Educational Technology - Computer based instruction

Lehman - Purdue University
Computer Based Instruction:Computer Based Instruction:
Categories, Characteristics, andCategories, Characteristics, and
Applications in EducationApplications in Education
James D. LehmanJames D. Lehman
Purdue UniversityPurdue University
West Lafayette, Indiana USAWest Lafayette, Indiana USA

Computer Based InstructionComputer Based Instruction
What is it?What is it?
Forms of computerForms of computer
assisted instructionassisted instruction
Advantages andAdvantages and
limitationslimitations
ResearchResearch
IntegrationIntegration
EvaluationEvaluation
CBI

Computer based instruction (CBI) isComputer based instruction (CBI) is
defined as the use of the computer indefined as the use of the computer in
the delivery of instruction.the delivery of instruction.
Other similar terms include:Other similar terms include:
computer based training (CBT),computer based training (CBT),
computer assisted instruction (CAI),computer assisted instruction (CAI),
and computer assisted learning (CAL).and computer assisted learning (CAL).

CBI is the oldestCBI is the oldest
form of computerform of computer
use in education;use in education;
when most peoplewhen most people
think of computerthink of computer
applications inapplications in
education, they thinkeducation, they think
of CBI first.of CBI first.
2
+2

Common Categories of CBICommon Categories of CBI
Drill and PracticeDrill and Practice
TutorialTutorial
SimulationSimulation
Instructional GameInstructional Game
Problem-SolvingProblem-Solving
OtherOther

Exercises designed to increase fluencyExercises designed to increase fluency
in a new skill or body of knowledge or toin a new skill or body of knowledge or to
refresh an existing skill or body ofrefresh an existing skill or body of
knowledge.knowledge.
This approach assumes that theThis approach assumes that the
learners have previously beenlearners have previously been
introduced to the content.introduced to the content.

Traditionally associated with basic skillsTraditionally associated with basic skills
in topics such as:in topics such as:
– MathematicsMathematics
– Language artsLanguage arts
– TerminologyTerminology
Good programs provide user control,Good programs provide user control,
give feedback and reinforcement, andgive feedback and reinforcement, and
help learners master skills.help learners master skills.

Good for basic skills/knowledge whereGood for basic skills/knowledge where
rapid student response is desired.rapid student response is desired.
Usually best to use in a series of briefUsually best to use in a series of brief
sessions.sessions.
Mainly intended for use by individuals.Mainly intended for use by individuals.
Should be geared to a level appropriateShould be geared to a level appropriate
for the students.for the students.

TutorialTutorial
A form of CBI in which the computerA form of CBI in which the computer
assumes the role of a tutor --assumes the role of a tutor --
introducing content, providing practice,introducing content, providing practice,
and assessing learning.and assessing learning.
Tutorials are used to introduce newTutorials are used to introduce new
content to learners in much the samecontent to learners in much the same
manner that a human teacher might.manner that a human teacher might.

TutorialTutorial
Because tutorials present content toBecause tutorials present content to
students, they can be used in any areastudents, they can be used in any area
of the curriculum for:of the curriculum for:
– remediation when learners lack necessaryremediation when learners lack necessary
background knowledge.background knowledge.
– enrichment when learners wish to goenrichment when learners wish to go
beyond the basics.beyond the basics.
– introduction of content to all learnersintroduction of content to all learners
(freeing the instructor to do other things).(freeing the instructor to do other things).

TutorialTutorial
Good for verbal and conceptualGood for verbal and conceptual
learning.learning.
May require significant investment ofMay require significant investment of
students’ time.students’ time.
Can be effectively used by individualsCan be effectively used by individuals
or groups of 2-3 students.or groups of 2-3 students.
Should be followed by opportunities forShould be followed by opportunities for
student application of knowledge.student application of knowledge.

A form of CBI that provides a simplifiedA form of CBI that provides a simplified
representation of a real situation,representation of a real situation,
phenomenon, or process.phenomenon, or process.
Provides the opportunity for students toProvides the opportunity for students to
apply knowledge in a realistic format butapply knowledge in a realistic format but
without the time, expense, or riskwithout the time, expense, or risk
associated with the real thing.associated with the real thing.

One of the best ways to use CBI in theOne of the best ways to use CBI in the
sciences and other subject areas;sciences and other subject areas;
simulation makes good use of what thesimulation makes good use of what the
computer does well.computer does well.
Simulations can mimic physical objectsSimulations can mimic physical objects
or phenomena, processes, procedures,or phenomena, processes, procedures,
and situations.and situations.

