D
epartment of Education
University of Sargodha, Sargodha
MODULE
Computer Aided Education (CAE)
Subject: ICT in Education
Instructor: Tariq Saleem Ghayyur
E-mail: tariqghayyur@gmail.com
Website: uoseducation.blogspot.com
Student group: groups.google.com.pk/group/uoseducation/
Instructional Objectives: After studying this module, student will be able to
1) understand and explain Computer Aided Education
2) state and explore advantages of using Computer Aided Education
3) evaluate effectiveness of Computer Aided Education package
4) get familiarity with using different digital resources
5) differentiate among Computer Assisted Instruction (CAI), Programmed Instructions (PI), Computer Assisted Learning (CAL), & Computer Assisted Assessment and their divergent uses.
6) explain barriers of computer aided education
Computer Aided Education (CAE)
Education is a discipline that is concerned, in this context, mainly with methods of teaching and learning in schools or school like environments as opposed to various informal means of socialization (Encyclopedia of Britannica 2004)
Computer Aided Education (CAE) grows with a great speed and is strongly dependent to the modern technology. All the developments in the technology must be adapted to Computer Aided Education (CAE) immediately. Therefore we cannot reach with the classical teaching methods to the speed of technology.
Computers can teach students of different ages, teach them well, and make learning enjoyable. Finally the computer modules include a variety of learning modes, i.e., exercises, tutorials, and practice games. This comprehensive aggregate of technological, instructional and motivational features seems to affect the children's acquisition of learning skills at different levels.
Features of Computer Aided Education
Macau, INESC (2001) has listed the following functions and features of Computer Aided Education.
User-friendly, easy to control.
Provides interactive operation, instant feedback is obtained.
Playing music, and human voice for each question, easy to learn.
Each question equips a corresponding picture, easy to understand.
Encourage message appears at last, to increase the confidence.
Shortcut menu offers the flexibility.
Advantages of Computer Aided Education (CAE)
According to NIIT (2004), using Computer Aided Education (CAE); students can state and explain the basic concepts in the subject easily and can participate in discussions of advanced concepts related to the subject content. Using visualization techniques, computer graphics images are created. These images display the data and the mathematical relations of the interested subject for the interpretation, particularly of multidimensional cases. Computer Aided Education (CAE) also provides the substructure for interactively communicating with international colleagues and resending the subject to an interested, worldwide audience.
The need for records and paperwork with the accompanying possibility of errors will be less burdensome to school systems.
Paperwork will be drastically reduced. Computers will develop and keep necessary records, and print them or transmit them instantaneously and accurately to other files when needed.
Teaching will not be bound by current time constraints.
Computers are tireless and can work and instruct at anytime and under virtually any circumstances. They are not limited to an eight hour day or forty hour week.
Time spent learning in school can be increased.
Computers would easily track attendance and ensure it met school requirements.
Computerized education will always be current.
As information in the world explodes, teachers find it difficult to absorb all developments. Keeping students abreast of new advances is particularly important in scientific fields. It is much easier to update one computer program that will be used in thousands of classrooms than to update the working knowledge of thousands of teachers now in those classrooms.
Important additions to learning that are now overlooked in most schools can be added easily.
Every student will learn to type soon after learning to read. Pupils will acquire a skill that will remain with them for the remainder of their lives and provide many benefits. Another important addition that will be universally included will be instruction in reading faster with improved comprehension. Speed reading courses have often been available outside formal education for fees, but few schools devote much time to cultivating this talent.
Computers used by students during the day will be available in the evening for ongoing adult education programs. Lifetime learning fulfils the basic desire and is popular in many retirement communities. This lofty goal is difficult to attain because increased learning is usually dependent on instructors who are costly. Computerized education will be as valuable for older students as for younger ones.
Important additions to learning that are now overlooked in most schools can be added easily.
Every student will learn to type soon after learning to read. Pupils will acquire a skill that will remain with them for the remainder of their lives and provide many benefits. Another important addition that will be universally included will be instruction in reading faster with improved comprehension. Speed reading courses have often been available outside formal education for fees, but few schools devote much time to cultivating this talent.
Computers used by students during the day will be available in the evening for ongoing adult education programs. Lifetime learning fulfils the basic desire and is popular in many retirement communities. This lofty goal is difficult to attain because increased learning is usually dependent on instructors who are costly. Computerized education will be as valuable for older students as for younger ones.
