deliveries of these contents make use of Internet and video streaming techniques. The result of
the work shows students satisfaction, including their comments.
Katai,Zoltan. and Toth, Laszlo(2010), in their conceptual paper on “Technologically
and Artistically Enhanced Multi-Sensory Computer-Programming Education” have investigated
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how the educationally valuable outcomes of these trends could be implemented in computer-
programming education, and in what ways this process could be catalysed by arts (dance, music,
rhythm, and theatrical role-playing). They presented a theoretical basis for technologically and
artistically enhanced multi-sensory teaching-learning strategies. This work focuses particularly
on how dance can be involved in computer science classes.
Campbell, Kristin R., Wilson, Sandra B., Wilson, P., and Christopher He, Zhenli
(2011), in their paper titled, “Interactive Online Tools for Teaching Plant Identification”,
described the interactive review exercises that were developed as the online learning component
of an existing native plant landscaping course. The instruments were designed with specific goals
for students to 1) test their plant identification knowledge, 2) practice leaf terminology with
specific plant examples, and 3) associate landscape performance with native ecosystem
characteristics. The plant identification tool was developed within a spreadsheet application
using formulas consisting of logic statements. This tool tested the students' ability to identify
plants and spell scientific and common names associated with high-resolution plant images. The
leaf terminology tool was developed using a multimedia platform. It used a drag-and-drop
interface where students were asked to associate a specific leaf term (i.e., margin, apex, base,
texture, arrangement) with a scanned image that best matches the taxonomic term. The
ecosystem tool, also developed using a multimedia platform, used digital images captured for
each of Florida's major ecosystems in conjunction with sets of plant combinations and site
characteristics. Students selected the appropriate choices and submitted their answers online,
after which they received immediate feedback. Students reported an improvement in plant
recognition after they had access to these identification tools. These interactive learning tools not
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only benefit students enrolled in this specific course but can be adapted to a variety of online
courses nationwide.
Koehler, N.A., Thompson, A.D., and Phye, G.D. (2011), attempted a design study on “A
design study of a multimedia instructional grammar program with embedded tracking”. The
study meant to demonstrate the feasibility of integrating three rather different theoretical
perspectives for future efforts in multimedia instructional design. A multimedia instructional
grammar program contextualized within the teaching of English as a Second Language (ESL)
program was developed and evaluated. The program design was grounded in Mayer's
Multimedia Learning Theory (2001), Sweller's Cognitive Load Theory (CLT, 2005), and
cognitive training theory using an inductive reasoning paradigm (Klauer and Phye, Rev Educ
Res 78(1):85-124, 2008). Two studies involving ten and four adult ESL learners were conducted
in a Midwest community college. Grammar teaching occurred within the context of history and
geography of the USA. Students with low prior knowledge of passive voice grammar concepts,
intermediate level of general vocabulary, and an adequate basic knowledge of content (basic
geography and history) benefited most from the program. Preliminary results are encouraging for
the aforementioned integrative efforts.
3.3. STUDIES ON E-LEARNING IN OTHER SUBJECTS - ABROAD
Indrus, Rozhan Mohammed and Latesh, Habibah Hj (2000) presented the
instructional design aspects of a multimedia course delivered online via the Internet in a distance
learning programme at the University Sains Malaysia. The results showed that students’
perceptions toward online distance education focused on accessibility and presentation rather
than pedagogical techniques and interactivity. This study “Online Distance Education at the
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University Sains Malaysia, Malaysia; Preliminary perceptions” reported that learners were fully
satisfied with the course supplied.
Kekkonen-Moneta et al. (2002), evaluated the effectiveness of Web-based, interactive,
multimedia electronic learning materials by comparing students’ learning outcomes in the lecture
and online versions of an introductory computing course at the Hong Kong University of Science
and Technology. Static treatment and animation treatment had no significant difference. Text-
based and audio-based treatment yielded the same result. Web-based interactive electronic
learning modules fostered higher order learning outcomes. They suggested that the use of
carefully designed interactive electronic learning modules fosters higher-order learning
outcomes.
Paul G. Paris (2004), carried out a research study to examine the affective, behavioural,
and cognitive attitudes of 52, Year 10 students from an Adelaide Public Secondary School
towards a specific type of online E-learning, that of Online Web-Assisted Learning (OWAL).
Data were collected to examine differences in attitudes between paper assisted learning and
OWAL, of differences in attitudes towards OWAL between males and females, the correlation
between Internet use and positive OWAL attitudes, and the “publishing elements” that students
find most appealing in OWAL.
Lau,HYK. Mak, and KL.Ma, H.(2006), have written an article on the Interactive
Multimedia E-learning System (IMELS) that was developed to provide a comprehensive
problem-based learning environment for the discipline of industrial engineering. It gives an
overview of the design of this interactive multimedia E-learning system that facilitates the
interactive, web-based teaching and learning of industrial engineering via a problem-based
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learning paradigm. To demonstrate the functionality of the system, one of the case problems that
is incorporated in the system--the performance of system analysis of a production operation of a
'' virtual company '' is presented. Through this example, the article highlights the characteristics
of the system and provides and discusses the significance of the features delivered by the
IMELS.
Zajaczck, J. Gots et al. (2006), have created and utilized a web-based, multimedia
teaching and learning application “Schoolbook” for neuro radiology. Schoolbook is technically
based as a content management system and is realized in a LAMP environment. The content is
generated with the help of the developed system and stored in a database. The layout is defined
by a PHP application, and the web pages are generated from the system. The results revealed that
Schoolbook is realized as an authoring tool so that it can be integrated into daily practice. This
enables the teacher to autonomously process the content into the web-based application which is
used for lectures, seminars, and self-study. A multimedia case library is the central building
block of Schoolbook for neuro radiology, whereby the learner is provided with original
diagnostic and therapeutic data from numerous individual cases. The user can put individual
emphasis on key learning points as there are various ways to work with the case histories.
Besides the case-based way of teaching and learning, a systematically structured way of dealing
with the content is available. It is concluded that eLearning offers various opportunities for
teaching and learning in academic and scientific, as well as in economic contexts. Web-based
applications, such as Schoolbook may be beneficial not only for basic university education but
also for the realization of international educational programmes, such as the European Master of
Medical Science with a major in neuro-radiology.
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Ridgway, et al. (2007), have carried out a study on “Surgical E-learning: Validation of
Multimedia Web-Based Lectures. An entirely web-based surgical 5-week lecture course was
designed. Fifty per cent of the lectures were prepared as HTML slides with voice-over while the
other group was presented the text-only form. Only written material presented was examined.
The lectures were presented via an educational web module. The lecture series was balanced
specifically to reduce pre-existent knowledge bias. Web usage was estimated utilising surrogates,
including the number of hits as well as log-on timing. Face validity was assessed by a
standardised questionnaire. Eighty-eight students took part in the lecture series and the
subsequent examination and questionnaire. Median multiple choice questionnaire (MCQ) marks
were significantly higher in the aural lecture-derived stems versus the non-aural (P = 0.012,
Mann-Whitney U-test). There was widespread approval of web-based learning as an adjunct to
conventional teaching. Usage rates were augmented significantly in the final week when
compared to the previous four weeks (mean total hits weeks 1-4 +/- SEM: 100.9 +/- 9.7 and
mean total hits week 5: 152.1 +/- 13.1; P < 0.001, Kruskal-Wallis). However, total hits did not
correlate with overall examination results (r(2) = 0.16). The aural lectures demonstrated higher
face validity than the non-aural for content and presentation (P < 0.05, Kruskal-Wallis). The
results revealed that the addition of aural files to the novel web-based lecture series is face valid
and results in significantly increased examination performance.
Claudia Blezu, and Emil M. Popa (2008), presented a paper on “E-learning and Its
Prospects in Education”. The term “E-learning” refers to the use of Internet technologies. It was
coined in the late 1990s to describe the use of technology to deliver learning and training
programs. The term “E-learning” is now used in the Framework to capture the general intent to
support a broad range of electronic media (Internet, intranets, extranets, satellite broadcast,
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audio/video tape, interactive TV and CD-ROM) to make vocational learning more flexible for
clients. Flexible learning expands choice on what, when, where, and how people learn. It
supports different styles of learning, including E-learning. Flexibility means anticipating, and
responding to, the ever-changing needs and expectations of VET clients - enterprises learners
and communities. E-learning is the unifying term to describe the fields of online learning, web-
based training, and technology-delivered instruction. Nothing is changing as fast as all the terms
related to E-learning. In E-learning environments, learners interact with learning materials, their
instructors and other learners from various locations and often at various times using network
technologies. E-learning is flexible learning using ITC resources, tools and applications, and
focusing on interactions among teachers, learners and online environment. E-learning usually
refers to structured and managed learning experiences, and may involve the use of Internet, CD-
ROMs, software, other media, and telecommunications.
Padilla, B. and Rodríguez, M.C. (2008), presented a paper titled “Relationships
between Affective Style, Attitude towards E-learning, and Effectiveness of an Online Training
System”. Th study focussed on an online training system in a Mexican company. A convenience
sample of approximately 20 students were used. Students’ affective style and attitude towards E-
learning will be measured through an electronic version of PANAS and an adaptation of Mishra
and Panda’s E-learning Attitude Scale, respectively. These were related to the program’s
effectiveness, which were evaluated through satisfaction and performance, in accordance with
Kirkpatrick’s model. Positive, significant correlations between the variables were the outcome.
