Computer-Based Instruction - Term Paper Example

Computer-Based Instruction Number: Introduction Computer Based Instruction (CBI) refers to use of computers in delivering, tracking, and managing instructions with the computer among other devices like tablets being the main mode of content delivery. These instructions vary in their forms with some being in the form of images, texts, and feedback though the modern development of the software has given room for incorporation of other essential features like sound clips, videos, graphics, animation, and audio narrations into a single presentation played in a computer. Computer based instruction has been associated with numerous benefits such as providing the learner with an option to control his or her pace of learning, as well as meeting special needs of different users like those of people with disabilities (Navabi, 2002). These incredible features among many others have made CBI become one of the most popular trends in the education sector in the 21st century. This paper is going to focus on the context of computer-based instruction (CBI) by looking at its background, difficulties encountered while designing webpage or CBI presentations among other crucial elements related to it. Background Information about CBI Computer Based Instruction (CBI) has been into to use for a very long time in other sectors of life before it was introduced to the education sector. CBI was initially used by military from developed countries like USA, in creating a training that was not only standardized, but also cost effective. However, the first reported use of the Computer Based Instruction was made in 9157 with the first successful use of computer-based instruction and in particular multimedia delivery device being introduced in the early 1980s (Shlechter, 1991). This CBI technology was more advanced from the one that was used initially being used in the military and was comprising of videodisc players that had been joined together with computers. On decade later, the videodiscs were replaced by the CD-ROM that led to introduction of a CBI technology that enabled production of high quality video and audio segments that were highly compelling. CBI has proven to be an effective method of learning and teaching even during those old times when the technology was very basic and using videodiscs. There has been various studies that have been conducted primarily to ascertain the effectiveness of this training techniques. Fletcher (1990) and Kulik (1994) research studies are termed to be among the most renowned studies on this topic since they carried out in different settings like military trainings and education centers. According most of these studies, computer based instruction has been proven to be more effective and less costly compared to the conventional training techniques. Similar findings were confirmed by a study that was conducted by Kulik (1998) that involved analyzing 97 studies that were comparing different classes whereby some were using CBI with others applying he traditional techniques of teaching. The researcher found that students who were applying CBI learning strategies were performing better than those using conventional methods of learning, a factor that proves beyond reasonable doubt that computer based training/instruction is an effective method of teaching and its results are incomparable with those of the traditional methods. Integration of texts, images, sound and video makes presentations more appealing and attractive to the learners, a factor that is believed to be highly influencing learners’ capability to understand the content being presented. This integration of different elements is referred to as a multimedia and is one of the options that make computer-based instruction more popular and effective (Adelsberger, 2008). Audio elements used may be items like narrations that use students’ verbal channel of working memory while visual components may comprise of components like videos, static images, and animations that are achieved as a result of using several static images and screen texts. All these elements play a major role in making students remember the concept being delivered by the presentation since they use students’ visual channel of their working memory. Carried out studies have shown that integrating both visual and verbal elements in delivering an instruction or a presentation increase the likelihood of learners understanding and remembering much of the presentation or training. Scientists argue that computer based presentation enables learners’ brains to organize the content being presented in a coherent and cognitive manner, and integrates it with the already existing knowledge thus increasing the likelihood of the student understanding the concept even much more. Understanding in this context refers to students’ ability to be able to apply lessons learnt and transfer the knowledge acquired in new situations and at the same time creating solutions to problems related to the content presented (Kasten & Sabel, 2010). An effective multimedia learning involves selecting words appropriately, selecting appealing and meaningful images, proper organization of words and images, as well as ensuring that all these elements are well integrated. It may also incorporate nonlinear content that enables learners to have a dynamic role in their learning and bypass segments they already know and most importantly giving learners an option to go back and review units they require more reinforcement. This is an incredible feature that trainers relate to putting learners in the drivers’ seats and giving them freedom to reach various destinations using various paths. Attracting learners, attention Just like any other method of learning and teaching, gaining the attention of the learners/students is an essential element that cannot be overlooked while preparing computer based instructions or trainings. Psychologists claim that creating attention to the student is a precondition that any type of learning must first meet because of the restricted capacity and duration of the working memory or short-term memory that is believed to have a capacity of only nine items and lasts for ten seconds only (Kasten & Sabel, 2010). Computer-based trainings/instructions