Objectives of Computer Aided Education (CAE)
NIIT (2004) has given the following objectives of Computer Aided Education.
General Objectives
To develop the learning capacity of students.
Increase the teaching productivity and effectiveness of instructors with the help of advanced computer-based technology.
To be an integrated part of the regular curriculum
To develop attractive courses for distance education
To foster significant improvements in learning by facilitating the use of the most advanced and proven educational technologies
To enhance educational opportunities and achievement by making national and international resources available to all students
Specific Objectives
A good Computer Aided Education (CAE) Package
NIIT (2004) has emphasized that a good package of Computer Aided Education must have the following traits.
A well defined learning objective
Quality graphics and voice over capabilities
The examples, scenarios and voice relevant to the geographical, demographical features of the land
Easy to use navigational buttons/ Menu
Topic flows gradually followed by exercises and then feedback on understanding levels
Capability of using it independently: less dependency of other modules
Low hardware requirements
Easy installation process
Disk space requirements
Plug in facilities
Minimum Software requirement
Book marking Facilities
Availability of instructional material
Self paced approach
Presented in a learner's context.
Support for various styles of questions
Not too case sensitive
Distance Education and Computer Aided Education (CAE)
Taylor (1992) views that distance education is not only correspondence education. In the last two decades, distance mode is using wide range of technologies. This range includes broadcast, radio, television, audiotapes, videotapes, telephones, facsimile machines, electronic mail and computers. As the technology development rate is high and there is increasing pressure to use technology. In distance education, where computer based instructions are available, instruction becomes independent of both time and place.
Formal Education & Computer Aided Education
Computers have brought great changes in education. O’ shea and Self (1984) gave the following reasons for encouragement of the use of computers.
Children need to be aware of the nature and uses of computers in order to be able to cope with the present and future Technological society
Computers can help with certain administrative choices, such as maintenance of students’ records and the scheduling of classes.
Computers can help to improve the learning process.
A primary purpose of using computers as an instructional tool in the classroom should be to provide insight and not merely compute number or process documents. We can say “an ounce of insight remains worth a ton of processing”. That we can type faster than can be done by pen. High school students can solve problems faster than Einstein could. But it does not mean that computer can formulate relativity theory. At present computer can lead to improve student performance in thinking logically, formulating problems solution procedures and understanding relationship.
Computer Aided Education Method and Divergent uses
With the decrease in the cost of computer, more and more, better diversified, learning material for computer is being developed. Thus the use of computer in education is increasing. Salomon (1989) has raised two questions on the use of computer rests.
What unique questions can computer serve in education?
How can use of computers be integrated into curricula and daily school activities?
Computer when used as tool has diversified range. According to Woodhouse and McDongall(1986), it may include
Computer as calculator
Statistical calculations
Numerical methods
Spreadsheets
Symbolic mathematics
Computer as word processor
Computer as laboratory assistant
Computer as controller
Computer as data recorder
Computer as expert
Information handling
Expert systems
Computer as artist
These can be used in both modes of Education i.e. formal and non-formal education. So much of the use of computer in all forms is overlapping. Computer may act as tutor, at the same time its role may be supplementary or complementary.
Chaudhry (1996) listed the following positive attributes of computers.
It makes learning flexible and suitable to learners.
It can present drill, practice, tutorial, problem solving and simulation.
It provides immediate feedback/results.
It can be interfaced with video tape, audio tape players, and video disks.
It can be used to communicate over a telephone or digital line (computer network)
It is limitation to computer.
It involves high cost of purchase, however it is decreasing.
It needs of suitability of software to the requirement.
Non-availability of operational requirements in distance education institutions.
Inadequacy of teacher’s training.
Non- availability of reliable cost effective and quality telephone infrastructure.
Digital Resources
This could range from simply placing Word documents on the Web for your students to download and print or making your PowerPoint presentations available after a lecture to creating Web pages that make better use of the media to streamed digital video and simple interactive CAL-like programs. Departments & Services Centre for Academic Practice (2000) in United Kingdom has mentioned the following digital resources.
Computer Mediated Communication (CMC)
Computer Mediated Communication (CMC) can include any means by which individuals and groups use the Internet to 'talk' to each other.
