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COMPUTER-ASSISTED INSTRUCTION (CAI).
Term Paper ID:26832
Essay Subject:
Proposed research to compare effects of CAI vs. oral instruction for problem-solving with 5th & 6th graders.... More...
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Paper Abstract:
Proposed research to compare effects of CAI vs. oral instruction for problem-solving with 5th & 6th graders.
Paper Introduction:
THE EFFECTS OF COMPUTER-ASSISTED INSTRUCTIONS
VERSUS VERBAL ORAL INSTRUCTIONS
Abstract
"Computer-assisted instruction" is a much-debated topic in educational circles, and there is a reasonable amount of confusion concerning just how efficacious the term is. Part of the difficulty lies in the expansiveness of the subject itself, since CAI can range from simple "click here" programs designed to teach color and word identification to pre-schoolers to complex interactive anatomy software designed for medical students.
At issue, also, in this term is whether the CAI is as effective as the normal verbal/oral/human teaching paradigm, or is, in fact, more efficient. This proposal details a
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Discussion As Pear and Novack point out, "Although most students liked thefreedom CAPSI provided, some students expressed dissatisfaction about theabsence of class and lack of face -to face interaction with other studentsand the professor through the computer and the fact that the instructor wasavailable in person during his office hours apparently did not fullyovercome this source of dissatisfaction for all students" (Pear & Novack,1996, 122). In addition, an IBM-compatible computer, including an 8 -megabyte harddisk drive, 4-megabyte random access memory, a super VGA monitor, one CD-Rom drive, a mouse, and a digispeechsound unit (DS2 1A) will be used. THE EFFECTS OF COMPUTER-ASSISTED INSTRUCTIONSVERSUS VERBAL ORAL INSTRUCTIONS Abstract "Computer-assisted instruction" is a much-debated topic ineducational circles, and there is a reasonable amount of confusionconcerning just how efficacious the term is. The computer ensures aclassroom free of threat, provide an abundant resource of materials fromwhich the student can choose, and control the process of learning. Tulving & Schacter suggest that most students are exposed only tofragments of any particular subject because concepts are carefully dividedamong the traditional academic disciplines. All explanations both on the computer and from the live teacher willbe language coded to make sure that the students have a familiarity withthe language they encounter in their daily lives to avoid confusion andscore dilution.Procedures The problems chosen for solution will be drawn from accepted textsand tests that gauge problem solving through verbal, mathematical andanalytical processes. . This proposed research will eliminate that problem and ensure that allword-related problem-solving concepts are rationally structured andcontrolled. At issue, also, in this term is whether the CAI is as effective asthe normal verbal/oral/human teaching paradigm, or is, in fact, moreefficient. By contrast, integrating current computer technology into student-centered educational procedures has been argued to be more effective inenabling recall (Kulik, Bangert & Williams, 1982), in fostering problem-solving abilities (Moeser, 1978), and in motivating the student towardfurther self-directed learning (King & Just, 1991). (1978) Effect of questions on prose unitization, Journalof Experimental Psychology, 29 -3 3Tulving, E.; Schacter, D.L. Discussions are ongoing with the three schools, and the teachers at allthree have agreed to participate in the study.Materials/Instruments The materials used in this project will consist of a CAI programdesigned to teach word problem solving using a seven-step cognitivestrategy, animation, problem-solving tests both on-line and paper-penciltests), and interview questions. (1982), effects ofcomputer-based teaching on secondary school students, Journal ofEducational Psychology, 1982 75: 1: 19-26 Moeser,S.D. (1996, Sept.), introducing progress testing in mcmasteruniversity's problem-based medical curriculum: psychometric properties andeffect on learningAcademic Medicine, 71:9, 1 2-1 7 Flanagan, D.A.; Blick, K.A. They also foundthatsystematic practice in discriminating among similar problem types isimportant to prevent algorithm confusion. The classroom is primarilyteacher centered. One week later, the same problems (in structurebut not language) will be given to the same group of students via thecomputer system described above.(Myra: In these next two sections, I am assuming that this is a proposaland so we haven't done the tests.) 4. This proposal details a testing method to solve some of theissues inherent in this question, and the information provided herein willbe organized as follows. fromESL Labs) will be used to develop and design the CAI tutorial program forthis project. References Babbitt, B.C; Peterson, S.(1996, July 1), Using hypermedia to improvethe mathematics problem-solving skills of students with learning, Journalof Learning Disabilities, 391. 3. It is this lastelement, problem solving that will be tested in the proposed study. The primary weakness of the literature is that there has been littlefocus on the trans-generational skills that come from interdisciplinarylearning and how those skills can be enhanced by using computer-assistededucational techniques (Kaplan & Simmons, 1974). An Introduction will provide a brief literaturereview. Recent advances incomputer software provide an environment where it is easy to revise ideasand perform varied types of analyses. Introduction A great deal of cross-disciplinary academic literature discusses thebenefits or negative aspects of teacher-centered instructional methods,which emphasize memorizing facts and completing traditional exercises thatlead to foregone conclusions (Blake, Norman, Keane, Mueller, Cunnington, &Didyk, 1996; Kulik, Bangert, Williams, 1982). All the benefits attributed by previous research to"computers" or "video," can possibly be explained by the teaching methodsthey support. This connects directly to the item relatedness andelaborative processes cited by Flanagan & Blick (1991). Suppes and Morningstar point out "Although computer-assistedinstruction has reached the operation stage in a number of places in theUnited States, very few "hard data" evaluations of students achievement inthese programs have as yet been published" (Suppes & Morningstar, 1969,344). In addition, the instructional design variables have not been heldconstant in most of the