1976-77 TICCIT Project. Final Report.

Autor/in	Sasscer, Monica Flynn
Institution	Northern Virginia Community Coll., Annandale.
Titel	1976-77 TICCIT Project. Final Report.
Quelle	(1977), (150 Seiten)Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; College Freshmen; Community Colleges; Computer Assisted Instruction; Cost Effectiveness; Curriculum Development; English Instruction; Grading; Learning Modules; Mathematics Instruction; Program Evaluation; Questionnaires; Student Attitudes; Teacher Attitudes; Teacher Role; Two Year Colleges + Suchen Sie Ihr Suchwort? Schulleistung; Studienanfänger; Community college; Community College; Computer based training; Computerunterstützter Unterricht; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; English langauage lessons; Englischunterricht; Notengebung; Schulnote; Learning module; Lernmodul; Mathematics lessons; Mathematikunterricht; Programme evaluation; Programmevaluation; Fragebogen; Schülerverhalten; Lehrerverhalten; Lehrerrolle
Abstract	Northern Virginia Community College began utilizing a Time-Shared Interactive Computer-Controlled Information by Television (TICCIT) system in 1974 to present the entire course material for English 110 (College Grammar), Math 06 and 07 (Basic Algebra I and II), portions of English 111 (English Composition), and Math 182 and 183. Findings by the college and the Educational Testing Service (ETS) indicate: faculty members who taught in the TICCIT system were released from most preparation and administrative activities and could spend more time with the individual student, since tests, teaching modules, and grades were stored in the computer; no significant differences appeared in student performance among the TICCIT, lecture, and work book sections; non-TICCIT faculty were evenly divided in positive/negative attitudes toward the system; TICCIT faculty held generally positive attitudes; cost analysis findings were inconclusive; and future development and usage of TICCIT depends greatly upon faculty interest and awareness. Lengthy appendices present information regarding TICCIT instructional module development, TICCIT authoring capability, course revisions, statements and qualifications by TICCIT and non-TICCIT faculty, various survey instruments, faculty training, and student attitude survey. (LH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01