CMC can either be synchronous (exchanges take place in 'real time') or asynchronous (messages are posted up at any time, and read and responded to by other users also at times which suit them; in other words, users do not have to be online at the same time, as they do with synchronous exchanges). Email, mailing lists, Usenet and computer conferencing are all asynchronous, while IRC, Internet telephony and videoconferencing all take place synchronously. All of these types of CMC are now available through the Web i.e. through a standard Web browser.
Email
It is the most popular Internet tool, used to exchange messages between individuals. Electronic mail, or e-mail, allows computer users locally and worldwide to exchange messages. Each user of e-mail has a mailbox address to which messages are sent. Messages sent through e-mail can arrive within a matter of seconds. Following are the advantages of E-mail.
Adaptability to all kind of data terminals.
Can be used to a comprehensive range of interest information retrieval system.
Speed: document arrives with short span of time send.
Easy to use.
Ability to attach documents.
Ease of sharing documents.
Running cost is much less than fax.
Mailing lists
These use email to enable communication among groups of people. Individuals send emails to the list email address and receive a copy of all emails sent to that address.
Usenet newsgroup
A separate Internet system which allows users to read and contribute to global special-interest 'newsgroups'; the number of newsgroup topics is vast, and subjects range from the very dry to the totally bizarre.
Computer conferencing - (sometimes also known as 'discussion boards' or more accurately 'threaded discussion lists') which enables groups of people to hold discussions by reading and posting text messages on a computer system.
Internet Relay Chat (IRC) -- an Internet system which allows users to chat 'live' (in real time) using text or audio Internet telephony, a way of using the Internet as an alternative to the main telephone network; currently in its teething phase, though exciting in that it has the potential to reduce the cost of calling long-distance to that of a local call.
Videoconferencing - a means by which small groups of geographically distant people can hold discussions in real time, during which they are able to hear and see each other and share various other types of data.
2.4.8 Hybrid systems - systems such as Web Board combine threaded discussion lists, IRC and email lists allowing users to switch easily between the two depending on the nature of the discussion. See also Yahoo Groups which is a free online service allowing you to set up a Web based email discussion list with optional forwarding to and replies from your normal email account. It also offers a facility to share documents and images.
Computer Assisted Instruction (CAI)
Computer-assisted instruction (CAI) is defined as an interactive instructional method that uses a computer to present material, track learning, and direct the user to additional material which meets the student’s need. (Encyclopedia Britannica 2004)
According to Cotton (1991), computer-assisted instruction (CAI) can be a powerful and engaging tool for learning. An interactive, self-instructional program can simulate real situations, provide feedback tailored to the learner's response, and offer a "safe" environment for the learner to make mistakes.
The following definitions are a synthesis of those offered by Bangert-Drowns, et al. (1985), Batey (1987), Grimes (1977), Samson et al. (1986), and Stennett (1985), and represent commonly accepted (though certainly not the only) definitions of these terms:
Computer-based education (CBE) and computer-based instruction (CBI) are the broadest terms and can refer to virtually any kind of computer use in educational settings, including drill and practice, tutorials, simulations, instructional management, supplementary exercises, programming, database development, writing using word processors, and other applications. These terms may refer either to stand-alone computer learning activities or to computer activities which reinforce material introduced and taught by teachers.
Computer-assisted instruction (CAI) is a narrower term and most often refers to drill-and-practice, tutorial, or simulation activities offered either by themselves or as supplements to traditional, teacher directed instruction.
Computer-managed instruction (CMI) can refer either to the use of computers by school staff to organize student data and make instructional decisions or to activities in which the computer evaluates students' test performance, guides them to appropriate instructional resources, and keeps records of their progress.
Computer-enriched instruction (CEI) is defined as learning activities in which computers
generate data at the students' request to illustrate relationships in models of social or physical reality
execute programs developed by the students
provide general enrichment in relatively unstructured exercises designed to stimulate and motivate students
Forms of computer-assisted instruction
According to Lawson (1999) Computer Assisted Instruction (CAI) has following forms.
Multimedia Software
Computer-assisted instruction makes use of multimedia software in the learning process including text, video technology, graphics, sound, and Internet technology.
Distance Education
Computer-assisted instruction is heavily used in the growing field of distance education. Traditionally, computer-assisted instruction, like programmed instruction, has been linear in nature.