Best used for application of knowledge,Best used for application of knowledge,
problem solving, and thinking skills.problem solving, and thinking skills.
Time involvement may be brief orTime involvement may be brief or
extended depending on the simulation.extended depending on the simulation.
Good for small groups of students,Good for small groups of students,
although can be used by individuals.although can be used by individuals.
Often requires guidance and follow-upOften requires guidance and follow-up
for effective use.for effective use.

Usually another type of CBI (e.g., drillUsually another type of CBI (e.g., drill
and practice or simulation) modified toand practice or simulation) modified to
include gaming elements.include gaming elements.
Generally featuresGenerally features
– an end goal and rules of play.an end goal and rules of play.
– sensory appeal.sensory appeal.
– motivational elements (e.g., competition,motivational elements (e.g., competition,
cooperation, challenge, fantasy).cooperation, challenge, fantasy).

Examples of this type of CBI are foundExamples of this type of CBI are found
throughout education. Usually, they arethroughout education. Usually, they are
aimed at younger learners such asaimed at younger learners such as
those in the elementary grades.those in the elementary grades.
Games can substitute for worksheetsGames can substitute for worksheets
and exercises, as a reward, or, in someand exercises, as a reward, or, in some
cases, to foster cooperation.cases, to foster cooperation.

Problem SolvingProblem Solving
CBI program that is designed to fosterCBI program that is designed to foster
thinking or problem solving skills, butthinking or problem solving skills, but
does not fit into one of the otherdoes not fit into one of the other
categories.categories.
Usually focuses on a specific type ofUsually focuses on a specific type of
problem solving and provides practiceproblem solving and provides practice
on a number or variety of problems.on a number or variety of problems.

Problem SolvingProblem Solving
Problem solving applicationsProblem solving applications
sometimes focus on specific topicssometimes focus on specific topics
areas (e.g., mathematics, science) andareas (e.g., mathematics, science) and
sometimes they are designed tosometimes they are designed to
promote general problem-solvingpromote general problem-solving
abilities (e.g., pattern recognition,abilities (e.g., pattern recognition,
prediction).prediction).

OtherOther
Many applications, particularly thoseMany applications, particularly those
that have been developed in recentthat have been developed in recent
years, are not easily classified into oneyears, are not easily classified into one
of the preceding categories.of the preceding categories.

Advantages and LimitationsAdvantages and Limitations
of CBIof CBI

Advantages of CBIAdvantages of CBI
Interactive.Interactive.
Provides immediate feedback.Provides immediate feedback.
Infinitely patient.Infinitely patient.
Motivates learners.Motivates learners.
Provides consistency in presentation.Provides consistency in presentation.
Can adjust difficulty to level of learner.Can adjust difficulty to level of learner.

Advantages of CBIAdvantages of CBI
Able to branch to provide appropriateAble to branch to provide appropriate
content presentation to the learner.content presentation to the learner.
Can present concepts or processesCan present concepts or processes
dynamically and using multiple forms ofdynamically and using multiple forms of
representation.representation.
Can maintain records of studentCan maintain records of student
performance.performance.
Frees the instructor to do other things.Frees the instructor to do other things.

Limitations of CBILimitations of CBI
Equipment and software can be costly.Equipment and software can be costly.
Development takes time and money.Development takes time and money.
Not all learning outcomes are wellNot all learning outcomes are well
addressed by CBI.addressed by CBI.
Unsophisticated applications may notUnsophisticated applications may not
make good use of the computer.make good use of the computer.
Simple CBI has limited modalities (butSimple CBI has limited modalities (but
multimedia is changing that).multimedia is changing that).

What the Research SaysWhat the Research Says
About CBIAbout CBI

About CBIAbout CBI
James Kulik and associates at theJames Kulik and associates at the
University of Michigan completedUniversity of Michigan completed
several meta-analyses examining theseveral meta-analyses examining the
impact of computer based instruction inimpact of computer based instruction in
comparison to “traditional” instructionalcomparison to “traditional” instructional
approaches. The results have beenapproaches. The results have been
generally positive.generally positive.

About CBIAbout CBI
ES = 0.30 associated with performanceES = 0.30 associated with performance
for computer based instruction whenfor computer based instruction when
compared to traditional methods (i.e.compared to traditional methods (i.e.
learners using computers tend to dolearners using computers tend to do
moderately better).moderately better).
The effects tend to be larger at lowerThe effects tend to be larger at lower
grade levels.grade levels.