Walker, David A. et al. (2008), studied the E-learning module for Teacher
Development: Project REAL. To provide highly qualified teachers and to continue the
development of their classroom practices, first-rate professional development is needed. E-
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learning modules were created to provide quality professional development to in-service
teachers, enhance instruction without time constraints, and offer a common knowledge base of
instructional strategies for in-service and pre-service teachers to improve teacher preparation and
provide additional resources for continued development. E-learning modules completed by both
in-service and pre-service teachers establish a common knowledge of best practices of
instruction in identified, critical areas. In-service and pre-service teachers are able to team teach
lessons using the same strategies and expectations. E-learning modules can also provide valuable
resources from other colleges across a university. These modules are available on-line or on a
CD-ROM, 24 hours a day, seven days a week from any location. This article describes Project
REAL (Rockford Education Alliance), a comprehensive partnership between Northern Illinois
University (NIU), Rock Valley College, and Rockford, Illinois Public School (RPS) District 205
with a focus on improving student performance and enhancing the quality of teacher educators.
Project REAL chose E-learning modules as an alternative method to provide professional
development.
Abdallah Arman (2009) investigated the effect of E-learning approach on students’
achievement in Biomedical Instrumentation Course at Palestine Polytechnic University. The
study listed the wide use of E-learning at Universities and other organizations all over the world,
either to support classroom learning or on its own. With newly developing multimedia
technologies, incorporating simultaneous presentations of narration, images, and text, the
possibilities for instruction are vast. In this study, an experimental group of (14) students were
examined after studying a course using E-learning approach. El Gazzar Instructional Design
Model (2002) instructional design approach was used in the development of e-content. The
course was implemented using MOODLE-LMS. Students’ achievement was examined before
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and after the experiment. The research results proved that there is a significant increase in gain in
achievement. The E-learning has achieved efficiency greater than (80%) in achievement.
Liu, S.H. et al. (2009), have attempted a research which presents an integrated
theoretical framework to study users' acceptance of streaming media for E-learning. Three
streams of research provide the basis for this integrated framework: the technology acceptance
model, flow theory, and media richness theory. Students enrolled in an online section of an
information systems course used one of three different combinations of text, streamed audio and
streamed video. Regression analysis was used to test the hypotheses in this field experiment.
Perceived ease of use was a predictor of perceived usefulness: both the perceived usefulness and
the attitude of the user were predictors of intention to use. Richer content-presentation types
were positively correlated with higher concentration levels but showed mixed results when
correlated with perceived usefulness. Results from this study have practical implications for
those interested in integrating streaming media into E-learning.
Nast, A. Schafer et al. (2009), took up a study on “Online lectures for students in
dermatology: A replacement for traditional teaching or a valuable addition?” in which they
aimed to increase the percentage of students benefiting from their lectures during their 6-month
principal training period in dermatology by making lectures available online. To establish a
baseline, they started to count and calculate the average percentage of students attending face to
face classes. For the next semester, with a new student generation, they made recordings of about
half of the lectures and made them available online. After this testing period, they informed the
next new student population at the beginning of the following semester that all lectures would be
recorded and made available online. Students' attendance was documented during these periods,
and in addition, questionnaires were used to assess students' acceptance and use of the online
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lectures. At the end of the project, it was found that 66% of the students (n = 256) indicated that
they had used the online lectures, and 12% of all students stated that they were usually unable to
attend lectures due to conflicting obligations, but could now participate, thanks to the E-learning
programme. An additional 44.9% of all respondents indicated that they welcomed the E-learning
programme as a way to view specific lectures. The average attendance of face-to-face lectures
did not decrease. O Hence, it was concluded that online lectures in dermatology were highly
welcomed by the students and may be a good means to improve the education of students in
dermatology.
Tatli, Z.H. (2009), in his paper “Computer-Based Education: Online Learning and
Teaching Facilities” analysed the concept of E-learning, Internet learning, distributed learning,
networked learning, telE-learning, virtual learning, computer-assisted learning, web-based
learning, and distance learning. Different terminologies have been used for online learning, a
fact that makes it difficult to develop a generic definition. Terms that are commonly used include
E-learning, Internet learning, distributed learning, networked learning, telE-learning, virtual
learning, computer-assisted learning, web-based learning, and distance learning. In a broad
sense, computer-based education (CBE) means using computers in education for all kinds of
purposes. In CBE, hypermedia, hypertext, and multimedia terms are commonly used. An
important division of signal processing is between analog and digital signal processing (DSP).
Academic and professional organizations agree that using online-based learning environments
can offer Sound pedagogical benefits. For learners, online learning knows no time zones, and
location and distance are not an issue. In asynchronous online learning, students can access the
online material at anytime, while synchronous online learning allows for real time interaction
between students and the instructor.
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Weninger, L. et al. (2009), have done research on “Docs 'n Drugs - an E-learning
Program for Medical Students; Feasibility and Evaluation of the Acceptance in Student Training
in Child and Adolescent Psychiatry at the University Hospital in Ulm”. The objective was to
explore the feasibility of adding psychiatric cases to an educational system that was primarily
oriented towards somatic diseases, and to then evaluate the acceptance of these child and
adolescent psychiatric cases. Once cases had been developed, this module was integrated into
Docs' n Drugs as a one-and-a-half hour web-based seminar as part of a block practicum in child
and adolescent psychiatry and subsequently evaluated. The evaluation included data from 69
participants between the Summer of 2004 and the Spring of 2006. Of the participating students,
80.8% had never used the E-learning platform together with a monitor in a seminar before. The
evaluated feasibility trial with a child psychiatric module within an E-learning based teaching
platform showed that knowledge not only of somatic cases but also of psychiatric cases can be
imparted via E-learning. It is concluded that the integration of E-learning into an existing
curriculum is advisable in any case.
Elizabeth A. Fisher and Vivian H. Wright (2010) have done a qualitative study
investigating the effectiveness of implementing usability testing into online course development
for improved course design. For the purposes of this study, usability testing refers to iterations of
testing that inform changes in course design in a cyclic fashion. Data were collected during the
Spring 2009 semester at a major research university in the Southeast. Fourteen freshmen
participants took part in the study. Participants were observed as they completed predefined
tasks. Data were collected through video recordings, surveys, observer logs, and journaling.
Findings indicated that usability testing may provide a model for improved online course design.
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Hao Shi (2010), in his article “Developing E-learning Material for Software
Development Course” has analysed software development. Software Development is a core
second-year course currently offered to undergraduate students at Victoria University at its five
local and international campuses. The project aims to redesign the existing course curriculum to
support student-centred teaching and learning. It is intended to provide a learning context in
which learners can reflect on new material, discuss their tentative understandings with others,
actively search for new information, develop skills in communication and collaboration, and
build conceptual connections to their existing knowledge base. The key feature of the cross-
campus curriculum innovation is the use of Blackboard, short for Blackboard Learning System,
to assist in course content organization and online delivery. In this paper, the developed
curriculum and the learning outcome are described. The E-learning material and various
Blackboard tools used for teaching and learning activities are presented. Finally, a conclusion is
drawn from classroom experience.
Davids M.R., Chikte, U.M.E., and Halperin, M.L. (2011), have attempted a study on
“Development and Evaluation of a Multimedia E-learning Resource for Electrolyte and Acid-
base Disorders”. This article reports on the development and evaluation of a Web-based
application that provides instruction and hands-on practice in managing electrolyte and acid-base
disorders. The Electrolyte Workshop was developed using Flash and followed an iterative design
process. Two case-based tutorials were built in this first phase, with one tutorial including an
interactive treatment simulation. Users select from a menu of therapies and see the impact of
their choices on the patient. Appropriate text messages are displayed, and changes in body
compartment sizes, brain size, and plasma sodium concentrations are illustrated via Flash
animation. Challenges encountered included a shortage of skilled Flash developers, budgetary
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constraints, and challenges in communication between the authors and the developers. The
application was evaluated via user testing by residents and specialists in internal medicine.
Satisfaction was measured with a questionnaire-based on the System Usability Scale. The mean
System Usability Scale score was 78.4 +/- 13.8, indicating a good level of usability. Participants
rated the content as being scientifically sound; they liked the teaching approach and felt that
concepts were conveyed clearly. They indicated that the application held their interest, that it
increased their understanding of hyponatremia, and that they would recommend this learning
resource to others.
Kim, Mi-RyangKim, Tae Ung Kim, and Jaehyoun (2011), in their research have
employed a quantitative modeling framework to develop a structural model that embodies the
flow concept and interactivity components of what makes for satisfactory learning experiences.
Over the past decade, E-learning has had an enormous impact on all levels of education. E-
learning is expected to provide a variety of communication channels among students and faculty,
and offer students flexibility beyond the space and time limit. However, some claim that where
on-line delivery may be beneficial for some students, others feel dissatisfied with on-line courses
resulting from feelings of isolation and lack of interaction. This case focuses on the e-learner
satisfaction, as global teaching effectiveness, perceived by adult part-time students, and
introduces various dimensions of E-learning to evaluate their direct and indirect impact on the
global teaching effectiveness. The data were collected from student survey to measure these
constructs and fit a structural equation model. It is hoped that the results from this study provide
meaningful insight into the development and delivery of high quality E-learning courses.
Martinez-Torres, M.R., Toral, S.L., and Barrero, F. (2011), have analysed in this
paper, a scientific technique called concept mapping that proposes to identify the external
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variables that should be kept in mind while designing an E-learning tool. As a result,
improvements can be programmed to increase its utility in the teaching activities prior to its use.