Web based instruction
Web based instruction on the other hand is nonlinear. Instruction using Internet protocol makes use of technological features that traditional computer-assisted education does not, such as hyper linking, synchronous and asynchronous conferencing, real-time audio and video, as well as 3-D virtual reality.
Modes of Computer Assisted Instruction (CAI)
According to Heinich & Russell (1999), the following are the modes of CAI.
Drill-and-practice
Drill and practice assumes that the skills have previously been presented and that further practice is necessary for mastery.
Tutorial
Tutorial activity includes both the presentation of information and its extension into different forms of work, including drill and practice, games and simulation.
Games
Game software creates a contest to achieve the high-test score and either beat others or beat the computer or both.
Simulation
Simulation software can provide an approximation of reality that does not require the expense of real life or its risks.
Discovery
Discovery software provides a large database of information specific to a course or content area and challenges the learner to analyze, compare, infer and evaluate based on their explorations of the data.
Problem Solving
Problem solving software teaches specific problem solving skills and strategies.
Reasons for using Computer Assisted Instruction (CAI)
CAI is highly attractive to use because fit into a four stage learning sequence i.e. wanting to learn, doing, and feed back as well as by-setting. Cotton (1991) has argued the following reasons.
The teaching path was fixed and linear.
The communication style was mono-directional (from the computer to the student) and imperative.
Individuality was restricted to the amount of time spent in the learning process.
The CAI programs proved useful above all for training.
Most severe criticism: the rigidness based on the action/reaction principle.
Motivate the students to learn material
Making mistakes is non-threatening
Virtually instant feedback
Enhance learning rate
Students learn more material in short time
Handicapped children can also be benefited while using it
Students work rapidly
Excellent for drill and practice
Functions of Computer Assisted Instruction (CAI)
CAI offers the following functions to be performed.
Engaging motivation
According to Rowntree, a pupil is motivated when he identifies with the objectives to which the learning leads. Motivation may be stimulated by CAI but ultimately it drives from the pupil’s own attitude to the particular objectives.
Recalling earlier learning
Most learning theories assume that a pupil learns only if the has mastered certain prerequisites. It may therefore help the pupil to remind him of what he has already learned that is relevant tot the new learning situation. CAI attempts to fulfill this function.
Providing new stimuli
Computer assisted instruction are attended to stimulate, guide or direct the pupil towards achieving the learning objectives.
Activating pupil response
Educational theorists agree that meaningful learning can not be achieved through the passive reception of knowledge but requires active involvement on the pupil’s part. All coursewares which are designed should be intended to activate pupil’s response in using and in learning the content.
Giving Information
CAI coursewares are generally good at proving speedy feedback, because they make affirmative and summative assessments and give their results at the accomplishment of each program. To give feedback is to provide the pupil with information he is thought to need. The information provided is to a greater or lesser extent implied by the pupil’s previous responses.
Encouraging practice
For some skills practice makes perfect e.g. motor skills such as typing. Similarly with cognitive skills, repetitive drills can only consolidate previous understanding.
Sequencing learning
Softwares or coursewares make autonomous decision; it does mean they only perform what they are supposed to perform by the programmer. So they can also control sequence learning by giving information or content of subject in some pre-planned order. This way sequence learning becomes obvious.
Phases of Instruction in CAI
The phases of instruction, as related to process of the learning through CAI may be identified as follows;
Motivational phase: the preparation for learning is accomplished by instruction, which activates motivation by appealing to student interests.
Apprehending phase: during this phase teaching is concerned with arousing attention in general sense and also with providing stimulation, so particular features of the stimulus situation are selectively perceived.
Acquisition phase: it supports the process of entry into long term store. Coding process may be provided or suggested.
Retention phase: this phase is related to “storage” for the shake of completeness. The manner in which internal process of storage (interference, simplification, and the like) can be directly influenced by instruction is known as retention phase.
Recall phase: external instructional events during this phase may take the form of providing cues to retrieval or of monitoring the process of retrieval to insure that suitable strategies of search are employed.
Generalization phase: during that phase, the teacher provides situation calling for the transfer of learned knowledge and skills in novel ways and providing cues for application to previously un-encountered situations.
Performance phase: instruction oriented to this phase of learning is largely a matter of setting occasions for the student to “show” that he has learned.