About CBIAbout CBI
On average, computer basedOn average, computer based
instruction takes 30% less time thaninstruction takes 30% less time than
traditional methods.traditional methods.
Using computers tends to give studentsUsing computers tends to give students
more positive attitudes towardmore positive attitudes toward
computers and, in some cases, morecomputers and, in some cases, more
positive attitudes toward the subject.positive attitudes toward the subject.

About CBIAbout CBI
While encouraging, it is important toWhile encouraging, it is important to
point out that Kulik’s studies have beenpoint out that Kulik’s studies have been
criticized for various reasons.criticized for various reasons.
It is not computers per se that affectIt is not computers per se that affect
performance. Instead, it is softwareperformance. Instead, it is software
design and implementation methodsdesign and implementation methods
that are the key.that are the key.

Newer ResearchNewer Research
A March 2007 report of research onA March 2007 report of research on
reading and math software, from thereading and math software, from the
Institute for Education Sciences,Institute for Education Sciences,
reported no significant difference inreported no significant difference in
standardized test scores betweenstandardized test scores between
classrooms using reading and mathclassrooms using reading and math
software and control classrooms.software and control classrooms.
SeeSee http://ies.ed.gov/ncee/pubs/20074005/http://ies.ed.gov/ncee/pubs/20074005/

New ResearchNew Research
Critics suggest the study had flawsCritics suggest the study had flaws
(only 10-15% of instructional time was(only 10-15% of instructional time was
given to the software, teachers were notgiven to the software, teachers were not
fully fluent in using it, and the softwarefully fluent in using it, and the software
was not aligned with the assessmentswas not aligned with the assessments
used).used).
However, the study does raise concernHowever, the study does raise concern
about typical patterns of use of CBI inabout typical patterns of use of CBI in
schools.schools.

Integrating CBIIntegrating CBI

Level of IntegrationLevel of Integration
CourseCourse
– CBI support throughout an entire course isCBI support throughout an entire course is
usually accomplished with an integratedusually accomplished with an integrated
Learning system (ILS)Learning system (ILS)
UnitUnit
Individual LessonIndividual Lesson

Degree of IntegrationDegree of Integration
Primary InstructionPrimary Instruction
– Use of CBI for primary instruction is notUse of CBI for primary instruction is not
common, but some users of ILS’s rely oncommon, but some users of ILS’s rely on
the system for major portions of instruction.the system for major portions of instruction.
AdjunctAdjunct
– Most teachers use CBI in a supplementaryMost teachers use CBI in a supplementary
role for remediation, enrichment, or just arole for remediation, enrichment, or just a
change of pace in the classroom.change of pace in the classroom.

Issues in IntegrationIssues in Integration
Make sure the software fits with theMake sure the software fits with the
curricular goals for the subject.curricular goals for the subject.
Use the software that fits with yourUse the software that fits with your
personal teaching philosophy and yourpersonal teaching philosophy and your
teaching style.teaching style.

Large Group ApproachesLarge Group Approaches
Lecture adjunctLecture adjunct
DemonstrationDemonstration
Problem-solving, simulation, or gameProblem-solving, simulation, or game
for a group (e.g., Tom Snyder software)for a group (e.g., Tom Snyder software)

Small Group ApproachesSmall Group Approaches
TutorialTutorial
Simulation or GameSimulation or Game
Problem-SolvingProblem-Solving
Groups of 2-4 students workingGroups of 2-4 students working
together on a particular piece oftogether on a particular piece of
software works best.software works best.

Individualized InstructionIndividualized Instruction
Drill and practiceDrill and practice
TutorialTutorial
Simulation or gameSimulation or game
Problem-solvingProblem-solving

Software EvaluationSoftware Evaluation
Meets class objectives
Ease of use
Flexible
Documentation
Company support
Use of graphics

Determine needs.Determine needs.
Specify desired softwareSpecify desired software
characteristics.characteristics.
Obtain or construct an evaluation form.Obtain or construct an evaluation form.
Survey available sources of software.Survey available sources of software.
Obtain software for preview.Obtain software for preview.

Read the documentation.Read the documentation.
Run through the software several times.Run through the software several times.
Complete the evaluation form.Complete the evaluation form.
Repeat the process for any competingRepeat the process for any competing
productsproducts
Make your selection.Make your selection.

The EndThe End

Educational Technology - Computer based instruction

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