The method has been tested in the development of an E-learning system used for advanced
microprocessor teaching. Results are shown through two-dimensional maps, in which variables
can be seen as clusters or groups of ideas. These variables can be used as a guide for developing
an eLearning tool. The reliability of the results is also analyzed to check the correct application
of the proposed technique.
Michele Biasutti, (2011), did a study on the student experience of a collaborative E-
learning university module. The aim of this paper was to present a picture of student experience
of a collaborative E-learning module in an asynchronous E-learning environment. A distance
learning module on music education worth five credit points for a bachelor online degree for
primary school educating teachers was assessed using a self-evaluation questionnaire that
gathered quantitative and qualitative data about student satisfaction of the collaborative E-
learning activity. The quantitative part of the questionnaire consisted of 27 closed questions on a
10-point Likert scale and offered data about satisfaction with the module. The qualitative part of
the questionnaire provided an insight into the participant perspective of the online collaborative
experience. General open questions on satisfaction and dissatisfaction were analyzed with an
inductive analysis which showed the evaluation criteria used by 92 students. Results of the
analysis showed five themes of the participants’ perspectives, which were interpreted by the
researcher as: teamwork, cognitive, operating, organizing, and emotive/ethic for the positive
aspects and teamwork, operating, organizing, and emotive/ethic for the aspects to be improved.
The aspects that were associated with satisfaction included: collaborating, comparing ideas,
sharing knowledge and skills to support each other, peer learning, analyzing and integrating
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different points of view, the usability of the platform, group planning and workload management.
Aspects of the student learning experience that should inform the improvements of E-learning
include: more collaboration between students since some students engage differently; more
coordination and organization, the workload management in the group activities, some technical
problems such as updating modifications. The participants’ results in the module increased their
didactic potential as primary school teachers. The findings are discussed in relation to their
potential impact on developing collaborative activities addressed to teacher education in distance
learning. Implications for future research are also considered.
Sarah J. Stein, Kerry Shepherd and Irene Harris (2011) in their article titled
“Conceptions of E-learning and Professional Development for E-learning Held by Tertiary
Educators in New Zealand” revealed that conceptions of E-learning provide some insights for
individuals, institutions, and those responsible for planning and implementing professional
development programmes to help them support the development and progress of E-learning in
appropriate and rewarding directions.
Sung, Yao-Ting., Chang, Kuo-En., and Yu, Wen-Cheng (2011), have attempted to
introduce in their paper, the methods of E-learning courseware quality assurance (a quality
certification system) adopted by the eLQSC (E-learning Quality Service Centre) in Taiwan. A
sequential/explanatory design with a mixed methodology was used to gather research data and
conduct data analyses. Sixty-seven E-learning courseware applications were evaluated using the
E-learning Courseware Quality Checklist (eLCQC). Analyses of item difficulty, item
discrimination, and generalizability indicated that the eLCQC provides high-quality evaluations.
After participating in the certification process, the E-learning producers reported having more
confidence in enhancing E-learning courseware quality. The certification experience also helped
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the producers to change their previous design concepts about E-learning courseware and to
develop new concepts; further, their increased confidence about courseware design also
enhanced their confidence in marketing courseware.
Tseng,Ming-Lang., Lin, Ru-Jen., and Chen, Hui-Ping. (2011), have attempted to
evaluate the effectiveness of teaching or learning in an E-learning system measures in linguistic
preferences. There is a trend among universities in Taiwan to offer more and more E-learning
courses. The effectiveness of teaching or learning in an E-learning system can be quantified by
multi-criteria measures. A generalized quantitative evaluation model that considers both the
interdependence among measures and the fuzziness of subjective perception is currently lacking
in the literature. The results indicated that the fuzzy analytical network process is a simple,
suitable, and effective method of identifying the primary measures that influence the
effectiveness of E-learning, specifically in the context of interdependent measures and varying
linguistic preferences. The findings that were the most significant measures of E-learning
effectiveness were the quality of the E-learning system and learner attractiveness. Enhanced
usage of multimedia features can attract learner attention and may eventually increase learner
attractiveness. Reducing the waiting time for learning materials to load may improve the quality
of the system.
Walsh,John., Sun, Jerry Chih-Yuan., and Riconscente Michelle. (2011), have
developed an Adobe ColdFusion- and Adobe Flash-based system for simplifying the
construction, use, and delivery of electronic educational materials in science. The Online
Multimedia Teaching Tool (OMTT) in Neuroscience was constructed from a ColdFusion-based
online interface, which reduced the need for programming skills and the time for curriculum
development. The OMTT in Neuroscience was used by faculty to enhance their lectures in
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existing curricula. Students had unlimited online access to encourage user-centered exploration.
The OMTT was found to be rapidly adapted by multiple professors, and its use by undergraduate
students was consistent with the interpretation that the OMTT improved performance on exams
and increased interest in the field of neuroscience.
Mohammad Madallh Alhabahba et al. (2012), in their paper aimed to examine the
students’ attitudes towards E-learning system in one of the Malaysian universities. It has been
noted that E-learning initiative is a pivotal alternative learning tool nowadays. Therefore, an
examination of students’ attitude is a cornerstone to successfully and effectively understand how
students react towards these initiatives. Thirty respondents excluded from the sample were pilot
tested to validate the attitude scale used in this study. One hundred and thirty nine students
agreed to participate in the study as well. The study’s results revealed that attitude is not a single
domain by itself. Factor analysis suggests that attitude has been divided into two separate socio-
psychological constructs.
3.4. STUDIES ON COMPUTER SUPPORTED LEARNING THROUGH METHODS OF
CBI, CAI, CMI, CD-BASED MULTIMEDIA MATERIALS CONDUCTED IN
MATHEMATICS - ABROAD.
Pam Bishop, Mike Beilby, and Adrian Bowman, (1992), did research on Computer-
based learning in mathematics and statistics. The CTI Centre for Mathematics and Statistics was
set up under a UFC initiative to collect and distribute information about computer-based teaching
material. It now has a substantial database of computer packages and has made contact with
relevant departments in all institutions of higher education. This paper outlines the work of the
Centre, and presents information about the courseware contained in the database, classified by
teaching approach and subject area. The effect on teaching quality is described, with a case
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study, and an examination is made of the present and future role of the computer, based on visits
and contacts made in this sector.
Balarabe Yushau (2006), carried out a study that examines the influence of blended E-
learning on students' attitude towards mathematics and computers. A random sample of 70
students of the preparatory year program of King Fahd University of Petroleum & Minerals
(KFUPM), Dhahran served as the sample of this study. Data were collected at the beginning
(pre-program) and the end (post-program) of the semester using Aiken Mathematics Attitude
Scale and Greessen and Loyd Computer Attitude Scale. The result indicates that the subjects
have positive attitude towards mathematics and computers.
Ortega-Tudela, J.M., and Gomez-Ariza, C.J. (2006), in their study aimed to explore
the extent to which computer-assisted teaching facilitates the learning of basic mathematical
concepts and skills in children with Down Syndrome (DS). Thus, the effectiveness of a
multimedia teaching method is compared with a traditional one in the teaching of counting and
cardinality abilities and concepts. In this study, two groups of DS children were trained. One of
them was taught by using mathematical multimedia software, whereas the other learned by
means of pencil-paper-based tasks on the same material as the multimedia group. The children of
both groups were evaluated before and after training sessions. The multimedia group showed a
higher performance than the paper and pencil-assisted teaching group on a variety of tasks and
measures, suggesting a clear relation between teaching method and mathematical learning in DS
children.
Gabriel Lopez-Morteo and Gilberto López (2007) introduced an electronic
collaborative learning environment based on Interactive Instructors of Recreational Mathematics
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(IIRM), establishing an alternative approach for motivating students towards mathematics. The
IIRM are educational software components, specializing in mathematical concepts, presented
through recreational mathematics, conceived as interactive, recreation-oriented learning objects,
integrated within the environment. The architecture of the learning environment which integrates
communication services that support the interaction processes of the learning community,
through instant messaging, chat rooms, and multi-player math games were presented. Through
the environment’s interface of their personal workspace, students have access to several easy-to-
use mechanisms that allow them to customize its content, its layout, and its appearance. At
internal levels, the functionality of IIRM is enhanced with features supported by the environment
infrastructure. The different aspects of the learning environment in three short, motivation-
oriented math courses given to Mexican high-school students were evaluated. The results
indicated that the use of the IIRM-based electronic learning environment, positively affects
student attitudes towards mathematics.
Baptista, J. Aires, et al. (2010), took up a case-study on “Using Information
Technology-Based Exercises in Primary Mathematics Teaching of Children with Cerebral Palsy
and Mental Retardation: a Case Study”. They presented a case study where a set of multimedia
exercises were used in order to possibly improve the mathematical skills of pupils, one with
mental retardation and another with cerebral palsy. Being part of a Web-based system to support
students' learning, the referred set of multimedia exercises proved to be the children's favorite,
rather than exercises in paper form, which also led the children to show a fair more positive
attitude towards learning. Also, we observed that through the mentioned multimedia exercises,
the children became far more autonomous, interested, persistent, happy, and able to easily absorb
the material, as well as more willingly to continue on working.