Feedback phase: information is supplied to the student concerning the extent to which his performance has reached or approached a criterion standard reflected in his expectancy, affecting the process of reinforcement.
Why Students like Computer Assisted Instruction (CAI)
Bialo and Sivin (1990) describe in their researches that CAI enhances student attitudes toward several aspects of schooling. Some researchers took these investigations a step further by asking students what it is about CAI that they like. The following is a list of reasons given by students for liking CAI activities and favouring them over traditional learning. Students say they like working with computers because computers:
Are infinitely patient
Never get tired
Never get frustrated or angry
Allow students to work privately
Never forget to correct or praise
Are fun and entertaining
Individualize learning
Are self-paced
Do not embarrass students who make mistakes
Make it possible to experiment with different options
Give immediate feedback
Are more objective than teachers
Free teachers for more meaningful contact with students
Are impartial to race or ethnicity
Are great motivators
Give a sense of control over learning
Are excellent for drill and practice
Call for using sight, hearing, and touch
Teach in small increments
Help students improve their spelling
Build proficiency in computer use, which will be valuable later in life
Eliminate the drudgery of doing certain learning activities by hand (e.g., drawing graphs)
Work rapidly--closer to the rate of human thought.
Effectiveness of Simulation
In the real world, one of the very natural way of acquiring knowledge in a domain is to be immerged in a situations related to this domain and to practice. This mode of acquisition (the learning by doing) while somewhat very efficient for the transmition of operational knowledge, is however difficult to implement in the case of a course room.
Certain interesting parts from the real world can be copied on computers by means of simulation and micro worlds. In this way, children and students can try and learn something with the help of the tools offered or with a simulated reality. Meanwhile we have found that if you want to achieve your targets, 'coaching' is essential.
Jonassen (1991) agrees that in the constructivist viewpoint, the teacher plays a more facilitative role, supporting learners in a self-directed, constructive, learning process. Alessi & Trollip (1985) argue that developments in the objectivistic tradition were encouraged by the availability of computer based learning environments that were in line with this approach, such as programmed instruction, tutorials, and drill and practice programs.
Computer-based simulation learning environments that incorporate instructional measures for helping learners to cope with the problems they experience in discovery learning. Simulation is a real container concept: it is multi-explicable. Simulation is found in education in many forms as a method of learning. Role plays, group discussions, management games, war games, training simulators, model driven simulation etc. Recently there is virtual reality as well. The list below can be extended endlessly in relation to a large number of types of simulation in education.
Independent from a computer:
role plays
group discussions
company games
simulated discussions
games dependent on computers:
simulated discussions (patient simulations) (computer based)
computer games
computer simulation based on mathematical models of phenomena
intelligent computer simulation (ICS)
training simulators (like e.g. ship simulators)
Characteristics of Computer Simulations
According to generatedVan Joolingen & De Jong (1991), computer simulations are computer programs that hold a model of some real system. The model can be provided with input that causes output to be. In instructional settings learners generally are expected to discover properties of the model by giving input to the model, and analyzing the output. In literature we can find a number of instructionally relevant classifications of computer simulations, including the ones by Alessi and Trollip (1985). These classifications, however, are not based on well defined dimensions. Sometimes the technical characteristics of the simulation model play a role, sometimes the way in which a learner may interact with a simulation. Alessi and Trollip's (1985) classified simulation as following..
Physical Simulations: Simulations of some physical object.
procedural Simulations: here the learner must learn certain skills to operate a device.
Situational Simulations: in which learners play a certain role.
Process Simulations: here the learner observes the development of the simulation state over time.
Basically, simulations can be described according to the type of real system that is represented in the model, the level of fidelity, and the internal model characteristics.
Real system characteristics
Van Joolingen & De Jong (1991) states that a simulation is based on a model of a real system. Real systems can be divided into two types. Physical systems are systems that are present in the natural world. These systems (e.g. biological systems) are often very complex, and can only become known through observation. Since observations are (to a certain extent) always incomplete and inaccurate, models of natural systems can only represent an approximation of the real system. Artificial systems are systems that are created by human beings. This can be some artifact, like a machine, or some artificially created situation, like a post office.
Computer Aided Learning (CAL)
According to LTDU (1999), CAL is an abbreviation of Computer Aided or Assisted Learning and is one of the most commonly used acronyms within education. It is an instructional model in which students interact directly with micro computers.
