Computer-aided learning within education

estimator- chargeed cultivation within schoolingCAL stand for Computer Aided startment and in many results referred to as Computer Aided Instruction as well Bachman, 1998.An in depth review of the literature suggests that in that respect is no concrete definition of CAL as such. Many researchers capture explained what ordure be achieved by CAL and how it can be d whizz that no unriv aloneed has re wholey tried to define CAL. Computer Aided Learning in simple terms can be described as an uphold or assistance towards the nurture extremity victimization a data sub planor. It is real central to n ane here that we argon apply the word instigate. present aid is important beca aim art object development computers in the cultivation help no attempt is being made to fill in the driller or lecturer and the computer is lay d sufferoutd as an aid tho. Computer assist Learning has been promoted in a number of ways for t all(prenominal)ing and reading purpose. mo st of these include Problem Based Learning Schor et al, 1995, teaching basic anatomy Stanford et al, 1994, supplementing lectures and tutorials Shannon, 1990 etc. It is important to none that CAL should non be considered as a single program or application that fulfils a indisput competent task as desired by the occasionr. CAL can be a single or series of programs or application which acts as an aid to the everyplaceall skill process.Historically, it was in the early fifties during the last degree Celsius that pitying beings employ any kind of electronic device to consummate a mathematical calculation. As soon as this was realized a series of developments took place and soon the computer came into being. People realized the huge potential computers had and started to manipulation it in almost every field. Researchers openly state that the subprogram of computer for educational purpose would change the face of education in a very short span of time. Schittek (2001) poin ts out that it was not until august 1981, when IBM presented the microcomputer IBM PC (personal computer) that the lend oneself of computers for educational purpose started to develop. Researchers identical Papert (1994) then suggested the uptake of schoolroom computers and abandon the worksheet course of study. As a putting green belief the researchers in favor of CAL believed that computer had the potential to stimulate and back various educational goals. The crucial question at that time and tied(p) now is that which goal/s should be recogniseed? It was very important to select the goals appropriately as the choices made would receive under ones skin an immense effect on the childrens minds, their scholarship styles and on the education process overall. The educational goals that could be achieved using computers 20 years back were limited due to technological ram roles. With an exponential growth in technological break by dint ofs and growing experience in using t hese computers for education the statements made during the last quarter of the 19th century touchs a lot of mind now. Technology is no to a greater extent a barrier today and it is up to the academicians to use it appropriately to work the desired educational goals.There were many detractors for the use of computers in education as well. One of the first-string reservations was the concept that computers go out eventually sub the conventionalistic teacher or lecturer. Other reasons include the reluctance to change their mind trammel to allow some(prenominal)thing unfermented in the curriculum. These researchers felt that computers were a scrap to the existent educational practices at the intellectual, social, economic and pragmatic levels and hence favored the traditional methods over the use of computers. The supporters of CAL argue that we never questioned the fact that b dropboard or books will replace the teacher then why are we so opposed to the use of computers i n education? Even today these groups of population are outnumbered by the detractors and are continuing their effort to justify the numerous advant ripens that computers can add in to the educational curriculum. This is even more evident from the fact that there are today a number of CAL programs in stock(predicate) on the market, yet it seems that the development of CAL is based on the work of very few individuals sooner than being a part of the staves ICT strategies Plasschaert et al, 19951. Game-based skill Generally, games satisfy the basic requirements of learning milieus identified by Norman (1993) and can provide an engaging environment for learning. Games should provide possibilities for reflectively exploring phenomena, testing hypotheses and constructing objects.2. Computer theoretical accounts Grimes et al.(1988) studied the effects of a textbook-based software package package in two classes of the Introductory Macro economics business. Their results indicate no statistically significant difference in learning between the data-based (software users) and control (non-users) groups. Finally, Grimes and Wiley (1990) conducted an experiment using a textbook-based simulation package in the Introductory Macroeconomics degree. Their results indicate a statistically significant difference in overall attitude and performance between students who did and did not use the simulation software.3. Animations One particularly promising capability of computer based learning is the ability to integrate animation as part of cultivation. Authoring application programs engage made animation readily access codeible to any educator who has the forbearance to learn how to use the application (Sturman, 1998). slightly other