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COMPUTER-AIDED INSTRUCTION.
Term Paper ID:24356
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Benefits & effectiveness, theory, applications, research, measurement, examples. Charts.... More...
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Paper Abstract:
Benefits & effectiveness, theory, applications, research, measurement, examples. Charts.
Paper Introduction:
COMPUTER-AIDED INSTRUCTION: IS IT EFFECTIVE?
Introduction
This research examines the issue of the effectiveness of the use of computer in the instructional process. Effectiveness within the context of this research refers to learning outcomes.
The Application of Technology to Instruction
Definitions of instructional technology typically vary according to the way in which the factor is conceptualized by those individuals constructing the definitions (Saettler, 1994, p. 2). There are two widely accepted conceptualizations of instructional technology—the physical science concept and the behavioral science concept.
When instructional technology is considered within the context of physical science, it is typically viewed as the applicati
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ERIC. 2). These findings are illustrated andpresented in Chart 4 and Chart 5, which may be found on following pages.[pic][pic][pic]Chart 5Mathematics Anxiety and Academic Self-Confidence By Level of CAI Use________________________________________________________________Variable Level of CAI Use_____________ None Slight ModerateMathematics Anxiety Sixth Grade 2.37 2.36 2.38 Eighth Grade 2.18 2.18 2. CAI Effectiveness There are a number of reasons why CAI can be effective in instruction. Similarly, thepresentation format can be adapted to provide variety, or to accommodatespecial instructional needs. Computer assisted learning in numeracy. The study also tested theeffectiveness of CAI in relation to traditional instruction inimproving the levels of academic self-concept among sixth and eighth gradestudents. Creating and accessingliteracy in at-risk students through hypermedia portfolios. A history of instructional technology. A valid question to pose in relation to thesefindings is what the value is of reading faster if recall is not improvedfor low-ability readers. 18). Boone, R., & Higgins, K. 26).The text presented in printed materials is static. 3, p<. The text presented in aCAI software program, however, is capable of being manipulated by eitherteacher or student. Even in this study,Boone and Higgins (1993, p. (ERIC Documentation Reproduction Service No. Subsequent univariate analysis ofvariance revealed that, across all learning and evaluation questionnaireitems, the computer support had significant effects on participants'affective reactions: perceived skill, development, self-reported learning,interest in learning the subject, evaluation of classroom experience, andevaluation of group learning exercise (group case analysis). The advantages of CAI areheld to be a shorter learning time and improved levels of performance. Resultsindicated a significant effect for use of CAI to support collaborativelearning (Holeling's T= 41.27, p< . Hamilton (1995, p. Regardless of its validity or its ability to stand alone, thephysical science concept of instructional technology gained a wideacceptance through the first three quarters of the twentieth century(Saettler, 1994, p. There are many ways in which computer science may contribute to theenhancement of the educational process. 43). Intervention in School and Clinic,26(1), 26-31. (7thEd.). (1991, Summer). Further, an educational process is required as a means ofpersuading administrators, instructors, and students of the value of thetechnology in the learning process. Computer-mediated collaborative learning: anempirical investigation. Similarly, CAI software may bedesigned to reflect the cognitive processes employed in the acquiring ofskills related to mathematics, science, and engineering. 