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Elenchothy Davrajoo, Rohani Ahm Tarmizi, Mokhtar Nawawi, and Aminuddin
Hassan (2010) investigated the effect of Algebraic Mastery Learning Module (AMaLM) usage
on mathematics achievement of low achievers with high anxiety in mathematics. In this quasi-
experimental study, 50 low achievers in Form Four from a secondary school located in a rural
area were involved. Target participants were divided into two groups: an experimental group
with AMaLM and conventional instruction strategy group. The content of activities for the two
groups was the same but differed in its structure of teaching. The activities were carried out for
about three weeks of intervention period. The activity papers for conventional instruction (CI)
strategy group were solved with the use of only paper-and pencil and compared with the
solutions presented by the teachers. The experimental group solved algebra problems also as
paper-and pencil activities but utilizing the AMaLM. AMaLM is a self-guided book to ease the
learning of mathematics for low achievers with mathematics anxiety. It was developed based on
constructivist learning theory and mastery learning theory. The material to be learned is
subdivided into small units, covering one lesson to another. The two groups completed Algebraic
Comprehension Test (ACT) before and after the intervention period. The mean scores of ACT 1
and ACT II for the AMaLM group and CI group after the intervention were 58.32, 36.88, and
25.8, 22.96 respectively. Results showed that the experimental group improved considerably
better than the control group. The preliminary findings of this pilot study provided evidence that
the construction and mastery of the algebraic concepts assist students towards positive attitude in
mathematics learning. AMaLM as a self-guided learning tool has favoured the learning process
specifically in reinforcing algebraic knowledge for low achievers with anxiety towards
mathematics.
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Nathan, M. J. (2010), revealed that technology plays a special role in learning and
practicing mathematics. Technology supports for mathematics education largely reflect the form
and shifts of underlying theories of learning and intellectual behavior. Information processing
theory and theories of cognitive skill acquisition have and continue to be dominant influences in
mathematics education. Increasingly, designs of educational technologies are influenced by
emerging theories of knowledge, practice, and collaborative and discovery-based learning that
focus on situated and socio-cultural perspectives, constructivism, and embodied cognition. These
have inspired technologies that support active learning and discovery, self-monitoring, dynamic
software, anchored instruction, networked devices, participatory simulations, serious games, and
construction kits for tangible mathematics.
Othman N. Alsawaie and Iman M. Alghazo (2010) carried out an intervention study
that explored the effect of using video lesson analysis methodology (VLAM) on the ability of
prospective middle/high school mathematics teachers to analyze mathematics teaching. The
sample of the study consisted of 26 female prospective mathematics teachers enrolled in a
methods course at the United Arab Emirates University. The participants were divided equally
into two groups: experimental and control. The experimental group was involved in video lesson
analysis where they analyzed ten video lessons throughout the semester. The group members
interacted via discussion forums through Blackboard technology. Both groups wrote analyses of
two video lessons, one before the intervention program and another at the end of it. It was found
that the intervention remarkably improved the ability to analyze the mathematics teaching of the
experimental group while little improvement occurred in the control group. Implications for
teacher education programs are discussed.
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William Martin, Sergio Loch, Laurel Cooley, Scott Dexter, and Draga Vidakovic,
(2010) developed and implemented a curriculum and a pedagogy for parallel courses in (a)
linear algebra, and (b) learning theory as applied to the study of mathematics with an emphasis
on linear algebra. The purpose of the ongoing research, partially funded by the National Science
Foundation, is to investigate how the parallel study of learning theories and advanced
mathematics influences the development of thinking of individuals in both domains. The
researchers found that the particular synergy afforded by the parallel study of math and learning
theory promoted, in some students, a rich understanding of both domains and that had a
mutually reinforcing effect. Furthermore, there is evidence that the deeper insights will
contribute to more effective instruction by those who become high school math teachers, and
consequently, better learning by their students. The courses developed were appropriate for
mathematics majors, pre-service secondary mathematics teachers, and practicing mathematics
teachers. The learning seminar focused most heavily on constructivist theories, although it also
examined socio-cultural and historical perspectives. A particular theory, Action–Process–
Object–Schema (APOS) [10] was emphasized and examined through the lens of studying linear
algebra. APOS has been used in a variety of studies focusing on student understanding of
undergraduate mathematics. The linear algebra courses include the standard set of
undergraduate topics. This paper reports the results of the learning theory seminar and its effects
on students who were simultaneously enrolled in linear algebra and students who had previously
completed linear algebra, and outlines how prior research has influenced the future direction of
the project.
Bachrata K and H. Bachraty (2011), investigated the topic “E-learning in
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Mathematics”. The problems in the E-learning course market show that besides the development
of new technologies, it is necessary to also pay attention to other factors that affect the creation
of meaningful courses. These factors are the content of said courses, as well as their real
applications as related to their didactic and educational aims. Furthermore, attention has to be
paid to the administration and maintenance of courses and the training of educators in their
proper use. In this article we aim to show the risks of over-dependence on ICT technologies in
the teaching of mathematics, and suggest who should be preparing meaningful E-learning
courses.
Hui-Chuan Chu, Min-Ju Liao, Tsung-Yi Chen, Chia-Jou Lin, and Yuh-Min Chen
(2011), did research on learning case adaptation for problem-oriented E-learning on
mathematics teaching for students with mild disabilities. Both problem-oriented learning and
case-based learning are effective methods for practical knowledge development. However, an
automatic development of learning cases for adaptive learning is still an open issue. To support
adaptive case-based learning in a proposed problem-oriented E-learning (POeL) environment
and to address the complexity and diversity of the learning problems of students with mild
disabilities, this study presents a learning case adaptation framework to support problem-
oriented E-learning. This framework provides mechanisms to search and match similar learning
cases according to encountered teaching problems by information retrieval techniques, and to
develop an adaptive learning case by adaptation techniques. Adaptation techniques include a
substitution technique, a removal technique, and a composition technique, and utilize cosine-
measure and genetic algorithm. In this research, adaptive learning cases were developed for
teaching students with mild disabilities so as to assist regular and special education teachers to
develop practical knowledge of teaching more effectively.
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Maria Andrade-Arechigaa, Gilberto Lopeza, and Gabriel Lopez-Morteob,(2012)
attempted a research on Assessing effectiveness of learning units under the teaching unit model
in an undergraduate mathematics course. An Interactive Platform for Learning Calculus (PIAC)
that serves as a container for the Learning Units (LU) was created following a specific
instructional design, namely, the Teaching Unit Model (TUM), and presented. Two
experimental groups and two control groups for a total of 102 students taking the Calculus
course participated in the study. Results indicated that the grades obtained in all of academic
activities by the groups using PIAC, compared with the control groups, provide solid evidence
to the positive influence of the intervention of the technology under the TUM.
3.5. STUDIES ON E-LEARNING CONDUCTED IN MATHEMATICS - ABROAD.
David Crowe and Hossein Zand (2000) in their article titled, “Computers and
undergraduate mathematics 3: Internet resources”, analysed the use of computers for
undergraduate mathematics to encompass the Internet. They surveyed some of the large range of
resources that are currently available, and examined the rather less well known problem of
implementing student-teacher dialogue. This topic is increasing in importance, as use of the
Internet is expanding rapidly.
Odd Bringslid (2002) discussed in his paper “Mathematical E-learning Using
Interactive Mathematics on the Web” on the development of the XML-standard MathML and
also how the use of JAVA servlet containers have made it possible to use the Web as an
advanced calculator using numeric, graphic, and symbolic mathematics, interactively. In
connection with mathematical E-learning for engineering students, this will represent quite a
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quantum step. In many European countries, both the number of students in mathematical
courses, generally, and the number passing through the exams, has reached a ‘dangerously’ low
level and industry and schools are complaining. The improvement of understanding
mathematics by using interactive and personalized documents on the Web could reverse bad
trends.
Wing-Kwong Wong, Sheng-Cheng Hsu, Shih-Hung Wu, Cheng-Wei Lee, and Wen-
Lian Hsu (2007) took up a research on LIM-G: Learner-initiating instruction model based on
cognitive knowledge for geometry word problem comprehension. In this study, a learner-
initiating instruction model (LIM-G) is proposed to help learners’ comprehension of geometry
word problems. Geometry word problems are math word problems involving geometric
concepts. Many researches indicate that learners encounter difficulties while comprehending
math word problems. In this model, a learner can seek help with any geometry word problem he
is interested in. Based on a learner-initiating instruction strategy, LIM-G first comprehends the
problem and then gives the learner the telegraphic and diagrammatic representations of the
problem, which are more intuitive to understand. For LIM-G, the comprehension mechanism
plays a critical role in solving word problems. For this study, a system is built based on LIM-G.
In this system, the cognitive knowledge needed for comprehending geometry word problem is
constructed with an ontology-based tool called InfoMap. Using cognitive knowledge and frame-
template structures, the system can extract the relevant concepts in geometry word problems for
comprehension.
Alday, R. and Panaligan, A. (2010) have conducted a study at the undergraduate level
to determine the effects of E-learning, particularly, in analytic geometry as to if it can lessen the
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common fear of Filipino students to mathematics. Just because teen age students engross
themselves with the use of technology specifically computers, this study investigates if math
anxiety will be lessened if mathematics is taught using E-learning, thus improving student
academic performance.
Thompson, Katerina V et al. (2010), have taken up a study on the topic, “Interactive
Teaching Modules Enhance Quantitative Proficiency of Introductory Biology Students”. In this
study, MathBench Biology Modules were designed to address these needs through a series of
interactive, Web-based modules that can be used to supplement existing course content across
the biological sciences curriculum. The effect of the modules was assessed in an introductory
biology course at the University of Maryland. Over the course of the semester, students showed
significant increases in quantitative skills that were independent of previous math course work.