According to Whalley (1998) ,computer Assisted Learning can be defined as a computer program or file developed specifically for educational purposes. The technique used throughout the world in a variety of contexts, from pre and primary school aged children to train adults. The term Computer Assisted Learning (CAL) covers a range of computer-based packages, which aim to provide interactive instruction usually in a specific subject area, and many predate the Internet. CAL also refers to an overall integrative approach of instructional methods and is actually part of the bigger picture.
Chapelle (2001) briefs that the advent of information communication technology has improved the quality of many scientific disciplines, including language education Language learning through technology has become a fact of life with important implications for second language acquisition.
CAL as Integrative Technology
LTDU (1999) states that CAL has also been used to describe a relatively more integrative approach whereby the program does not actually replace a lecture but is introduced into the course as a learning resource. Here the students experience directed learning (directed by the lecturer) or self study which takes place “outside” the main curriculum hours, (i.e. the primary contact hours between student and tutor), and thus beyond any level of support from traditional methods. In fact the term CAL used in this context describes little more than an “add on” or “bolt on” resource for student self study whose success in terms of usage is dependent upon a number of student centered factors, not least their self discipline and motivation. So although there appears to be an attempt to integrate the program to form a part of a multi instructional media-learning environment the truth of the matter is that it has been bolted on and is more akin to CBL.
Changing Needs and Changing Paradigms
Hin (2003) points out that In this digital era of information explosion and rapid advances in sciences and technology, it is imperative for educators to reappraise and to review the undergraduate curriculum to match the changing educational paradigms. The traditional role of the teacher as the ‘sage-in-centre stage’ and as the ‘fountain of knowledge’ who simply transmits much factual information through abundant lectures is no longer tenable.
Bohuijs (1998) points out “Today, imaging techniques, colour reproduction, cheap printing, computer simulations, video-taping, computer databases, and Internet facilities provide students with excellent opportunities to learn without requiring a teacher to transmit the available information. Students may no longer rely on a teacher’s knowledge as the main source of information.”
Educational Outcomes of Learning
Education has focused mostly on the development of cognitive and psychomotor skills to ensure that the end product is a technically competent students equipped with the desired knowledge and skills to practise in all fields.
Today, the student needs to have more skills to be able to relate well to his/her patients. According to Hin (2003), The educational outcomes of learning as applied to education can be classified within three learning domains:
Psychomotor (doing) domain: Relating to skills that require varying levels of well-coordinated physical activity and precise manipulative procedures (e.g. using scientific apparatus for performing an experiment or doing something practically etc).
Affective (feeling) domain: Dealing with feelings, emotions, mindsets and values, including the nurturing of desirable attitudes for personal and professional development (e.g. personal believes, feelings and passions, inclination towards religion etc).
Computer Assisted Teaching (CAT)
According to Encyclopedia Britannica (2004), Computer Assisted Teaching is defined as a method of teaching using a personal computer to present material and guide a learner through a lesson, allowing freedom of navigation choice and providing the ability to bypass material already mastered.
Computer Aided Assessment (CAA)
According to Lewis (2002), with higher class sizes than ever before and a wider variety of student capability, the need to undertake more assessment can result in an oppressive workload. Objective testing through Computer Aided Assessment (CAA) may be a partial solution.
Classroom assessment has been defined as "a simple method used to collect feedback, early and often, on how well students are learning what they are being taught. The purpose of classroom assessment is to provide tutors and students with information and insights needed to improve teaching effectiveness and learning quality."
However, even simple methods of assessment involve three processes:
Data collection
Analysis
Utilization of results.
When these techniques are used often, they amount to extra work that teachers cannot always afford to include in their schedule. As a result, the most common practice is to perform assessment as summative in a capstone exercise and use the results to improve future offerings of the course. CAA can change the situation by greatly facilitating the two initial processes - data collection and analysis, thereby providing teachers with the necessary elements to complete the third process.
Computer Aided Assessment (CAA) provides an environment where students can complete quizzes and surveys online and immediately receive the results and their interpretation.
Advantages of Computer Aided Assessment (CAA)
Lewis (2002) has briefed advantages of CAA as under.