comparison studies. Learning is a two-step process involving the acquisition ofknowledge followed by individual personalization. Languagedisorders may cause confusion with mathematics vocabulary, such as 'takeaway,' 'minus,' 'add,'. (199 , Jan.) Priming and human memory systems,Science 3 1-3 6 Suppes, P.; Morningstar, M. Three problems will be presented to groups of 1 students, by ateacher. Research has demonstrated that several curricular design variablesenhance student acquisition of new concepts. Along with initialinstructions, computer assisted education has been found helpful in solvingproblems with the Learning Disabled (LD) (Babbitt & Peterson, 1996) "The language difficulties common to many students with learningdisabilities also contribute to problem-solving deficits. The students will thenprepare their solutions. The tutorial subprogram includes the main instructionalcomponent, as well as guided and independent practice.VariablesDependent variables for this testing process include the sex of thestudent, the academic background, and the student's MST scores.Independent variables will be controlled as much as possible to make surethat all test climates, attitudes and long term retentions are maintained. The final CAI program that will be the basis of the test will containthe following subprograms: (a) technical training, (b) title page, (c)tutorial program, (d) on-line test, and (e) student data files. .When students lack the prerequisite skills of language proficiency,vocabulary usage, and sequencing, solving word problems becomes extremelydifficult" (Babbitt & Peterson, 1996, 392 ). Amplifying Babbitt & Peterson's arguments, students need to understandthe underlying language structures of any kind of problem in order to planand perform the tasks required to find the answer; in other words, toproblem solve. Finally, this research hopes to find a balance between CAI and HAI,by maintaining a consistent philosophical position concerning behaviorismversus cognitivism. (1991), Item relatedness and elaborativeprocessing in recall of word definitionsPerceptual and Motor Skills, 1991,73,743-746 Kaplan, R.; Simmons, F.G. He or she will state the specifics, and will agree to beavailable for questions on an individual basis. That will be followed by a methods section that details theproposed methodology. In addition, many studentsperceive the information presented in their classes to be irrelevant totheir lives (Flanagan & Blick, 1991). (1969, Oct.) Computer-AssistedInstruction, Science 343-35 Pear. (1974), Effects of instructional objectivesused as orienting stimuli or as summary/review upon prose learning, Journalof Educational Psychology, 614-622 King, J.; Just, M.A. Cognitivists feel that learning is the continued development ofschemata; teaching provides the structure for constructing individualknowledge. Behaviorialists believe that learning is evidenced by a change inbehavior: the teaching role is one of presentation of facts and skills;learning takes the form of drill and practice. Graphics and multimedia capabilitiesgive students the ability to share a common visual representation ofdifficult concepts (Flanagan & Blick, 1991). (1996, April), Computer-Aided personalized systems ofinstruction: a program evaluation Teaching of Psychology 23:2 119-123 Two separate CAI programs that includethe seven-step cognitive strategy based on problem-solving research withoutcomputers have been selected. The purpose of this proposed test is to create viable hard dataevaluations.Participants The participants will be fifth and sixth graders from a local school. The subprograms, including the technical training, the title page, andthe student data files, will be modified to familiarize students with thecomputer, begin the programs, and record all student responses,respectively. For example, Pear and Novack(1996)found that step-by-step strategies are effective for teachingconcepts and solving various problem types in mathematics. The software LinkWay (version 2. Results It is reasonable to expect that, given the parameters and controls ofthe methodology, that this proposed experiment will provide quantitativeand qualitative data concerning the issue of whether CAI or HAI (Humanassisted Instruction) is the more viable method for effective learning.This test should prove effective, since it is designed to provideadequate experimental control; thus, consistent results were not likely. J.J.; Novak, M. Methods SectionHypothesis I: Using a computer to teach problem-solving skills is moreeffective than trying to teach those same skills by verbal/oralinstructions. Blake, J.M.; Norman, G.R.; Keane, D.D.; Mueller, B.; Cunnington, J; &Didyk, N. (1991) Individual differences in syntacticprocessing: the role of working memory, Journal of Memory and Language, 3 ,58 -6 2 Kulik, J.A.; Bangert, R.L.; & Williams, G.R. Researchindicates that , when to-be-remembered words are not related,organizational encoding tasks appear to be most beneficial to memory, whileelaborative tasks promote recall for lists of related words. Other studies have found that itis important to separate confusing elements and terminology when teachingnew concepts.Now that educators are beginning to think seriously about using the newtechnology of the day for teaching, the trend is to hear phrases like"Television will ruin learning" and "Computers will revolutionizeinstruction." The real question here, and the one which this proposed researchstrives to answer is "Can a technology such as CAI be used to teach withoutspecifying anything about the teaching methods involved.One of the challenges here is that communications media and othertechnologies are so flexible that they do not dictate methods of teachingand learning. Part of the difficulty liesin the expansiveness of the subject itself, since CAI can range from simple"click here" programs designed to teach color and word identification topre-schoolers to complex interactive anatomy software designed for medicalstudents. A Flanagan and Blick suggest "While the role of organization andelaborative processing in facilitating memory for vocabulary words is notfully understood, it has been suggested that the variable of wordsrelatedness may determine the relative effectiveness of each. Researchers now realize thatthe computer is simply a vehicle for delivering instruction; softwaredesign is the critical variable related to its effectiveness. Therefore,it is important to keep the curricular and instructionaldesign variables consistent when comparing computer- and teacher-deliveredinstruction for students.
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