1-15). Wenger and Payne (1994, p. Where empirically-supported positive outcomes have occurred inrelation to reading achievement, such outcomes have applied only to low-ability students. This outcome indicates that students with higher levels ofperceived skill development and learning rated the group learning exercisesmore favorably. CAI software programs are also capable of providing on-line tools.Thus, the programs may make instantly available to student users a widevariety of professional tools and information bases. MacArthur, C. Reading is more closely tied to thought and language than it isto motor or perceptual processes. Effectiveness within the context ofthis research refers to learning outcomes. G. Test scorecomparisons between CAI and traditional subjects are presented in Charts 2and 3 which may be found on following pages. (ERICDocumentation Reproduction Service No. (199 , September). Unfortunately, thispath of often neither smooth nor rapid. ERIC. 32) revealed no significant differences(t[1 1] = -.89, non-significant). (1995). The most significant theoretical premise embodied in the physicalscience concept of instructional technology is that which casts materialsand machines in nonverbal roles and traditional media (lectures, books) inverbal roles (Brown, Lewis, & Harcleroad, 1995, p. B., & Harcleroad, F. 5). It is learned through the training ofthe mind, as opposed to the training of the eyes or hands. When the samplemembers were segregated by reading ability group, however, Boone andHiggins (1993, p. W. Prior to that time, however, inadequate instructional materialsprovided for use in CAI caused many instructors and students alike tobecome disenchanted with the technology. (1995). Resistance to the application ofnew technology to the education process comes from administrators,instructors, and students. A., & Haynes, J. Further, research results are ofteninsufficiently formulated for ease of application in teaching environments. B. Carter, L. Duckworth, S., & Taylor, R. 3) relied on the anecdotal comments of teachers andstudents to contend that hypertext-based CAI caused students to becomehighly motivated to read books. New York: Holt, Rinehart and Winston. It ispossible for CAI to transform dull tasks into interesting or even excitingactivities. Thus, text changes may be effected to accommodateeither the interests or the needs of student users. 1; (**) p<. W., Lewis, R. One way in which CAI can maintain interest on the part of students isthrough the characteristic of dynamic text (Higgins & Boone, 199 , p. A traditional assumption in education is that a fairly smooth andrapid path exists through which research flows from the developmental phaseto the application of results (Carter, 1994, p. Differences by level oftechnology use of students' motivation, anxiety, and classroom learningenvironment in mathematics. Bivariate correlations revealed thatthe learning and evaluation scales were moderately intercorrelated.Therefore, a one-way multivariate analysis of variance was conducted tocompare the questionnaire responses of subjects who participated in thecomputer-mediated collaborative learning process with those whoparticipated in the manual collaborative learning process. Onelearning scale was significantly related to evaluation of the collaborativegroup learning exercise (group case analysis). 5), andself-reported learning ([beta] =.54, [delta][R.su[.2]=.29, F(2, 97) =2 . Higgins, K., & Boone, R. The study also found that the level of academic self-conceptamong both sixth grade and eighth grade students was virtually the sameregardless of the level of CAI use. 159-174). Standish (1992, p. W. The implicitassumption contained in this concept is that nonverbal media are moreeffective. COMPUTER-AIDED INSTRUCTION: IS IT EFFECTIVE? 2 3.11 3. M. Analysis indicated no significant differences in mid-term examscores (CAI M = 89.72, traditional classroom M = 9 .92, t (125) = 1.23, non-significant). Howe, H., II. Novelty soon wearsthin. References Alavi, M. Its advantage, therefore, is in the generation of initial interest.When novelty wanes, the CAI instructional program must be capable ofmaintaining student interest. Waxman and Huang (1997, pp. (1995, Spring). ERIC ClearingHouse, National Institute of Education, ED 382 923. Effectiveness within the context ofthis research refers to learning outcomes. Instructional technology: A book of readings.(3rd ed.). 4). F. New York: Holt, Rinehart and Winston. 4). Journal of Special EducationTechnology, 12(2), 86-1 6. A., & Anderson-Inman, L. The ability of CAI softwareto relate the learning experience to the learner's prior experiences andknowledge is of inestimable value in the teaching of mathematics. 22). The inference ofthis conclusion is that the researchers are sold on hypermedia-based CAIfor use in the teaching of reading, but their experimental empiricalresults did not support contentions that hypermedia-based CAI producessuperior outcomes in within the contexts of reading comprehension andreading retention than are attained by other teaching approaches. 