are supposed to be prepared in a professional way to ensure that they are attracting the attention of the learners. Introducing of a feature or a statement that can make learners more curious and develop interest of knowing the content of the webpage or CBI presentation is among the most common strategies used by educators for attracting learners’ attention. Curiosity strategy involves starting presentations with promises that make learners to concentrate so that they can achieve what they had been promised (Gibbons & Fairweather, 2008). Attention of the learners can also be achieved by posing relevant and attention catching question that will make students develop interest of knowing what exactly would happen or answers to the questions that the trainer had raised (Alessi & Trollip, 2001). If the instructor asks questions in order to attract the attention of the learners, he or she should make sure that those questions are properly phrased and that they are not obvious. Another strategy of ensuring that learners’ attention stick to the web page or to the presentation is by ensuring that it has an incredible introduction. Introduction or abstract are some of the major elements that can motivate learners and make them develop interest of the content of the presentation, or completely kill their interests (Alessi & Trollip, 2003). Psychologists argue that learners’ attitude towards the content of the presentation is highly determined by the way presentation starts. A boring or a vague introduction is likely to make many people develop poor attitude towards the presentation and they may not concentrate any more no matter how interesting or appealing it might be. First impression is everything in determining learners’ attitude (Smith & American Library Association, 2010). However, it is advisable that the instructor may hold some interesting segments of the presentations so that students can have a compelling reason to remain attentive throughout the presentation. In addition, including attractive videos, audios as well as appealing images especially if the presentation is a multimedia would automatically keep students/learners attentive. As explained earlier about the impact of effective incorporation of images on human brains, students are likely to be more attentive especially if the presentation includes some attractive animations or images rather been mere texts. Instructors should also ensure that the font size used, color as well as its type are eye catching (Ordóñez, Zhao & Tennyson, 2011). Some fonts are more attractive for such presentation including power point presentations while others may not be much appealing and attractive to the learners. Very small font size that makes the reader to strain is likely to make him or her give up especially if reading the presentation is much involving or is making him or her strain. Psychologists also argue that regularly asking students some challenging but interesting questions as well as reviewing flash backs may play an important role in making them more attentive. Instructors should include some interesting and complex questions especially if the presentation is about a long and/or relatively difficult topic. Doing so helps students in identifying the most important points thus giving them an opportunity to grasp them accordingly. However, learners may withdraw their attention from the presentation especially if the difficulty of the questions exceeds learners’ processing capacity (Salvendy, 2001). Instructor should always consider some factors like the expected level of knowledge of the learners, age among other factors that may influence their processing capacity. Flashback of the previous topic may also help if the presentation is lengthy (Lee & Owens, 2004). A review of what had been covered helps the students in relating the topic they are about to learn with what they already know. Flash back may involve quotation of current affairs that have of late made headlines, a problem that most of the learners know about its existence or even a review of what they had previously learnt. Application of novelty is also another major element that plays a major role in attracting learners’ attention. Physiologists suggest that learners’ attention is drawn by what is new or least expected to get into their sensory. They argue that this is the concept applied while making sirens for ambulances or police sirens whereby they use rapidly altering pitches instead of sheer volume while announcing need for caution. If the multimedia presented is uninterrupted, it is likely to create a sensory monotony thus making learners to lose attention on the presentation irrespective of how interesting it might be. However, instructors should always avoid over emphasizing on this strategy since studies have shown that any element that is attention getting and originally novel can end up becoming monotonous if overused. Basic difficulties while preparing a computer based instruction web page There exist numerous challenges that an educator might face while preparing a computer-based instruction. However, some of the challenges are easily overwhelmed with time as educators gain experience and get familiar with the various software suits used. Difficulty with the software being used is one of the major problems that educators might encounter while preparing presentations (Reeves, 2009). Some of the CBI software suits are not user friendly thus give user hard time before their presentation are ready particularly if the topic being presented is complex or lengthy. Another common problem that some users may face is the element of high expectations that are unrealistic (Gibbons & Fairweather, 2008). Some of the computer based instruction users tend to view it as a magic thus expecting to easily learn from it without putting much effort forgetting that computer-based instruction only makes the learning process easier and that users derive benefits that are equivalent to their investments. Lack of social interaction is another key problem that learners and trainers face while preparing a computer based instruction. This method of learning involves the learners sitting in front of a computer on their own whereby there might be little or no face-to-face interaction with the educators