The Turkish Online Journal of Educational Technology – TOJET October 2003 ISSN: 1303-6521 volume 2 Issue 4 Article 1
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Moreover, not only do these patrons bring a wealth of personal experience but also their reasons for attending
adult education programs vary (Askov & Bixler, 1996).
Computer-assisted instruction (CAl) delivered on a personal computer has been viewed optimistically
by many researchers since its introduction in the 1970s, it has been claimed that if judged by a number of criteria
that include achievement gains most CAI uses one or a combination of the following techniques:
• tutorial,
• drill and practice,
• learning games,
• simulation,
• problem solving,
• assessment, and
• demonstration/presentation.
The most common of all techniques is the tutorial. It is used to introduce new information when
objectives must be taught in a sequential manner. Another commonly used technique is known as drill and
practice. It provides opportunities for practice when mastery of a new skill or information is desired. It should be
used after initial instruction. Learning games supplement other instruction and are used to provide motivating
and engaging opportunities for practice after a skill or new information is taught. The technique of simulation is
most often used when practicing a skill in its real context is too costly or dangerous to undertake. It provides an
opportunity for experimentation, and builds realism and relevance into the learning situation. One of the most
challenging techniques used in CAI is problem solving. It helps students develop skills in logic, solving
problems, and following directions, and is generally used to augment higher order thinking skills. Assessment is
a valid part of any learning experience. Computer-based assessment can be used to initially place and then
monitor students' progress within a curriculum. Demonstration or presentation is best used to support the
introduction of new information. It can also be used as a review tool.
Computer-assisted instruction (CAI) is utilized because of the benefits it offers to adult learners. Not
only does CAI assist students in developing skills in logic, problem solving, and following directions, it also aids
in improving academic proficiency in areas such as reading and vocabulary, language, writing, and listening
(Askov & Bixler, 1996; Tousignant, 1996). These benefits stem from an array of diverse, innovative software
programs. Although some of the programs available offer a drill-and-practice format, (e.g. The Spelling Voice,
Zpellar, and A+), other software programs offer word processing which integrates reading with writing, or text
adventures (i.e., story, game or simulation), or branching where students move to different levels without the
teacher having to check their work before they continue (e.g., Educational Publishing Concepts Reading Series,
Grammar Games, and Tackle English). Some programs even offer holistic literacy interactions in which students
"become engaged with scripts and use language to discuss, plan, and solve problems" (Finnegan & Sinatra,
1991, 109). Most adult students like CAI because learning remains challenging yet fun (Tousignant, 1996).
CAI also has several attributes useful to adult students; it offers privacy, patience, feedback,
individualization, and control. Most adult learners do not want others to know about their academic deficiencies.
They also take errors more personally and allow mistakes to effect their self-esteem. CAI not only provides
privacy, the computer is nonjudgmental and allows low-level ability students to work on improving their skills
without divulging their ability level to classmates (Edwards, 1993).
When taken as a whole, conclusions drawn from the studies that compare the effectiveness of CAI to
traditional methods comprise an incomplete consensus. If there is a common thread to these examples, it is that
they underline the need for methodological revisions in the design of studies comparing these two learning
approaches. Specifically, more control is needed to address the differences in participants prior to an educational
endeavor by assigning them on a random basis, equalizing treatment times, and equalizing the size of the
treatment and control groups. By taking measures to adjust and refine the weak points in experimental design of
previous CAI studies, the results from future research can achieve better generalizability and ultimately a clearer
assessment of the efficacy of computer use in adult education programs.
The key advantage to CAI in any educational setting is reported to be the individualized nature of the
method of delivery. As a result, the presumption is that individualized instruction is being facilitated in modem
prisons with the use of CAI (Batchhelder, 2000).
With the declining cost and continued convergence of computing and communication technologies, and
the availability of networked, computer multimedia communication, instruction supported by Web and e-mail
interactive technology has been widely adapted by teaching and learning institutions.