forms of Computer based learning include Virtual Seminars/ Video conferencing, Drill and Practice and Problem Solving.The image of CAL in education is recognized and appreciated by more and more people as time passes by. CAL has taken s everal forms depending on the in stock(predicate) engineering science avail suitable as described earlier. Hence its role in education has to a fault varied over time. In its infancy CAL was use as a knowledge bank of questions and the students could self-assess themselves. Apart from this other computer related activities were not really adding to the learning process of the students. With the advent of multimedia the role of CAL was extended and it was used to disp prepare simulations and animations to the students which were otherwise not doable for the students too see in real-time. This was seen as one of the most important reason to include computers in the schoolroom lecture as outlying(prenominal) as the teachers were concerned. Apart from this the teachers and the lecturers are generally very reluctant to be CAL due to several reasons as discussed by Heywood and Norman (1988). First of all they feel that the available software does not match their exact criteria to me et specific curriculum goals. Secondly it is very time consuming process for them to learn the applied science first and then convert the existing satisfying they conduct in CAL change. Heywood and Norman (1988) found that the second factor was not a result of added workload but was more due to the trustingness in their own abilities in the use of the technology. This essentially gist that while the government is actively promoting the use of CAL in the curriculum it should as well lay the guideline on how to do it and train the educators in the first instance.There is micro doubt about the growing importance of CAL in education as research shows that CAL can amaze positive influence on the student learning Devitt and Palmer, 1998. Devitt further added that providing study solid in computer format can improve knowledge on the subject. Ideally the role of CAL in education lies in the hands of the academicians. The role that these Educators give to CAL will baffle the limi ts of its achievement.What makes a successful CAL?Some of the main pedagogical and economical forces that have driven the push for universities and schools to adopt and carry computer assist learning includeGreater breeding access The World Wide clear has made it possible for people to access primary sources of breeding on demand. Mastery of this tool has become essential in order to create access to an ever-growing body of recent and up-to-date knowledge available electronically.Greater converse facilities Interaction between academic mental faculty, colleagues and students can be structured and managed through electronic communications to provide greater access and flexibility (Bates 2000)The prime(prenominal) of teaching New technologies have gained much attention from academic module as they perceive their use will lessen their problems of steeper(prenominal) workloads, increase student to teacher ratio and use of inexperienced staff to teach (Bates 2000). There i s ample evidence that well designed multimedia software can be more utile than traditional classroom methods, where students are able to interact with the software and learn at their own pace. corporate effectively into the classroom environment, ICTs can facilitate higher order cerebration skills and develop rude(a) ways of learning (Barron Ivers, 1996 Bates, 2000)Asynchronous learning This initiative has enabled institutions to allow for a word form of students by removing the barriers of time and outgo. Students who are normally geographically disadvantaged have access to a cast of resources not unremarkably at their disposal (McNaught et al., 1999 Bates, 2000).Pedagogical Improvement and staff renewal Teaching staff are able to preset tuition using a variety of tools in order to emend relate to the content to the concrete realities of a given field of study. Innovative hands-on learning experiences are also made possible for students through computer simulation sof tware.Advantages of CALOne of the main advantages of Computer help learning concerns the time, the place and the pace with which one can learn. A few more advantages of CAL identified by other researchers and authors are listed below1. Provision of alternative teaching techniques. The computer can utilize a number of teaching methods and materials that may not be viable to use in a traditional setting. For example, a graphics display lowest using animated characters on a screen is a bear upon tool Deaton, 1991.2. Individualized instruction. Learning is significantly more effective and efficient when instruction can be tailored to the unique needs of each assimilator. CAL enables students to go through specific lessons at their own pace Semb et al, 1991.3. cleverness to conduct simulations. In a national survey on the use of CAL in Dutch institutions of higher education, de Jong et al (1992) found that the most democratic form of CAL was simulation. One of the reasons that si mulation is so popular could be that it is the only type of CAL in which the program adds something to the curriculum that a teacher cannot offer.4. Providing instruction manual on demand. The computer can provide virtually unlimited handiness to educational material. The computers availability is not constrained by the same factors that place a limit on a teachers time. Whereas a teacher is available only during specific hours, in a specific place, and usually for group lessons, a computer is available for use at