85)reported no statistical significance for results measuring differences ineither reading comprehension or reading retention between traditional text-based teaching and hypertext-based CAI teaching. Wenger, M. 28 ). Journal of Special EducationTechnology, 11(1), 1-15. Journal of LearningDisabilities, 28(3), 15 -159. It is significant to note thatthe technology was not at fault. New York: McGraw-HillBook Company. Alavi (1994, pp. The most significant of the advantagesavailable through the use of CAI are as follows: 1. Saettler, P. At the student level, suchenhancement cannot occur, until the students are capable of interactingwith computers (Dahl & Grafenauer, 1994, p. (1994, June). While it is not clear if the more positivereactions of the CAI participants led to higher final test scores, the datado suggest that CAI may produce better learning outcomes. 89). ED 317 836). 8(*)(perceived skill development)Learning 1.66 3.72(**)(self-reported learning)Learning interest 3.19 4.97(**)(interest in learning the subject)Class Evaluation 3.57 6.51(**)(evaluation of classroom experience)Group Case Evaluation 3.4 4.13(**)(evaluation of the group learning exercises) Significance level: (*) p<. A practicum paper.Willmington College. 1-15) reported the results of a three-year study of the application of a hypermedia-based CAI reading instructionprogram involving K-3 classes. (1994). The researchers' conclusions were that theresults of the study were promising but inconclusive. G. 1-15), however, Standish (1992, p. The Application of Technology to Instruction Definitions of instructional technology typically vary according tothe way in which the factor is conceptualized by those individualsconstructing the definitions (Saettler, 1994, p. Noadvantages were claimed to students with no reading difficulties. Students learn to reflect on their own ideas and experiences,and to relate them to potential future outcomes. 49). MIS Quarterly, 18(2), 159-174. The behavioral sciences are anthropology, sociology, and psychology.When instructional technology is conceptualized in the context of thebehavioral sciences, it development and application is considered in termsof learning psychology, group processes, language and linguistics,communications, cybernetics, perception, and psychometrics (Saettler, 1994,p. 86) were able to demonstrate that low-ability students atthe kindergarten-level receiving instruction through hypertext-based CAIperformed better to a statistically significant extent than didkindergarten-level students receiving instruction through traditional text-based materials. 5). Effects of graphicalbrowser on readers' efficiency in reading hypertext. A-Vinstruction: Materials and methods. Language Arts, 71(4) 279-287. Novelty, however, is a two edged sword. 2________________________________________________________________ Summary and Conclusion This research examined the issue of the effectiveness of the use ofcomputer in the instructional process. Journal ofEducational Multimedia and Hypertext, 3(1), 71-91. Students learn through interaction with theirenvironments. A positive coefficient wasobtained for skill development and group case analysis evaluation([beta]=.25, [delta][R.sup.2] =. The literature documents someevidence of learning outcome benefits attributable to the use of CAI.Offsetting these reports, however, are other findings that document littlelearning outcome benefit attributable to CAI. 5Academic Self-Confidence Sixth Grade 3.14 3.2 3.13 Eighth Grade 3. Test scores for participants who were exposed to CAI were comparedwith those participants in the traditional classroom (Alavi, 1994, pp. This study found that reading scores were notaffected by hypertext-based CAI used in reading instruction. The ElectroText Project:hypertext reading patterns of middle school students. Hamilton, V. MacArthur and Haynes (1995, p. Further, the correlation betweenexpected grades and the learning and evaluation scales was not significantfor the total sample or within the treatment condition. Hypermedia CAI; A supplementto elementary school Basal Reader Program. (1994). Rather, it incorporates thephysical science concept in a broader perspective. (1993, Fall). Even with ability level grouping, however, no empiricallysupported advantages for hypertext-based CAI were found for students ingrades 1-3 at all, and no such advantages were found for kindergartenstudents in ability groups other than the low-ability group. CAI use was defined as "none,""slight," and "moderate." The study found that the level of math anxietyamong both sixth grade and eighth grade students was virtually the sameregardless of the level of CAI use. Dahl, J., & Grafenauer, R. For high-ability readers, increased reading speedis an obvious advantage. Journal of Educational Technology Systems,25(1), 67-77. Higgins and Boone (1991, pp. CAIsoftware programs may be designed to take advantage of the knowledge andexperience levels of specific student users. 