Students also showed increased comfort with solving quantitative problems, whether or not they
ultimately arrived at the correct answer. A survey of Spring 2009 graduates indicated that those
who had experienced MathBench in their course work had a greater appreciation for the role of
mathematics in modern biology than those who had not used MathBench. MathBench modules
allow students from diverse educational backgrounds to hone their quantitative skills, preparing
them for more complex mathematical approaches in upper-division courses.
Norngainy Mohd Tawil, et al. (2011) researched the topic, “E-learning versus
Traditional Method in Teaching Mathematics and Statistics Courses for Engineering Students in
Universiti Kebangsaan Malaysia. In this study, they examined students’ perception towards the
importance and usefulness of modern technologies, such as E-learning (WILEY PLUS) in
comparison with the more traditional lecture, as knowledge delivery or alternatively, a method
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of learning process. The objectives of this study were to test whether there is any difference
between these two methods and to identify which method is more important and agreeable to the
students. The sample of this study consisted of First Year and Second Year engineering students
at the Faculty of Engineering and Built Environment, UKM who had Mathematics and Statistics
courses, respectively. The paired t-test was used to compare these two methods. This study
revealed that there is a significant difference between WILEY PLUS and lecturing in
Mathematics and Statistics courses. Overall, lecturing was significantly of importance and
favourable in the learning process for both courses compared to the newly-introduced WILEY
PLUS.
Tzu-Hua Wang (2011) studied the implementation of Web-based dynamic assessment
in facilitating junior high school students to learn mathematics. This research adopted the
Graduated Prompting Assessment Module of the WATA system (GPAM-WATA) and applied it
to the remedial teaching of junior high school mathematics. In GPAM-WATA, when examinees
fail to answer items correctly, they obtain instructional prompts (IPs) in a graduated way. A
quasi-experimental design was adopted. Ninety-six junior high school seventh graders from
three different classes participated in this research. The three classes were randomly divided into
the GPAM-WATA group (n = 31), the N-WBT group (n = 31), and the PPT group (n = 34). All
students received traditional mathematics instruction from the same teacher. After traditional
mathematics instruction, all students took the pre-test of the summative assessment. The
students in the three different groups, then, respectively received remedial teaching in the form
of GPAM-WATA, normal Web-based test (N-WBT), and paper-and-pencil test (PPT). After the
remedial teaching, all students took the post-test of the summative assessment. The results
indicate that compared with other groups, performing remedial teaching using GPAM-WATA
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has significantly better effectiveness. Moreover, it is found that the IPs in GPAM-WATA are
effective in remedial teaching for not only those students most lacking in different types of
mathematical problem-solving knowledge but also all the other students.
Mengping Tsuei (2012) aimed to explore the effects of the synchronous peer tutoring
system on children's mathematics learning. In the project, there were 88, 10–11-year-old
students who peer tutored each other in mathematics in the face-to-face online environment for a
year. Compared to the control group, students in the experimental group had significant gains in
mathematics learning, especially in the arithmetic and application types of questions. This study
demonstrated the positive effects of peer support via the online synchronous learning on
students' self-concept and attitudes toward mathematics learning. The results indicated that the
longer the vulnerable pupils engaged in peer tutoring online, the more they benefited from the
process. The finding suggests that students demonstrate different mathematics reasoning skills
when they are paired with peers at different levels of ability. These findings demonstrate that the
synchronous peer tutoring system is an effective tool to enhance elementary students' learning in
mathematics, as well as to promote positive self-concepts.
3.6. STUDIES ON COMPUTER-SUPPORTED LEARNING THROUGH METHODS OF
CBI, CAI, CMI, CD-BASED MULTIMEDIA MATERIALS IN OTHER SUBJECTS -
INDIA.
Usha, P. (1990) conducted a study on preparing and evaluating self-instructional film
strips on nutrition. The objective was to find whether teaching through self-instructional film
strips had an effect in the achievement (or) not. She found that on the recall (knowledge), those
students who got higher scores were the ones who were composed to self-instructional film
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strips. On other objectives, like understanding, application, and skill, the gain score was found to
be significant for all the groups.
Jeyamani, P. (1991) carried out a study on Computer Assisted Instruction in teaching
Physics for IX Std Students. He revealed that the experimental group received the CAI as
treatment and after the experiment, it was found that the experimental group performed better on
the post test. The differences were insignificant irrespective of sex and medium of instruction.
Kozma R.B., (1991), attempted an investigation on “Learning with Media” under the
subtitle “Learning with Multimedia”. The main objective of the study was to find out whether
media devices influence better learning of the people. The investigations reveal that several
media devices at the same time in co-ordinated fashion had produced better learning among the
students, i.e., there was a significant difference between the students who are taught by the
traditional way and the students who were taught through media.
Rose A.V., (1992) investigated the topic, “Teaching the under achievers through
computer assisted instruction”. It was found out that the results were positive. Moreover CAI
proved to be more beneficial to the under achievers.
Karpagakumaravel, R. (1994) developed a computer software programme in English
Grammar for XI Standard Students. A heterogeneous group of 20 pupils were exposed to the
English lesson, developed in the computer. The criterion level of validating the CAI lesson was
kept as an 80% average. The immediate achievement of the pupils in the standardized criterion
test was found satisfactory as 80% of the sample - (sixteen pupils) scored 80% average. The
running time for the whole programme was found to be 45 minutes.
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Rangaraj K.R. (1997) developed a syllabus-based computer software package in
teaching physics at higher secondary level and studied the effectiveness of computer-assisted
instruction in teaching physics at the higher secondary stage. The analysis of data revealed that
there was a significant difference between the means of the pre- and post-test in physics among
the controlled and two experimental groups at all the levels of cognition in favor of the post-test.
Barab, Sasha et al. (2000) described an introductory undergraduate astronomy course in
which the large-lecture format was moved to one, in which students were immersed in a
technology-rich, inquiry-based, participatory learning environment. They found that virtual
reality can be used effectively in regular undergraduate university courses as a tool through
which students can develop rich understanding of various astronomical phenomena.
Kamika T Bhal and Mardikar A.M., (2000) studied the effectiveness of computer-
based training for aviation maintenance. The 140 persons who participated in this study were
randomly divided into two groups with 70 in each group (A&B) were matched for age and
experience. The average age and experience of the participants was 34.99 years and 13.16 years,
respectively. They were asked to fill up a questionnaire that contained items on trainees’ prior
experience, the amount of satisfaction of CBT, and their extent of ease of CBT. The results
clearly established the superiority of CBT (Computer Based Teaching) over LBT (Lecture Based
Teaching).
Panda, et al. (2000) conducted a study and determined the degree of attainment of
cognitive skills through computer-assisted learning (CAL) compared to the traditional approach
to teaching; and compared the effect of CAL on the learning achievement of boys and girls. The
sample consisted of 40 students from Class XII, selected using cluster sampling. They were
further divided equally into two groups as control and experimental groups. Special objective-
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based lesson plans on CAL were used for treatment in experimental group. Statistical techniques
like the 'F' test, ‘t’ test and chi-square were used to analyze the data. Data analysis indicated that
computer-assisted learning (CAL) resulted in greater learning achievements in all hierarchies of
cognitive domain.
Sharma R.D., and Sansanwal D.N. (2002), compared among video-based instructional
strategies for teaching science at class IX level in terms of achievement. One of the main
objectives was to find out whether there is any significant difference in teaching Science to Class
IX through video-based instruction. The major finding was that the treatment had a significant
effect on achievement in Science, of students belonging to different video-based instructional
strategies for teaching Science.
Vaikunthavasagam (2002) studied the impact of multimedia on achievement in science
at primary level. He concluded that the impact is very high. It was found that if multimedia
materials are developed for all the competencies for all classes, then there will be better
achievement at the primary level.
Anna Raja and Felcia Persis Rani (2003) developed a Computer-Animated package in
biology and found out the effectiveness of a computer animated package in teaching biology to
VIII standard students. They used Power Point for developing a computer-animated package in
biology. Each slide was designed for a specific topic, the investigators developed a computer-
animated package with various animation effects like appear, fly, swivel, spiral etc., and the
slides were presented with the help of a multimedia computer. The‘t’-test results indicated that
the experimental group is better than the control group with regard to achievement in biology.
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Kakreti B.R., and Rajesh Nagarkoti (2003) compared the effectiveness of CAI method
and the traditional method of teaching on the basis of achievement of the students in economics.
The analysis of data clearly indicated that the students of the experimental group (taught through
CAI) has scored higher than the control group (taught through the traditional method). The gain
scores of the first are higher than that of the second. The magnitude of the difference in gain
score of the experimental group is statistically significant.
Malliga, T. (2003) studied the relative effectiveness among different strategies of
Computer Mediated Multimedia Presentation in Teaching and Learning of Chemistry at Higher
Secondary Stage. To study the relative effectiveness among PBL(Peer-based Learning), ILMMP
(Individualized Learning supported by Multimedia Presentation), and IILMMP (Interactive
Individualized Learning supported my multimedia presentation) in terms of development of
cognitive skills at different levels of knowledge, understanding and application among students
of class IX, quasi-experimental design was adopted for the study. The results of the study
indicated that the enhancement of learning chemistry was only due to media effectiveness, and
suggested that Computer Mediated multimedia-based instruction was found to be the most
effective strategy in terms of cognitive skills, knowledge, understanding, and application in
realizing the instructional objectives in chemistry at class IX, and it can be introduced in
education.