all times and on an individual alkali and in many places Stern and Stern, 1983 Telfer and Probert, 1986.5. Flexibility is another describe loudness of CAL (Petrides, 2002 Schrum, 2002). Petrides (2002) stated that participants report it was easier to work in collaborative groups in an online course without rearranging everyones schedule as one might do in a traditional face-to-face course.In a study conducted by Coyner and McCann (2004), learners feedback on intraven ous feeding courses was taken and dissimilar advantages and challenges associated with learning and teaching online were noted. Computer-aided learning can be considered as a part of online learning. The acronym ACCOMMODATE signifies the advantages identified (Coyner and McCann, 2004).A Accessibility. Computer aided learning provides the students with access to the material 24 hours a day.C -Convenience. Students can work and study according to their own time schedule and their convenience.C decisive Thinking. Critical thinking techniques are intensify as the students have the associated data and information available to them 24 hours a day.O Offers. Students are aware of all the components of the course and they can compare themselves with others.M Model. Future use can be enhanced with CAL.O Organization. Course can be organized much before the start of the particular course.D Dependence. All the necessary resources are available to the students and sot he dependence on t he teachers is decreased.A Accountability. Any online course provides a lot of information about the users and so the students accountability can be checked easily.T- Technology. Students acquire good technological skills.E Encourages. Students can work in teams and it encourages more participation.Some people feel that if students spend the bulk of their time interacting with a terminal, preferably than with people, they can lose touch with what others are doing and feel isolated and anomic Telfer and Probert, 1986 Chambers and Sprecher, 1990. Even though the costs of hardware and software have significantly decreased in the last few years, an extensive capital letter investment is still required for implementing and using CAL Shlechter, 1991. The results of several studies have shown that teachers lack time to witness to know CAL programs Cox et al, 1988, prepare and integrate CAL DAmico, 1990, develop software, and set up or maintain equipment Hammond et al, 1992. Inadequa te reproduction of teachers has contributed to a lack of computer use. Training should not be about computer or technology alone but about how computers can help in teaching the subject matter Brancum, 1992. A survey conducted by Plomp et al (1990) revealed that the resistance of teachers against computers was a constraining factor to implementing CAL. Participants in Hara and Klings (1999) qualitative case study of a Web-based course at a major U.S. university reported lack of immediacy in getting responses back from the instructor, and as a result they felt frustrated. Recent studies indicate similar results. For example, in Vonderwells (2003) study, one reported disadvantage of an online course was the delay of immediate feedback from the instructor.Comparison of traditional learning skills and CAL skillsWhat traditional classroom learning achieves The teaching scheme that has been used for centuries is lecturing an expert coitus the students what they should know. A teachers personal enthusiasm for a subject can be transmitted through non-verbal behaviors such as eye contact with students, voice projection, body language and story telling (Stephenson, 2001). The physical presence of the lecturer in the classroom creates a sense of responsibility to the students towards the subject and they can be provoked and stimulated by observing an expert teaching and demonstrating them. One of the major advantages of lectures is that the learners can get response to their queries there and then. While in Online learning this is not the case. Some studies have shown that students complain about the workload required by self-study in the Web-based instruction (Nachmias et al, 2000).What Computer-Aided Learning achieves Generally classroom teaching has a high teacher-to-learner ratio which leads to less interaction between teacher and learner. One to one relationship is emphasized more in Online learning than in classroom lectures. gibe to Tiffin Rajasingham (1995 ), the traditional classroom teaching means that excessively organizing a place for learning, it is necessary to organize when teachers and learners meet and how they use their time. Typically, classroom instruction provides a set group of students with a set ballock of instruction on set sates for set period of time. Here one can visualize the importance of online learning by comparing the talent of this scenario with providing the information the individual learner wants, when the learner wants, at the pace the learner wants, for the length of time and with the frequency that suits the learner. In a study conducted at the University of Akron (Coyner McCann, 2004), several advantages of conducting an online course were analyzed. According to their study, the learners can access the online course information at any time of the day and they can work at times/locations convenient to their lifestyle. They are no longsighteder instructor bloodsucking for information, resources and materials. Emphasis on threaded discussions, chats and forums encouraged learners to work together. According to a study on improving online learning (Song et al, 2004), participants reported that it was helpful not to have to travel to the campus. The ability to