COMPUTER-ASSISTED INSTRUCTION
Prepared by
SABARISH-P
M.Sc., M.Ed.,NET
Lecturer in Physical Science, Arafa Institute for Teacher Education
Attur, Thrissur.
DEFINITIONS
Bhatt
and Sharma (1992):-“CAI is an interaction between a students, a computer
controlled display and a response entry device for the purpose of achieving
educational outcomes.”
Hilgard
and Bower (1977):-“computer-assisted instruction has now taken as so many
dimensions that it can no longer be considered as a simple derivative of the
teaching machine or the kind programmed learning that skinner introduced.”
CHARACTERISTICS OF CAI
- In CAI there are two way
interactions between an individual student and the computer just as
happens in the tutorial system between the teacher and an individual
student.
- The computer is able to display the
instructional material to the individual student.
- The individual student takes
benefit of the displayed material and responds to it. These responses are
attended by the computer for deciding the future course of instruction
displayed to the learner.
- The interaction between the
individual learner and the computer device helps in the realisation of the
set instructional objectives.
BASIC ASSUMPTIONS
The
computer assisted instruction, meant for auto-individualised instructions,
rests on the following basic assumptions:
1. Instruction
for a number of learners at a time:
CAI
can serve at a time thousands of learners in an individualised way. What an
individual needs according to his ability and interestin a particular subject
or topic, and accordingly he can get the instructional material and help him in
such individualised way. Hence the first assumption of CAI lies in its capacity
of providing quality and quantity auto-instruction to a sufficiently larger
number of the individual learners at a time.
2. Automatic
recording of the learner’s performance:-
How
does an individual learner react to the presented instructional material?, what
are his quarries and difficulties?, what is his performance in terms of
learning outcomes? .All such things can
be successfully and accurately recorded by the computer device. It helps much
in further planning the needed instruction to the individual learner for this
proper advancement. This timely and proper auto recording is the second
assumption underlying CAI.
3.
Variety in the use of methods and techniques:-
CAI
assumes that every learner cannot be benefitted through a single method and all
the subjects or topics in a subject cannot be handled through a common method
or strategies. It believes that there should be a wide variety of methods and
approaches for imparting instruction in a particular subject or topic so that
all the individual learners may be able to choose a particular method or
approach according to their own interest, ability, and nature of the
instructional material.
Technologies of CAI:-
1.
Hardware
The
computer as amachine represents the hardware. InCAI, we certainlyneed an
appropriate computer to suit our teaching learning situations. It will require
the services of an expert or technician for its maintenance and an operator.
2.
Software
The
computer cannot do anything for imparting instruction to the learners if it is
not fed with the software. The programmes containing instruction to the
computer in a language that it can understand are called software. These
programmes are developed by the experts called programmers. The software used
in CAI is of two kinds: application software and system software. The
application software includes instruction to the computer for carrying out a
total function required by the user.
3.
Courseware
The
courseware technology is the base of the instruction that is imparted to the
learner by CAI. For the instructional purpose, the computer machine as hardware
will need the service of the software. These programmes will be prepared by a
software programmer. But for its preparation he will certainly require the
services of those who are experts in courseware technology who include: experts
in the subject, experts in methodology and strategies of teaching the subject,
experts in instructional psychology, and in audio visual aid preparation and
use. What the coursewaretechnology will prepare in terms of the instructional
material and method of instruction etc. will be translated by the software technologies
into software programmes for being used in the computer machine.
In
this way these three technologies and the persons operating them are jointly
responsible for the preparation of the instructional activities conducted in
CAI.
Types or modes of CAI
CAI
can take a variety of forms as detailed below for providing self-individualised
instructions to a learner depending on the computer services availed.
1.
Informational instruction
It
helps the learner get the desired information he needs. Hence the computer can
serve the role of an enquiry officer, to respond to the student’s enquiry with
answers it had stored. It provides minimal interaction between the student and
the computer programme. The sole purpose of this type of CAI is to provide
essential information for the acquirement of concepts, andskills. However the
individual learner can learn a lot by adopting an enquiry or discovery approach
towards self-learning through such instruction.
2.
Drill and practice
CAI
provides the learner with different types of drill and practice programmes
covering specific topics related to particular subject. Throughthese, the
service of computers can be properly availed for providing practice in
something already learned in some other way. It helps in the development of a
variety of skills. For example, for providing practices in multiplication skill,
the computer may display on the screen a simple problem like 7×8=----
The
child is required to respond to typing the numeric keys of the keyboard. Ifthe
answer is wrong, the computer immediately displays WRONG and if the answer is correct,
another problem for carrying out the practice is presented. These responses
comes within a fraction of second, therefore the child has not to wait for the
answer for feedback. On the other hand, the computer has the required Patience
to wait and allow the child to go ahead with his own speed and intention of
responding and move forward. The advanced programmes on drill and practice
select the problem of varying difficulty levels on the basis of the student’s
performance during the earlier sessions .the computer is known to have a good
memory for the errors of the learners and, therefore, provides a very effective
teacher in providing the students proper material for their drill and practice.
3.