Margaret D. and Agnes H. (2003) studied the use of Computer-Assisted Technology to
enhance student Psychiatric Nurses’ learning during a practice placement. The purpose of this
study was to involve the use of a computer-assisted learning (CAL) interactive multimedia
(IMM) package called “Admissions”, as a self-directed learning tool with two second year
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psychiatric nursing students. The investigation concluded that the CAL package was easy to use,
informative, and promoted independent self-directed study.
Shanthi and Amalraj (2003) studied the effectiveness of Computer-Assisted Learning on
the achievement of students studying through CAL and the traditional methods of instruction and
they studied the effectiveness of CAL on achievement in Bio-Zoology between the experimental
and control group students with reference to different mental abilities, such as Gifted, Average,
and Slow learners. It revealed that both Lecture Method and CAL have made significant effects
on achievement of the students in the pre and post-test. CAL has made a significant favourable
effect on achievement in Bio-Zoology.
Vasanthi and Hema (2003) studied the effectiveness of teaching chemistry through
Computer-Assisted Instruction over the Traditional Teaching Method with 60, I year B.E.
students. A group of 30 students were taken as the control group and the remaining 30 were
taken as the experimental group. From the findings, it was concluded that teaching chemistry
through CAI was found to be more effective than teaching through the Traditional Method.
Bobby (2004) investigated Computer Supported Collaborative Learning (CSCL) in
learning zoology in the IX Standard. The class consist of 37 students in a single group design.
CSCL included the following tasks namely - Teacher Presentation (Multimedia), Student
Presentation (Multimedia), Assignment, and Brain Storming, each task covering one sub unit of
the lesson. After completing each task, the investigator assessed their performance. Continuous
assessment was made. The students participated actively and enthusiastically. The study
indicated that there was a significant impact of CSCL in learning zoology and learning was
accelerated by Computer Supported Collaborative Learning.
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Mridula D. Ranade (2004) made a study on critical evaluation of a computer-assisted
instructional package developed for teacher educators. The study objectives were to prepare a
computer assisted instructional (CAI) package on “Multiple Intelligences” and to study its
effectiveness in terms of achievement. The (CAI) package comprised a Power Point presentation,
projected at a large screen and provided with commentary where required. The entire package
contained 93 slides, of which 84 were based on content. Nine slides contained a short test for
generating a multiple intelligence profile of the learner. The viewing time was about one and a
half hours. The participants were asked to give an introspective report regarding their reactions
to the package in terms of their readiness to use CAI in their own teaching, and (a) learning the
content, and (b) evaluating the presentation. The findings both quantitative and qualitative
revealed that the presentation was effective in bringing about learning. It was also effective in
evoking positive reactions towards use of CAI in teaching – learning.
Panch Ramalingam (2004) studied the effectiveness of video recorded teaching skills on
development programmes in higher education with the aim of developing the teaching skills of
teachers in higher education, at the UGC academic staff college of Pondicherry University. The
micro teaching technique supported with video recording of lessons was used as a method of
developing teaching skills. The sample consisted of 147 participants who attended the IT-based
orientation courses conducted during the academic year 2002-2003 involving faculty from
various colleges and universities. The instruments used to collect the data were the teaching
competency schedule and the observation schedule for teaching skills designed and validated by
the investigator. The study revealed that 84% of the participants asserted that they derived
specific benefits in areas of development of teaching skills, as a result of attending the
orientation programme.
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Annaraja, P., and Nirmala Sundararaj (2005) attempted to find out the effectiveness
of power point presentation in teaching zoology for higher secondary students. The sample for
the study consisted of 35 higher secondary students. The investigator used a single group pre-
and post-test design. The investigators developed Power Point slides for zoology and an
achievement test in zoology. The findings revealed that the Power Point presentation was
effective in teaching zoology for higher secondary students.
Arulsamy, S. (2005) compared the effectiveness of interactive multimedia CD-based
learning with the conventional teaching method with science group students. The sample for the
study consisted of 50 learners from the XI standard of Sri N. Krishanrajulu Chettiar Government
Girls Higher Secondary School, Kurusukuppam, Pondicherry. By means of a pre-test and post-
test, it was observed that the experimental group’s performance was far superior to the control
group. The study clearly revealed the supremacy of the interactive multimedia CD-based
learning courseware.
Helen Joy and Shaiju (2005) developed a computer-assisted lesson on the topic, UNO in
History, and tested the effectiveness of Computer-Assisted Teaching and the Lecture Method of
the lesson on the topic, UNO in History, at the Higher Secondary Level. The results indicated
that there was no significant difference between the control and experimental (CAT group) group
in the mean pre-test achievement scores but the mean post-test scores of the CAT group were
found to be significantly higher than that of the group taught by the Lecture Method.
Sangeeta (2005) studied the role of multimedia and co-operative learning in enhancing
the writing competence of the students. So students were taken for the study and the result of
pre-post-test shows insignificance.
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Subbaiah, S. (2005) studied the application of ICT in English Language Teacher
Education. The study investigated the application of information and communication technology
in teacher education with reference to its needs, knowledge and skills among teacher educators.
Descriptive with normative survey technique and experimental method were used in the study.
The samples were taught with multimedia courseware package as a communication technology
in teacher education (i.e., learning to learn with information technology). The tools used in the
study were (1). questionnaire (2). attitude scale (3) interviews, and (4). diary analysis for data
collection. The result showed that the attitude of teacher educators towards ICT is quite positive.
The multimedia CD-ROM courseware package was found to be effective in delivering ICT
information.
Johnson (2006) studied the effectiveness of interactive multimedia approach over the
conventional method in teaching physics for XII Standard students. The experimental method
was used. The total sample was 80. The sample was XII students of Blessed Mother Teresa
Model Higher Secondary School in Pondicherry. The researcher used the ‘t’ test score to find
out the difference between the pre-rest and post-test. He found that there was a significant
difference between the experimental group and the control group in their achievement in the
post-test. He also stated that multimedia approach makes the teaching learning process effective
and enhances mastery level over the subject.
Vinoth Kumar, D. (2006) compared the relative effectiveness of Power Point-Assisted
Instruction and the Traditional Method of teaching with reference to the topic ‘National Income’,
in the syllabus prescribed for the higher secondary level in Tamilnadu. The investigator
developed and validated power point slides and the same was used for the research. The pre-test
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and post-test equivalent group experimental design was adopted. It was found that Power Point-
Assisted Instruction makes for higher scores compared to the traditional method.
Benjamin Edward William, A. (2007), compared the effectiveness of interactive
multimedia CD-based learning with the conventional teaching method with the Science group
students. The sample of the study consisted of 48 learners in the XI standard of Blessed Mother
Teresa Model Higher Secondary School, Pondicherry. By means of a pre-test and post-test, it
was observed that the experimental group’s performance was far superior to the control group.
The study clearly revealed that the interactive multimedia CD-based learning prepared by the
teacher could show immense impact in the learning of physics. Further, the experimental group
has expressed a more favourable attitude towards the interactive multimedia CD-based learning
courseware.
David Devraj Kumar and Robert, D. Sherwood (2007) did a study on science teaching
with a multimedia simulation on water quality, the “River of Life”, on the science conceptual
understanding of 83 students in an undergraduate Science Education (K-9) course. Paired t-test
of the pre- and post-test, and pre- and delayed post-tests showed significant (p<0.05) gains on
students achievement. The simulation had a significant effect on the conceptual understanding of
students. Students were able to transfer knowledge acquired from the multimedia simulation into
their lessons plans.
Joy, B.H. (2007) studied the usage of Internet, Practice and Attitude of teacher trainees.
The sample was chosen based on purposive sampling. Sample consisted of 171 B.Ed., students.
The tools used were (i) self-efficient questionnaires on CAI and Internet, (ii) attitude towards
computers, CAI and Internet scale, and (iii) basic information schedule. The results showed that
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among the total sample of 171, 69% had accessed a computer, 9.3% accessed it at home, 9.9% at
school, 9.9% at college and 29% at a computer center. 4.1% had used the computer at all the
above places. On the other hand, 31% had not at all accessed computers. Among those who had
used computer at the time of study, 7.6% used a computer all days, 13.45% used it once a week,
12.28% used once it in a month, and 16.37% used it once in three month, during the one year
period.
Jyothi (2007) compared the effectiveness of self-instructional module with conventional
teaching method with the students of chemistry. The sample for the study consisted of class IX
of Little Star High School, Madannapet, Hyderabad. By means of the pre-test and post-test it was
observed that the experimental group’s performance was far superior to the control group. The
study clearly revealed that the self-instructional module prepared by the teacher through simple
PowerPoint presentation could show immense impact in the learning of Chemistry.
Amruth, G. Kumar., and Devika, R. (2008) made an attempt to test the effectiveness
of a ‘multimedia learning package’ (MMLP) in social science for secondary school students.
Randomized control group pre-test and post-test experimental design was followed for the study.
Results of the study show that use of multimedia learning package in social science is helpful in
improving the achievement of the students.
Babu, R., and Vimala, T.S. (2008) studied the Impact of Multimedia Method in
Accountancy Learning at the Higher Secondary Level. The study was carried out with 240
students of aided and corporation schools of Chennai city which included 120 boys and 120 girls.