For students
Students are assessed to ensure that the quality of education is assured, but assessment offers other benefits:
Motivation - helps to establish priorities
Skill development - the opportunity to practise skills already learned
Recognition - acknowledges effort spent learning
Diagnostic - identifies difficulties and weakness
Enables rapid delivery of assessment results to students
Supports of formative assessment to facilitate reflective learning
Web based delivery (tests are available on or off campus)
For Teacher
Saves staff time.
On-line exams, tests, self assessment
Supports distance learning assessment
Formative and summative testing
Many type of question design available. Graphics and multimedia can be included in a test
Reporting software and instant feedback
Tests can be scheduled automatically (according to those registered on a module) and down to the second
Adaptive testing can be used to match the test to the students' ability
Formative assessments can be repeated as frequently as desired to aid student learning
Quality can be monitored by looking at the performance of questions
Support for question design
Support for exam/test administration, data delivery
Can be used for applications other than CAA (research questionnaires, module evaluation, registration, application forms etc.)
Once entered into a CAA system, questions may be reused in any number of assessments. Questions can be exchanged with your peers and you may draw upon large question banks for your discipline if these are available.
Teacher Roles for Utilization of Computer Aided Education
Teachers interested in Computer Aided Education (CAE) can get involved in a number of different ways. Here are some possibilities stated by LTDU (1999).
As consumers of Computer Aided Education Method software for class use or building web activities into course work
As directors, helping students find and use supplementary Computer Aided Education Method materials or web resources
As managers of computer-mediated communication among learners in and out of class
As software or web developers, either "from scratch" or adding new materials to existing templates
As coaches to help students develop software, websites, and general computer literacy
As Computer Aided Education Method experts for your program, helping other teachers and administrators with Computer Aided Education Method implementations
As Computer Aided Education Method professionals, consulting on external projects, doing software reviews for journals, making conference presentations, writing papers, interpreting and applying Computer Aided Education Method research, and/or providing input to the field at large.
Barriers for Computer Aided Education (CAE)
The barriers inhibiting the practice of Computer Aided Education Method can be classified in the following common categories:
Financial barriers
Availability of computer hardware and software
Technical and theoretical knowledge
Acceptance of the technology
Financial Barriers
Financial barriers are mentioned most frequently. They include the cost of hardware, software, maintenance (particular of the most advanced equipment), and extend to some staff development. Lewis et. al. (1993) indicate three conditions under which Computer aided education method and other technologies can be cost-effectiveness: Computer aided education method costs the same as conventional instruction but ends up with producing higher achievement in the same amount of instructional time; it results in students achieving the same level but in less time.
Herschbach (1994) argues firmly that new technologies are add-on expenses and will not, in many cases, lower the cost of providing educational services. He stated that that the new technologies probably will not replace the teachers, but will supplement their efforts, as has been the pattern with other technologies.
Availability of Computer Hardware and Software
Herschbach (1994) points out that the most significant aspects of computer are hardware and software. Availability of high quality software is the most pressing challenge in applying the new technologies in education. McClelland (1996) states that underlying this problem is a lack of knowledge of what elements in software will promote different kinds of learning. There are few educators skilled in designing it because software development is costly and time-consuming
Technical and Theoretical Knowledge
A lack of technical and theoretical knowledge is another barrier to the use of Computer aided education method in Learning technology. Not only is there a shortage of knowledge about developing software to promote learning, as shown above, but many instructors do not understand how to use the new technologies. As Dede (1995) indicates in Office of Technical Assessment that the more powerful technologies, such as artificial intelligence in computers, might promote learning of higher-order cognitive skills that are difficult to access with today's evaluation procedures and, therefore, the resulting pedagogical gains may be under-valued. Improper use of technologies can affect both the teacher and learner negatively.
Acceptance of Technologies
We live in a time change. Gelatt (1995) stated that change itself has changed. Change has become so rapid, so turbulent, and so unpredictable that is now called "white water" change. Murphy & Terry (1998a) indicated the current of change move so quickly that they destroy what was considered the norm in the past, and by doing so, create new opportunities. But, there is a natural tendency for organizations to resist change. Zuber-Skerritt (1994) says that wrong conceptions about the use of technology limit innovation and threaten teachers' job and security. Herschbach (1994) argues that instructors are tend not to use technologies that require substantially more preparation time, and it is tough to provide instructors and learners access to technologies that are easy to use.
