This document discusses computer-based instruction (CBI), including its categories, characteristics, and applications in education. CBI uses computers to deliver instruction and can take various forms, such as drill and practice, tutorials, simulations, instructional games, and problem-solving programs. The document outlines advantages of CBI, like interactivity and immediate feedback, as well as limitations, such as cost and limited modalities. Research on CBI effectiveness is mixed, finding no significant difference in test scores compared to traditional instruction in some studies. Integration and evaluation of CBI programs are also addressed.

1. Computer BasedComputer Based
Instruction:Instruction:
Categories, Characteristics,Categories, Characteristics,
and Applications in Educationand Applications in Education

2. Computer BasedComputer Based
InstructionInstruction
 What is it?What is it?
 Forms of computerForms of computer
assisted instructionassisted instruction
 Advantages andAdvantages and
limitationslimitations
 ResearchResearch
 IntegrationIntegration
 EvaluationEvaluation
CBI

3. Computer BasedComputer Based
InstructionInstruction

4. Computer BasedComputer Based
InstructionInstruction
 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).

5. Computer BasedComputer Based
InstructionInstruction
 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

6. Common Categories ofCommon Categories of
CBICBI
 Drill and PracticeDrill and Practice
 TutorialTutorial
 SimulationSimulation
 Instructional GameInstructional Game
 Problem-SolvingProblem-Solving
 OtherOther

7. Drill and PracticeDrill and Practice
 Exercises designed to increaseExercises designed to increase
fluency in a new skill or body offluency in a new skill or body of
knowledge or to refresh an existingknowledge or to refresh an existing
skill or body of knowledge.skill or body of 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.

8. Drill and PracticeDrill and Practice
 Traditionally associated with basicTraditionally associated with basic
skills in topics such as:skills 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.

9. Drill and PracticeDrill and Practice
 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 levelShould be geared to a level
appropriate for the students.appropriate for the students.

10. 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.

11. 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).

12. 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.

13. SimulationSimulation
 A form of CBI that provides aA form of CBI that provides a
simplified representation of a realsimplified representation of a real
situation, phenomenon, or process.situation, phenomenon, or process.
 Provides the opportunity for studentsProvides the opportunity for students
to apply knowledge in a realisticto apply knowledge in a realistic
format but without the time, expense,format but without the time, expense,
or risk associated with the real thing.or risk associated with the real thing.

14. SimulationSimulation
 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 whatsimulation makes good use of what
the computer does well.the computer does well.
 Simulations can mimic physicalSimulations can mimic physical
objects or phenomena, processes,objects or phenomena, processes,
procedures, and situations.procedures, and situations.

15. SimulationSimulation
 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.

16. Instructional GameInstructional Game
 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).

17. Instructional GameInstructional Game
 Examples of this type of CBI are foundExamples of this type of CBI are found
throughout education. Usually, theythroughout education. Usually, they
are aimed at younger learners such asare aimed 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, inand exercises, as a reward, or, in
some cases, to foster cooperation.some cases, to foster cooperation.

18. 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.

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

20. 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.

21. Advantages andAdvantages and
Limitations of CBILimitations of CBI

22. 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.

23. 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.

24. 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).

25. Research on CBIResearch on CBI
 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/

26. 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 weregiven to the software, teachers were
not fully fluent in using it, and thenot fully fluent in using it, and the
software was not aligned with thesoftware was not aligned with the
assessments used).assessments used).
 However, the study does raiseHowever, the study does raise
concern about typical patterns of useconcern about typical patterns of use
of CBI in schools.of CBI in schools.

27. Integrating CBIIntegrating CBI

28. Level of IntegrationLevel of Integration
 CourseCourse
– CBI support throughout an entire courseCBI support throughout an entire course
is usually accomplished with anis usually accomplished with an
integrated Learning system (ILS)integrated Learning system (ILS)
 UnitUnit
 Individual LessonIndividual Lesson

29. 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 ofthe system for major portions of
instruction.instruction.
 AdjunctAdjunct
– Most teachers use CBI in aMost teachers use CBI in a
supplementary role for remediation,supplementary role for remediation,
enrichment, or just a change of pace inenrichment, or just a change of pace in
the classroom.the classroom.

30. 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.

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

32. 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.

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

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

35. Software EvaluationSoftware Evaluation
 Determine needs.Determine needs.
 Specify desired softwareSpecify desired software
characteristics.characteristics.
 Obtain or construct an evaluationObtain or construct an evaluation
form.form.
 Survey available sources of software.Survey available sources of software.
 Obtain software for preview.Obtain software for preview.