The tool multimedia remedial teaching material (MMRTM) was used in order to reduce the
various types of efforts committed by the students in passing journal entries, posting them in the
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ledger and trial balance preparation. There was significant difference between the pre-test and
post-test errors of the experimental group of aided school students with respect to the
remediation in the multimedia method.
Bharat, H. Joshi (2008) explored the experience of ICT integration in the M.Ed.,
Programme. A total of 46 learners belonging to the Bhavanagar University formed the sample
for the study. The findings revealed that the learners were found to hesitate initially, but after two
days, they felt comfortable with the computers. Overall, they had cultivated a positive approach
towards the use of computers in their teaching.
Jagannath K Dange (2008) developed a CAI package on five units pertaining to the
environment in the Science syllabus prescribed for the 8th standard in the Karnataka State
syllabus. After administering a pre-test he taught a sample of 30 students these units with the
package for a period of one and half month and conducted a post-test. The results indicated that
the CAI package has made for a statistically significant gain in attitude and awareness scores of
the sample.
Nimavathi, V., and Gnanadevan, R. (2008) aimed to prepare a multimedia package for
the teaching of Science at the Secondary level. The sample of the study consisted of 105 learners
of Class IX in the Thiruvannamalai District in Tamilnadu. An achievement test in science,
constructed and validated by the researcher was used for the study. The results concluded that
there was a significant difference between the experimental group and the control group in the
achievement of science at the post-test level. The learners learning with the help of multimedia
programme fared better in science than the learners learning through the conventional method.
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Baiju K. Nath. (2009) aimed to conduct a critical study on the effectiveness of
Educational CDs developed by SIET Kerala in social science for secondary level pupils. The
general aspects of the educational CD showed that it was conducive for the secondary level,
because of very good picture, audio, and video clarity.
Jomy Johnson and Vinaitheerthan V. (2009), aimed at finding the use of computers
among higher secondary students and the significance of the difference between the sub-samples
of the students with respect to their use of computers. The investigators randomly selected 802
higher secondary students from higher secondary schools as a sample. A scale to measure use of
computers among higher secondary students constructed and validated by the investigators
(2008) was used in this study. Results revealed that the use of computers is moderate in higher
secondary students. The study also revealed significant difference in the use of computers
between groups with regard to gender, stream of subject, parent knowledge about computer and
availability of a personal computer at home. This reveals that the use of computers among higher
secondary students needs to be improved.
Kanmani, M., and Radha, M. (2009) attempted to find out the effectiveness of CAI
package in basic Electronics Teaching. In this study, the pre-test and post-test equivalent-group
design was followed. The researcher developed a CAI package and used the same for his
research. The study was conducted on B.Sc. students. It was found that the experimental group
students were better than the control group students in the gain scores.
Anboucarrassy, B. (2010), undertook a study to find out the effectiveness of
multimedia approach over the conventional method in teaching biology to IX Standard students.
The research method used in this study was an experimental method with parallel group design.
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In the parallel group design two or more groups were selected and their mean and standard
deviation of some selected variables were equated. One group was treated as the control group
and the other group as the experimental group. Experimental factors were applied on the
experimental group and traditional teaching was given to the control group, simultaneously,
conducting a pre-test and post-test for the control group and the experimental group. A
multimedia package and an achievement test developed by the investigator were used for the
study. This experimental study revealed that there was a significant difference in the
achievement of the experimental group over the control group. Hence, it was concluded that the
multimedia approaches would be considered to be one of the best techniques for biology
teaching at the IX Standard level.
Angadi, G.R., (2010) developed a multimedia package in biology. Developing and
validating the multimedia presentation is a highly promising instructional technique. The
instructor developed and validated the topic “The Living World” in Bio-science of IX Standard,
from the syllabus prescribed by the DSERT of Karnataka State. The pre-test, post-test equivalent
group experimental design was adopted. It was found that multimedia instruction was effective
for comprehension and retention of information for a longer duration as compared to the
conventional method of teaching.
Chiniwar, P.S. (2010), in his article titled “The Role of E-learning in Empowering
Students with Disabilities” has revealed that the educational programs supported by information
technology can support people with disabilities. It was concluded that each individual will learn
in a different way and the more those differences can be accommodated through E-learning, the
better will the teaching be.
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3.7. STUDIES ON E-LEARNING CONDUCTED IN OTHER SUBJECTS - INDIA.
Bhuvaneshwari, K. (2004), studied the effectiveness of a Computer-Assisted Evaluation
Package deployed on Internet and intranet as a measure for the Tamil Nadu Professional Courses
Entrance Examination. Tools, such as, a website with Computer-Assisted Evaluation package,
and an achievement test were used. It was found that there was significant difference among the
different instructional strategies, viz., internet, and intranet with feedback from teachers.
Khan, B.H. (2004) studied the use of the P3 model in E-learning, and suggested that the
P3 model provided opportunities to create well-designed, learner-centered, engaging, interactive,
affordable, efficient, easily accessible, flexible and meaningful E-learning environments. Also,
the E-learning P3 model provided a comprehensive picture of the E-learning process and helped
to identify the roles and responsibilities for the design, development, evaluation, implementation,
and management of all E-learning materials and systems.
Singaravelu, G. (2007) investigated the impact of Internet in learning research
Methodology. Eighty students of B.Ed. in Government College of Education, Orathanadu
formed the sample of the study. Forty learners were placed in the experimental group and forty
learners were placed in the control group. Research Methodology was taught in the conventional
method to the control group, and Website was introduced for learning research methodology to
the experimental group. Spot guidance and maximum availability of internet were provided as
treatment to the experimental group. On measuring the achievements of post-tests of both the
groups, it was found that there was a significant difference between the conventional approach
and through internet in learning research methodology.
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Jebaraj, G.P., and Mohanasundaram, K. (2008) developed web enabled e-content on
teaching of physics at the Tertiary Level which included the following objectives: (i) to develop
and validate an e-content on the “Solar System” (ii) to find the effectiveness of e-content on
“Solar System” in teaching beyond cognition at the tertiary level, and (iii) to find out the
differences in achievement between the teacher trainees learning the “Solar System” through e-
content with respect to gender and subject of study. The experimental method, using the pre-test
post-test method, was adopted. The data were converted into percentage and subjected to the ‘t’
test. The study indicated that the experimental group and control groups differ in their
achievement.
Anita Rastogi and Babita Parashar (2009) developed an e-content package following
Gagne’s instructional design model based on the concept of micro-teaching. It was tried on
student teachers in an experimental situation in this study. It revealed that the E-learning
environment makes the students retro-active, participating in the learning process, as opposed to
being passive in the traditional teaching environment and makes their perception about learning
positive and encouraging. The e-content proved effective in enhancing their level of achievement
and their proficiency in teaching skills.
Aravindan, S. and Ramganesh, E. (2010) investigated the effectiveness of e-content in
concretizing the concepts of physics among heterogeneous teacher educators. The study explored
the effectiveness of e-content in concretizing concepts in physics among the heterogeneous
group, the prospective teacher educators of Department of Education, BARD, and Trichy. E-
content was developed on the topic “Semiconductors”. The study adopted the single group
experimental design with a sample of 33 students in the Department of Educational Technology.
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The results revealed that the e-content was effective in concretizing the concepts of physics, even
to the students with no science background at the collegiate level.
Ramasamy, R., and Hariharakrishnan, V. (2010) developed e-content on “laser” in
physics at the college level. The experiment was conducted with the developed modules of
subject-content material on laser with a sample of 20 students of the UG level belonging to
physics. The e-content on laser is a 10 minutes programme. The students were taught the
developed e-content on laser. An achievement test consisting of 15 objective type items on the
topic laser was administered. The experiment was conducted to establish the validity of the
developed e-content with content experts and user satisfaction on learning. The collected data
subjected to appropriate statistical analysis, revealed that e-content will certainly be effective in
teaching this topic. The quality of the subject content material is in the hands of digital
convergence of texts, graphics, animation, music, video, audio, etc. The achievement test score
shows more than 80% in its average. Thus, this study proves the effectiveness of the e-content
programme delivered to the college level students and also proves that it is helpful to attain an
optimum level in their study.
Amutha, S. (2011) investigated the effectiveness of designing e-content with a
metacognitive instructional design (model) on science teaching competence of student-teachers
in teacher education institutions. E-learning modules facilitate the student-teachers of science on
how to write a script and story board for the development of e-content of their own. Indeed the
modules help them to learn the what, why, and how of e-content. This e-content was the first of
its kind which is programmed for student-teachers of science to learn an innovative teaching
technique for teaching science concepts using meta-cognitive instructional design.
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3.8. STUDIES ON COMPUTER-SUPPORTED LEARNING THROUGH METHODS OF
CBI, CAI, CMI, CD-BASED MULTIMEDIA MATERIALS CONDUCTED IN
MATHEMATICS - INDIA.
Radha Ravi (1989) developed curricular material to teach the limit concept using the
computer as a tool in senior high school and to examine the effect of using computers in teaching
the concept. An observation of students performce in this study indicated that all the instructional
goals were achieved with most students. The use of computers appeared to be more beneficial to
the weaker students.
Singh R.D., Ahluwalia S.P., and Verma S.K. (1991), studied the difference in
mathematics achievement in instructional strategy between boys and girls, separately, and as a
group. The result revealed that the students who used computers scored significantly higher than
those taught mathematics through the conventional method.