Tutorial type computer assisted instruction
In
this type of CAI, the computers are engaged in actual teaching. Here they can
play effectively the role of a tutor by maintaining a perfect interaction and
dialogue with the individual students. The tutorial programmes are prepared not
only to have instruction in topics such as Newton’s laws of motion, sets and
their operations, solar and lunar eclipses performance and move the students on
the path of progress according to their own pace, abilities and requirements.
If the students have been able to master a concept, the CAI programme provides
the next step of instruction, but if he is not able to achieve mastery, the
programme provides remedial instruction.
4.
Educational game type
In
it, the learners are provided with a variety of well-designed computer games.
These games should not be confused with academic type games. Their purpose is
only to provide intellectual challenge, stimulation of curiosity and serve as a
source of motivation to the individual learner. In a course of learning, these
games can be used as a source of review oras a reward for some accomplishment
for the learner.
5.
Simulation type of instruction
Stimulation
is used as a technique for [providing training to the students. Such type of
instructional activities providespowerful learning tools to them. With the
carefully prepared programmes, the students are made to face real or idealised situations.
They have to play an active role and are required to take decisions that have consequences.
Forexample, a simulation computer programme may put the participants in the
shooting range of enemies in the battlefront or in the role of a hunter in a
jungle full of horror or beasts or in the role of an explorer who is looking
for a buried treasure. The stimulation in all these proves much less expensive and
dangerous to have a trainee blow up something on the screen than to face real
danger to make a real mistake while trained in real situations.
6. Problem-solving
type
This
type of CAI focuses on the process of finding an answer to a problem rather
than the answer itself. Here, the students are provided with programmes that
can make them think about the ways and means of solving the problem systematically.
With the concrete ways suggested in the programmes, the student can divide or
analyse the problem into its small constituents and are able to devise
systematic procedure for its solution.
7.
Practical work oriented instruction
CAI
programmes can provide valuable help in supplementing laboratory and other
practical work. A student can learn so many things about the science
experiments before actually performing them in his practical class by watching
and following a computer programme made for this purpose. Similarly he can
avail the necessary skills and experiences about practical task in other fields
before actually engaging in such practical activities. Thus the children will
have a necessary preparation and background from computers for their better
performance at the school hours.
8.
Learning affairs managing type
In
this type instructional activity, the CAI programme provides valuable help in
managing and supervising the learning affairs of the students. They can have a
proper check over the learning activities of individual students by identifying
their academic weaknesses through extensive diagnostic testing and to prescribe
educational programmes to meet their individual needs. They can give assignments,
help in self-study, library reading, and groupwork, take a test over
assignment, keep progress chart and guide the teacher as well as parents to
plan their children’s education.
Merits of CAI
In
describing undergraduate CAI in biology, chemistry, and physics McKensie (1977)
cites eight advantages and four criticisms of the method. The advantages of CAI
are,
1. The
immediate feedback provided by interactive terminals keeps students interacting
and eager to keep trying.
2. Wiser
students are obliged to participate actively. Then often remain passive in
lectures.
3. The
computer will wait patiently for an answer and will not express annoyance with
wrong response.
4. The
graphic facility is a powerful aid in enhancing intuition, especially in giving
insight, into mathematical formulae
5. Interactive graphic
makes it possible to sample many more illustrations than could easily be shown
in a textbook.
6. Mathematical
calculations can be done as readily for realistic examples as for artificially
simple case that can be solved analytically.
7. Large
volume of data can be handled with accuracy and without drudgery.
8. The novel
technique provides enrichment of a course through added variety.
Limitations
1. The
instruction of CAI in class room proves quite expensive and uneconomical in
terms of educational returns.
2. Computer,
as an electronic device, may invite significant hazards to children. There is a
potential danger for the children either to damage the machine or to be damaged
by it.
3. Much
of the difficulty is felt on account of the unavailability or usability of the
educational software. Either we don’t get any programme for a particular type
of instruction and teaching of a topic.
4. Serving
of the hardware also poses a serious problem. If for one or the other reason
the machine is failed, the expertise to operate it again or do repair work is
not easily available. Consequently, the regular instructional work on self-study
of the students may receive a major setback.
5. The
auto-instruction or self-study carried out in the form of CAI is basically a learner’s
controlled instruction. Here, the learner is the master of the whole
instructional process and thus there is a little scope for keeping restraint
and check on the learner. It may lead to indiscipline, truancy, carelessness,
and unnecessary wasting of time on the part of the students.
6. During
long study hours, this exercise may prove quite boring, mechanical, and
tiresome.
7. CAI
cannot be accommodated properly in the setup of our schools comprising set time
table schedules, uniform curricula and group oriented instruction. And
examination system.
8. The
other major limitations of CAI lies in the fact that computers are machines and
no machine can ever match the human beings for effective interaction with the
human beings. The emotional touch, warmth and sympathy as well as the heart
link established in teacher pupil interaction are not possible in CAI.
9. CAI
fails to develop language competency
According to McKenzie (1977), the major limitations of
CAI are,
1. A programmer
cannot cater for every possible response and may give unexpected and unhelpful
responses to unusual input.
2. A few
students are intimidated bythe strangeness of a computer terminal.
3. Packages
can become boring if a student is alone at a terminal for too long.
4. A
package will not be appreciated unless it has a perceived goal and will not be
considered important unless it is integrated into a course to the extent of
being assessed by a teacher.