36. Software EvaluationSoftware Evaluation
 Read the documentation.Read the documentation.
 Run through the software severalRun through the software several
times.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.

37. Computer-Aided Instruction (CAI)
- diverse and rapidly expanding spectrum of
computer technologies that assist the teaching and
learning process.
CAI is also known as computer-assisted instruction.
Examples of CAI applications include guided drill
and practice exercises, computer visualization of complex
objects, and computer-facilitated communication between
students and teachers.

38. Computer AssistedComputer Assisted
InstructionInstruction
 Computer-assisted instruction makes use ofComputer-assisted instruction makes use of
multimedia software in the learning processmultimedia software in the learning process
including text, video technology, graphics,including text, video technology, graphics,
sound, and Internet technology.sound, and Internet technology.
Computer-assisted instruction is heavily used inComputer-assisted instruction is heavily used in
the growing field of distance education.the growing field of distance education.

39. CAI uses:CAI uses:
 hyperlinking,hyperlinking,
 synchronous and asynchronoussynchronous and asynchronous
conferencing,conferencing,
 real-time audio and video,real-time audio and video,
 as well as 3-D virtual reality.as well as 3-D virtual reality.

40. History of CAIHistory of CAI
 1950’s - a collaboration between1950’s - a collaboration between
educators at Stanford University ineducators at Stanford University in
California and International BusinessCalifornia and International Business
Machines Corporation (IBM)Machines Corporation (IBM)
introduced CAI into select elementaryintroduced CAI into select elementary
schoolsschools.. CAI programs were a linearCAI programs were a linear
presentation of information with drillpresentation of information with drill
and practice sessions.and practice sessions.

41.  1960’s1960’s -- Programmed Logic for Programmed Logic for
Automatic Teaching OperationsAutomatic Teaching Operations
(PLATO) system, another early CAI(PLATO) system, another early CAI
system was initiated at the University ofsystem was initiated at the University of
Illinois in the early 1960s and developedIllinois in the early 1960s and developed
by Control Data Corporation, was usedby Control Data Corporation, was used
for higher learning.for higher learning.
By 1985 over 100 PLATO systems were operatingBy 1985 over 100 PLATO systems were operating
in the United States. From 1978 to 1985 users loggedin the United States. From 1978 to 1985 users logged
40 million hours on PLATO systems.40 million hours on PLATO systems.

42. 1970’s - Time-shared Interactive Computer-
Controlled Information Television (TICCIT),
system was a CAI project developed by
Mitre Corporation and Brigham Young
University in Utah.
Based on personal computer and television
technology, TICCIT was used in the early 1970s
to teach freshman-level mathematics and
English courses.

43.  In 1980 only 5 percent of elementaryIn 1980 only 5 percent of elementary
schools and 20 percent of secondaryschools and 20 percent of secondary
schools in the United States had computersschools in the United States had computers
for assisting instruction. Three years later,for assisting instruction. Three years later,
both numbers had roughly quadrupled, andboth numbers had roughly quadrupled, and
by the end of the decade nearly all schoolsby the end of the decade nearly all schools
in the United States, and in mostin the United States, and in most
industrialized countries, were equipped withindustrialized countries, were equipped with
teaching computers.teaching computers.

44.  1990’s - the vast expansion of the1990’s - the vast expansion of the
Internet, a consortium of interlinkedInternet, a consortium of interlinked
computers. By connecting millions ofcomputers. By connecting millions of
computers worldwide, these networkscomputers worldwide, these networks
enable students to access huge storesenable students to access huge stores
of information, which greatly enhancesof information, which greatly enhances
their research capabilities.their research capabilities.

45. Advantages of CAIAdvantages of CAI
 Increases student’s access to informationIncreases student’s access to information
 Increases the percentage of personalizedIncreases the percentage of personalized
instruction a student receivesinstruction a student receives
 Increases students independence andIncreases students independence and
personal responsibility for education.personal responsibility for education.
 Improves student attitudes, and lowers theImproves student attitudes, and lowers the
amount of time required to master certainamount of time required to master certain
materials.materials.