Stella (1992), studied the impact of the computer-assisted learning method developed on
the topic “The Language of Sets”, in Mathematics, upon under-achievers, normal achievers, and
over-achievers. The sample consisted of 147 students of the VII standard of Kanchi Kamakodi
Matriculation school, Trichy, Tamilnadu. The findings were 1) computer assisted learning was
an effective individualized instructional technique that helps under-achievers reach optimum
expected level of achievement, and 2) maximum effectiveness for under-achievers than both
normal and over-achievers in terms of achievement.
Abbas (1998) examined the effects of two inductive multimedia programs on including
graphs, on subjects’ ability to create linear function, and conceptualize variables from word
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problems. Students scored significantly higher on the post-tests than on the pre-tests on both, for
construction and variable conceptualization.
Nagar, Nirmal (1998) examined the usefulness of the computer in teaching mathematics
and also the trends regarding the use of computer-assisted teaching of mathematics. The analysis
of data revealed that computer-assisted teaching of mathematics benefitted both the teacher and
the students, and it encouraged individualization and practice without burdening the teacher with
repetition and monotonous activity.
Nisha Raninga (2010) has studied the effectiveness of CAI for the Teaching of
Mathematics of Standard VII. In the present study, an attempt was made to compare the
effectiveness of the CAI method and the traditional method of teaching the “Mean, Median, and
Mode” unit of mathematics for class VII. A total of 66 students from the class VII of a Gujarati
medium higher secondary, L.B.S school, in Rajkot were chosen as a sample. After every
experiment, an achievement-test was administered and the results were evaluated and analyzed
by considering appropriate statistical measures like mean, standard deviation (SD), and t-value.
The analysis reveals that the t-value was significant in the case of the experimental group. So, the
researcher rejected the null hypothesis and concluded that the CAI method was effective for
teaching mathematics to the class VII students when compared to the traditional method.
3.9. STUDIES ON E-LEARNING WITH REFERENCE TO ACHIEVEMENT IN
MATHEMATICS - INDIA
Vasantha C.R. (2002) studied the effectiveness of instructional modules in calculus on
the performance of under-achievers at the higher secondary level. The sample of the study
consisted of 11 under-achievers from the English medium and 23 girls from the Tamil medium
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section. An achievement test prepared by the investigator, was administered to the students. This
served as the pre-test. After the treatment, a post-test was also administered. It was found that the
experimental group’s performance was far superior to the control group. The study clearly
revealed that the instructional modules in calculus prepared by the investigator could show
immense impact in the learning of mathematics.
Mohanasundaram, K. and Soosairaj, J. (2008) developed a web-based classroom
instruction in learning mathematics with reference to attitude, interaction and web skills of
higher secondary students to find out the effectiveness of the web-based class room instruction
method in learning mathematics over the conventional method. This study followed a pre-test
treatment post-test equivalent two groups’ experimental design. The experimental group students
who learnt through web-based class room instruction achieved more in mathematics than the
control group students who learnt through the conventional method. The web-based class room
instruction method is more effective than the conventional method in improving the achievement
of students in mathematics.
3.10. SUMMARY OF REVIEW OF RELATED LITERATURE
The studies which have been conducted on Computer Assisted Instruction, Computer-
Based Instruction, Computer-Mediated Instruction, Web-Based or CD-Based multimedia, E-
learning materials both abroad and in India show the need and significance of the emerging
technology in the field of the teaching - learning process.
Without a review of literature, it would be difficult to build a body of acceptable
knowledge on any educational topic. It is useful in studying the significance of the problem,
developing the research design, relating the results of the study to previous knowledge and
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suggesting further research. It is an extensive task calling for deep insight and a clear
perspective of the overall field.
It is very essential for every investigator to be up-to-date in his information about the
literature related to his own problem, already done by others. It is considered the most important
prerequisite to actual planning and conducting the study. It locates comparative data and
findings useful in the interpretation and discussion of results. Hence, the investigator has made
an attempt to collect and analyze relevant information related to the present investigation.
Much research has been done to the quality aspect of various subjects other than
mathematics with the help of Computer-Assisted Instruction, Computer-Based Instruction,
Computer-Mediated Instruction, CD-Based multimedia materials by Smart, Kathy Ann (1993),
Wills, S. (1993), Williams et.al. (2001), Kochker, M. (2005), Leuenberger, H. (2006), Naik, DC.
Teelock. (2006), Kanellopoulos, D. (2007), Lanyi, C.S. (2007), Suarez, M.D.A. (2009), Katai,
Zoltan (2010), Campbell, Kristin R. (2011), Koehler, N.A. (2011), Usha, P. (1990), Jeyamani, P.
(1991), Kozma, R.B. (1991), Rose, A.V. (1992), Karpagakumaravel, R. (1994), Rangaraj, K.R.
(1997), Barab, Sasha et.al. (2000), Kamika, T. Bhal., and Mardikar, A.M. (2000), Panda et al.
(2000), Sharma, R.D. and Sansanwal, D.N. (2002), Vaikunthavasagam (2002), Anna Raja and
Felcia Persis Rani (2003), Kakreti, B.R. and Rajesh Nagar Koti (2003), Malliga, T. (2003),
Margaret and Agnes (2003), Shanthi and Amalraj (2003), Vasanthi and Hema (2003), Bobby
(2004), Mridula, D. Ranade. (2004), Panch Ramalingam. (2004), Annaraja, P. and Nirmala
Sundararaj. (2005), Arulsamy, S. (2005), Helen Joy and Shaiju (2005), Sangeeta (2005),
Subbaiah, S. (2005), Johnson (2006), Vinoth Kumar, D. (2006), Benjamin Edward William, A.
(2007), David Devraj Kumar (2007), Joy, B.H. (2007), Amruth, G. Kumar (2008), Babu, R
(2008), Bharat, H. Joshi (2008), Jagannath, K. Dange (2008), Nimavathi, V. and Gnanadevan, R.
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(2008), Baiju, K. Nath (2009), Jomy Johnson (2009), Kanmani, M. and Radha, M. (2009),
Anboucarrassy, B. (2010), and Chiniwar, P.S.(2010).
They have studied the effectiveness of Computer-Assisted Instruction, Computer-
Based Instruction, Computer-Mediated Instruction, Web-Based or CD-Based multimedia
materials in other subjects and have concluded that while using Computer-Assisted Instruction,
Computer-Based Instruction, Computer-Mediated Instruction, Web-Based or CD-based
multimedia materials, there has been an effective progress in the method of learning.
Many studies have been conducted on Web-Based E-learning methods both abroad and in
India by scholars such as Indrus, Rozhan Mohammed (2000),Kekkonen-Moneta et. al., (2002),
Paul, G. Paris (2004), Lau,H.Y.K. Mak, and K.L.Ma, H.(2006), Zajaczck, J.Gots, et.al (2006),
Ridgway et.al (2007), Claudia, Blezu and Emil, M. Popa (2008), Padilla, B. and Rodríguez,
M.C. (2008), Walker, David A. et.al (2008), Tatli, Z.H. (2009), Weninger, L et.al (2009),
Elizabeth, A. Fisher (2010), Hao Shi (2010),Davids, M.R., Chikte, U.M.E. and Halperin,
M.L.(2011), Kim, Mi-Ryang Kim., Tae Ung Kim., Jaehyoun (2011), Michele Biasutti, (2011),
Sarah, J. Stein (2011), Sung, Yao-Ting (2011), Tseng,Ming-Lang (2011), Walsh, John., Sun,
Jerry Chih-Yuan., Riconscente Michelle (2011), Mohammad Madallh Alhabahba et.al (2012),
Bhuvaneshwari, K. (2004), Khan, B.H. (2004), Singaravelu, G. (2007), Jebaraj, G.P., and
Mohanasundaram, K. (2008), Anita Rastogi and Babita Parashar (2009), Aravindan, S. and
Ramganesh, E.(2010), Ramasamy and Hariharakrishnan (2010), and Amutha, S. (2011).
The CAI, CBI, CMI, Web-Based or CD-Based multimedia materials are being
successfully applied in mathematics. Most studies have revealed that the E-learning strategies are
more effective than the conventional methods of teaching subjects.
Many studies have been conducted on Computer-Assisted Instruction, Computer-Based
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Instruction, Computer-Mediated Instruction, CD-Based multimedia materials in Mathematics
both abroad and in India, by scholars, such as, Pam Bishop, Mike Beilby, and Adrian Bowman,
(1992), Ortega-Tudela, J.M., Gomez-Ariza, C.J. (2006), Gabriel, Lopez-Morteo and Gilberto,
López (2007), Baptista, J. Aires et.al., (2010), Elenchothy Davrajoo (2010), Nathan, M.J.(2010),
Othman, N. Alsawaie and Iman, M. Alghazo (2010), William Martin (2010), Radha Ravi
(1989), Singh, R.D., Ahluwalia, S.P., and Verma, S.K. (1991), Stella (1992), Abbas (1998),
Nagar, Nirmal (1998), and Nisha Raninga (2010).
Vasantha, C.R. (2002), Mohanasundaram, K. and Soosairaj, J. (2008), have studied the
effectiveness of E-learning modules in mathematics in India.
3.11. CONCLUSION
From the review of related literature concerning the learning of Mathematics using
Computer-Assisted Instruction, Computer-Based Instruction, Computer-Mediated Instruction,
Web-Based or CD-Based Multimedia E-learning materials, it is realized that there is great
demand for research to be carried out in the field of E-learning modules in learning. Hence, the
investigator, as an experienced mathematics teacher educator, having consulted other experts and
other resources, has intended to develop E-learning modules in mathematics to know its
effectiveness.
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