86-1 6) reported to results of a secondstudy involving K-3 students in which some benefits of hypertext-based CAIin relation to the development of reading comprehension and readingretention skills were supported by empirical results. (1997). There are two widelyaccepted conceptualizations of instructional technology-the physicalscience concept and the behavioral science concept. 3) also was able topraise hypertext-based CAI without the support of empirical findings.Standish (1992, p. Anderson-Inman, L. Standish (1992, p. Adapting technology to education. A t-test of the mean expected grades in the CAI group (M = 1.42)and traditional group (M = 1. Thisproblem is particularly acute with a technology such as computer science,in which new developments occur faster that the existing technology canreadily be absorbed into the educational process. 1). 2) reported to results of an experimentalapplication of hypertext-based CAI for low-achieving (at-risk) students inthe Chicago Public Schools. (Eds.). Several specific advantages are provided by CAI software programs inthe teaching of mathematics. These resultsare summarized in Chart 1, which may be found on a following page.Inspection of the means indicated that students who used CAI for support oftheir collaborative group learning exercises had more positive reactionsthan students who were taught in the traditional classroom with no CAIsupport for their group exercises. 5.________________________________________________________________88.23) than did participants in the traditional classroom (M = 83.97, t(125) = -3.92, p<. This concept emphasizes device effects and procedures, asopposed to instructional content and learner differences. (8th ed.). The stepwiseregression results also indicated that two of the learning scales weresignificantly related to the evaluation of the classroom experience: skilldevelopment [beta]=.24, [delta][R.sup.2]=.24, F(1, 98) = 6.42, p<. 159-174). Higgins, K., & Boone, R. CAI softwareprograms facilitate this learning process. Instructional technology: A book of readings.(3rd ed.). F. Therefore, thepositive reactions of students exposed to the computer-mediatedcollaborative learning cannot be attributed to differences in expectedgrades. Brown, J. As an example at a basic level ofeducation, reading is a cognitive process which infers meanings from visualsymbols. 86) were unable to documents any benefits ofhypertext-based CAI for their entire research sample. Obviously, then, thedevelopment of computer literacy is the starting point for the introductionof computers into the learning environment. 159-174) conducted a study of the effectiveness ofCAI involving 127 student subjects. J., & Payne, D. Theexperience of students with CAI software programs becomes a part of theirbackgrounds, from which they will recall as required in future learningsituations. When instructional technology is considered within the context ofphysical science, it is typically viewed as the application of physicalscience and engineering technology to the process of education (Saettler,1994, p. CAIbegan to gain a wide acceptance in the mid-198 s (ERIC 317 836, 199 , p.1). 3) obtained results similar to those reported byHiggins and Boone (1991, pp. 2. The conditions of learning. Technological innovations in hypermedia have increased thepossibilities for learners to become more successful (Duckworth & Taylor,1995, p. 28 ). The behavioral science concept of instructional technology, however,also incorporates applications of engineering research (particularly humanfactors engineering), logistics related to the effective use of physicalresources, and contemporary technology, such as computers (Saettler, 1994,p. (199 ). CAI software programs permit the placing of emphasis on acomprehensive understanding of a topic, as opposed to specific aspects of atopic. In Knirk, F.G., & Childs, J. The use of CD-ROM based books to improvereading comprehension in second grade students. ED 31 919). As was true of Higginsand Boone (1991, pp. 7). Another significant characteristic of CAI software programs is theircapability to reflect the cognitive processes of the topic being taught(Anderson-Inman, 1994, p. Boone and Higgins (1993, pp. The computer becomes a part of student environments. CAI software programs actively involve student users in thelearning process. 26). 6, F=6.47, p<. Thus, prior knowledge andexperiences are an essential part of the process of comprehension. Thus, the behavioral science concept of instructional technologydoes not reject the physical science concept. 45). (1994). 