46. Disadvantages of CAIDisadvantages of CAI
 CAI has not been very effective onCAI has not been very effective on
applications involving abstract reasoningapplications involving abstract reasoning
and problem-solving processes.and problem-solving processes.
 Poorly designed CAI systems canPoorly designed CAI systems can
dehumanize or regiment the educationaldehumanize or regiment the educational
experience and thereby diminish studentexperience and thereby diminish student
interest and motivation.interest and motivation.
 Difficult to maintain and implementDifficult to maintain and implement
 ExpensiveExpensive

47. Types of CAITypes of CAI
 Drill and PracticeDrill and Practice
Drill and practice assumes that theDrill and practice assumes that the
skills have previously been presented andskills have previously been presented and
that further practice is necessary forthat further practice is necessary for
mastery.mastery.
 TutorialTutorial
Tutorial activity includes both theTutorial activity includes both the
presentation of information and its extensionpresentation of information and its extension
into different forms of work, including drillinto different forms of work, including drill
and practice, games and simulation.and practice, games and simulation.

48.  GamesGames
Games typically are used to teach content.
Occasionally, they also involve the learning
processes such as decision-making and
communication skills.
 SimulationSimulation
Simulation software can provide anSimulation software can provide an
approximation of reality that does not require theapproximation of reality that does not require the
expense of real life or its risks.expense of real life or its risks.
Most simulations feature a combination of
text and graphics, using dialogue and inquiry to
guide the student through a situation.

49.  DiscoveryDiscovery
Discovery software provides a largeDiscovery software provides a large
database of information specific to a course ordatabase of information specific to a course or
content area and challenges the learner tocontent area and challenges the learner to
analyze, compare, infer and evaluate based onanalyze, compare, infer and evaluate based on
their explorations of the data.their explorations of the data.
 Problem SolvingProblem Solving
Problem Solving software teachesProblem Solving software teaches
specific problem solving skills and strategiesspecific problem solving skills and strategies

50. Types ofTypes of
CAICAI
PurposePurpose GoalGoal ControlControl
TutorialTutorial Present newPresent new
content; reviewcontent; review
known materialknown material
to acquire basic factsto acquire basic facts
and conceptsand concepts
Computer andComputer and
author ofauthor of
programprogram
Drill &Drill &
PracticePractice
Reinforce andReinforce and
practice learnedpractice learned
conceptsconcepts
to help fix facts &to help fix facts &
concepts in theconcepts in the
learners mindlearners mind
Computer andComputer and
author ofauthor of
programprogram
SimulationSimulation present andpresent and
manipulate amanipulate a
modelmodel
To integrate skillsTo integrate skills
and knowledgeand knowledge
PrimarilyPrimarily
learnerlearner
GamesGames Provide a
competitive
situation
To provide fun inTo provide fun in
learninglearning
PrimarilyPrimarily
learnerlearner
ProblemProblem
SolvingSolving
Task orientedTask oriented To acquireTo acquire
knowledge & insightknowledge & insight
about content &about content &
processesprocesses

51. ELECTRONICELECTRONIC
PORTFOLIOPORTFOLIO
AnAn electronic portfolioelectronic portfolio, also known as, also known as
anan e-portfolioe-portfolio oror digital portfoliodigital portfolio, is a collection, is a collection
of electronic evidence assembled and managedof electronic evidence assembled and managed
by a user, usually onby a user, usually on the Webthe Web ..
An e-portfolio can be seen as a type ofAn e-portfolio can be seen as a type of
learning record that provides actual evidence oflearning record that provides actual evidence of
achievement. Learning records are closelyachievement. Learning records are closely
related to therelated to the Learning PlanLearning Plan, an emerging tool, an emerging tool
that is being used to manage learning bythat is being used to manage learning by
individuals, teams,individuals, teams, communities of interestcommunities of interest, and, and
organizations.organizations.

52. USAGEUSAGE
Today, electronic portfolios are gainingToday, electronic portfolios are gaining
popularity in:popularity in:
– SchoolsSchools
– Higher EducationHigher Education
– Continuing professional developmentContinuing professional development
– Job applications/professionalJob applications/professional
advertisementsadvertisements
– Therapy GroupsTherapy Groups

53. Types of E-PortfolioTypes of E-Portfolio
a.a. Developmental (working)Developmental (working)
- a record of things that the owner has- a record of things that the owner has
done over a period of time, and may be directlydone over a period of time, and may be directly
tied to learner outcomes or rubrics.tied to learner outcomes or rubrics.
b. Reflective (learning)b. Reflective (learning)
- includes personal reflection on the- includes personal reflection on the
content and what it means for the owner'scontent and what it means for the owner's
development.development.
c. Representational (showcase)c. Representational (showcase)
- shows the owner's achievements in- shows the owner's achievements in
relation to particular work or developmental goalsrelation to particular work or developmental goals
and is, therefore, selective.and is, therefore, selective.