and the learners (Vrasidas & Glass, 2005). Direct interaction between the instructor and the learner is believed to be highly influencing the rate at which learners understand the teachings since clarification is achieved on the spot and learners have a feeling that they are in a class learning hence taking it seriously. Computer based instruction posted online or downloaded inform of a PowerPoint may not have much impact to the learners especially if they are not self-motivated and principled. In addition, there has been a decrease in novelty in the past few years (Gibbons & Fairweather, 2008). This has resulted from the fact that most people have become familiar with most of novels that are used in the software suits used in preparing these computer-based instructions. However, majority of the software developers and vendors have been recently introducing interesting features in their software in order to restore the novelty that computer based training/learning/instruction was being associated with initially when the concept was new (Bates, Seyler & Carvalho, 2000). Currently, some CBI software suits have amazing features that trainers can use in making incredible multimedia presentations that are likely to make learning for the students more easy and most importantly interesting and motivational. In some instances, the problem of making lengthy and non-appealing presentation is likely to be common especially if the preparer is not much conversant with the software being used. Designing a CBI webpage/presentation that ensures that is appealing Preparing an effective computer based training/instruction webpage or presentation is one of the key factors that one has to consider in order to ensure that the learner easily understands the content of the presentation. This would involve acquiring an efficient computer-based software that has amazing features and gives room for incorporation of more interesting components. Some software suits have more features than compared to others hence calling for a need to compare the available suits. Dividing the instructions/training into segments that are not lengthy in order to avoid boredom or complexity is another vital element that educator has to consider (Rieber, 2011). Lengthy online teaching sessions may end up having the same effect just like a lengthy instructor-led training whereby the learner is likely to get bored and easily lose focus (Bates, Seyler & Carvalho, 2000). Moreover, educators preparing a presentation should ensure that they incorporate the three methods of learning namely the audio, visual, and kinesthetic, which involves using images, animations, audio, as well as videos. The educator should also ensure that he or she personally test the presentation or go through it and maybe in order to identify its weaknesses and possible errors in the presentation. In conclusion, computer based instruction (CBI) involves using computers in delivering, tracking and managing instructions with the computer or other electronic gadgets like tablets being the main mode of content delivery. Computer based instruction, computer based training and computer based learning refer to the same concept though the terms are used in different situations depending on the message that the speaker wants to deliver. Computer based training is commonly used when the emphasis is on the element of teaching with computer based learning and instruction are used when the focus is on the element of learning. Computer based training/learning/instruction is one of that modern trends that is gaining popularity at a very high rate in the education sector. This method of teaching has been proven to be highly effective compared to the conventional methods of training. It has been proven to be making learning and teaching easier, interesting and most importantly the learner easily remember the content of the presentation or teaching. References Top of Form Top of Form Top of Form Top of Form Top of Form Top of Form Top of Form Top of Form Bottom of Form Top of Form Bottom of Form Top of Form Bottom of Form Top of Form Bottom of Form Top of Form Bottom of Form Adelsberger, H. H. (2008). Handbook on information technologies for education and training. Berlin: Springer. Alessi, S. M., & Trollip, S. R. (2001). Computer-based instruction: Methods and development. Prentice Hall Professional Technical Reference. Alessi, S. M., & Trollip, S. R. (2003). Computer-based instruction: Methods and development. Englewood Cliffs, N.J: Prentice-Hall. Bates, R., Seyler, D. L., & Carvalho, M. A. (2000). The role of interpersonal factors in the application of computer-based training in an industrial setting. Human Resource Development International, 3(1), 19-42. Gibbons, A. S., & Fairweather, P. G. (2008). Computer-based instruction: Design and development. Englewood Cliffs, N.J: Educational Technology Publications. Kasten, E., Wüst, S. & Sabel, B. A. (2010). Computer-based training for the treatment of partial blindness. Nature medicine, 4(9), 1083-1087. Lee, W. W., & Owens, D. L. (2004). Multimedia-based instructional design: Computer-based training, web-based training, distance broadcast training, performance-based solutions. San Francisco: Jossey-Bass. Navabi, Z. (2002). Verilog computer-based training course. New York: McGraw-Hill. Ordóñez, . P. P., Zhao, J., & Tennyson, R. D. (2011). Technology enhanced learning for people with disabilities: Approaches and applications. Hershey, PA: Information Science Reference. Reeves, T. C. (2009). Pseudoscience in Computer-Based Instruction: The Case of Learner Control Research. Journal of computer-based instruction, 20(2), 39-46. Rieber, L. P. (2011). Animation in computer-based instruction. Educational technology research and development, 38(1), 77-86. Salvendy, G. (2001). Handbook of industrial engineering: Technology and operations management. New York, NY [u.a.: Wiley. Shlechter, T. M. (1991). Problems and promises of computer-based training. Norwood, N.J: Ablex Pub. Corp. Smith, S. S., & American Library Association. (2010). Web-based instruction: A guide for libraries. Chicago: American Library Association. Vrasidas, C., & Glass, G. V. (2005). Preparing teachers to teach with technology. Greenwich, Conn: Information Age Pub. Bottom of Form Read More