1). (1994, May). Hypertext literacy: Observationsfrom the ElectroText Project. Standish, D. 1 ) also conductedan experimental application of hypertext-based CAI in reading instructioninvolving elementary school-level students. Hypertext; A new vehiclefor computer use in reading instruction. 159-174). In the 199 s, the use ofcomputers in the learning environment is the premier manifestation of theapplication of technology to the educational process (ERIC 31 919, 199 ,p. Another problem encountered in the application of technology concernsrapidly developing and changing technology (Howe, 1994, p. 11). (6th ed.).New York: McGraw-Hill Book Company. Computer-Aided Instruction The application of technology to the educational process requiresexpert preparation and adaptation of the technology for use in learningenvironments. Effects of computer assisted instruction on mathematicsand locus of control. Waxman, H. (1994). Horney, M. 224) reported that hypertext-based CAI hadno effect on either reading recall, but that the teaching technique didimprove reading speed. While the effective use of instructionaltechnology requires the consideration of the tenets of learning psychology,group processes, language and linguistics, communications, cybernetics,perception, and psychometrics, the contemporary applications ofinstructional psychology are heavily dependent upon physical science-basedtechnology. 13). C., & Huang, S-Y. 67-77) tested the effectiveness of CAI inrelation to traditional instruction in reducing the levels of math anxietyamong sixth and eighth grade students. Computer and reading achievement. CAI has proven to besuccessful where the instructional goals are well defined, achievement ofthe goals is highly valued by the institution and the substance of theinstruction is suited to computerized delivery. Hypermedia Basal readers:Three years of school-based research. (1992). In the most basic of applications, CAI is used to present drills,practice exercises, tutorial sequences, and to engage students in dialoguesrelated to the substance of the instruction. A synthesis of the literature reveals that hypertext-based CAI used inreading instruction to date has produced few empirically-supported positiveoutcomes. CAI participants, however, attained higher final exam scores(M =Chart 1Univariate Analysis of Variance of the Effects of CAI on the CollaborativeLearning Process________________________________________________________________Dependent Variable SS F_____Skill 7.82 19. Standish (1992, p. One of these advantages is the novelty of the teaching approach. (1994). A useful definition of instructional technology for the first-half ofthe decade of the 199 s requires elements of both the physical science andthe behavioral science concepts. This hypothesis, however, was not supported bythe data. ReadingImprovement, 32(1), 26-31. Introduction This research examines the issue of the effectiveness of the use ofcomputer in the instructional process. The application of hypertext technology to the teaching ofreading, as an example, appears to offer substantial advantages overtraditional text-based instruction for at-risk learners (Horney & Anderson,1994, p. New York: Holt, Rinehart, & Winston. In order to explore the relationship and the relative importance ofthe learning scales to evaluation scales, a stepwise regression betweenthese two variable sets was conducted (Alavi, 1994, pp. Another illustration from a basic education level is thatcomprehension in reading comes from within the mind, rather than from thetext being read (Anderson-Inman, 1994, p. The developmentof the physical science concept of instructional technology was not greatlyinfluenced by the interrelationships between educational needs andpsychological theory, on the one hand, and the design of instructionalmessages and media, on the other hand (Finn, 196 , p. The fault lay in the adaptation of thetechnology to the learning environment (Carter, 1994, p. (Eds.). An illustration of this problem may begained through a consideration of computer-aided instruction (CAI). (1995, March). (1994, April). Education and changing technology. TechnicalCommunication, 41(2), 224-233. One possible explanation for these findings is that participants whowere exposed to computer-mediated collaborative learning had more positivereactions because they expected to receive higher grades in the course(Alavi, 1994, pp. 15 ) reported that hypermedia-based CAIenabled students in grades 9-1 with reading difficulties to improvereading comprehension scores to a statistically significant extent. 1). (199 ). Student Assistant forLearning from Text (SALT): A hypermedia reading aid. In Knirk, F.G., & Childs, J.
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