complete assignments and tasks at anytime was another reported strength. The benefits of CAL are many including cost-effectiveness, enhanced responsiveness to change, consistency, timely content, flexible accessibility, and providing client value (Rosenberg, 2001). Most of the studies on the assessment of students attitudes towards online computer-aided instruction have cerebrate that such courses compare favorably with classroom-based instruction and enjoy high student satisfaction (Phipps Merisotis, 1999). overly some potential value can be added to online learning by providing the opportunity for guest experts from around the world to handle and contribute to a class by posting excerpts of articles, statements and s o on (Paulsen, 1995).According to a study conducted by Ross and Schulz (1999), it was concluded that computer aided instruction is not suitable for all learners. Studies show that some learners have difficulty adapting to computer aided learning. Hoffman and Water (1982) stated that computer aided learning is suited for individuals who have the ability to quietly concentrate, are able to pay attention to details and have an affinity to memorizing details. According to Gregorc (1985), a computer cannot represent a teacher who may be able to troubleshoot and modify the lesson according to the students needs. He adds that students who cannot meet the demands of the system are denied access to the content and goals and are vulnerable to possible psychological damage. Children can wherefore become victims of a medium which is offensive to them. They are at the mildness of the machine. Also Regular lecture meetings provide structure to the working day, and some implicit information abou t the rate at which factual material can reasonably be covered and assimilated.Advocates of CAL claim it gives students control over when and where they learn and the pace of their learning (Smart, 1997 Adnanes Ronning, 1998). One of the main features of computer-aided Learning is its capacitor to individualise instruction to meet the specific needs of the learner (Rasmussen and Davidson, 1996). According to a study conducted by Dewhurst et al (2000), Students moved more towards agreeing with the proposal of marriage that the Computer aided learning would allow them to work at their own pace, perhaps favouring their own particular learning style, and that it offered greater flexibility, enabling them to charter where and when they studied. CAL constitutes an appropriate and acceptable alternative to conventional classroom learning and the students having microscopic previous practical experience with such learning and study climax can appropriate it readily.Whether CAL is bet ter than traditional classroom learning is a debatable question. According to a study conducted by Tjaden and Martin (1995), it is important to get direction from and interact with an instructor for introductions to topics and question-answer periods. But some phases of the learning process could be carried out more efficiently, at least time wise, with the aid of a computer program, whether it be hypermedia, multimedia or simpler tutorials. Many studies have shown that many students retain a preference for a mixed delivery in which the CAL plays a part alongside more conventional approaches. This is called unify Learning which is discussed in detail in the next section.A variety of teaching methods exist in this society, (lectures, audiotapes, purely online, a mixture of twain online and traditional classroom teaching) and it may be possible that students choice of the trump out teaching method varies with their personality differences. In such a case, the teachers should use a variety of methods to cater for the differences between the students. This is not easy but it is one of the strong reasons of supporting a mixture of both computer-based and traditional classroom teaching. There is no doubt that the physical environment has a surprisingly effectual influence on teaching. But, sometimes, lectures are relatively inefficacious to inspire interest in a subject and are relatively ineffective for personal and social adjustment (Bligh, 1998). Thus, it has given way to mix environment in which the large lecture theatres are equipped with networked computers through which vast range of digitized information can be accessed. Even online learning environment is just another physical environment with more complexity and with more use of technology. But learners are not able to accept this environment fully because apart from making possible some kinds of activities handle one to one communication with many different people it also restricts some activiti es like spontaneous spoken conversation.At its simplest, immingle learning is the integrating of traditional classroom face-to-face teaching with online computer based teaching. At the same time, there is considerable complexity in its implementation with the challenge of virtually limitless design possibilities and applicability to so many contexts (Garrison Kanuka, 2004). Rosenberg (2001) emphasizes that people learn more effectively when they interact and are involved with other people participating in similar endeavors. CAL is powerful when both training and knowledge management are integrated, but even more powerful when integrated with classroom training in a learning computer architecture (p. 117). He defines a learning architecture as the design, sequencing, and integration of all electronic and non-electronic components of learning to derive optimum improvement in competence and performance. Cross (2000) reports the learning process breaks down when untouched by human h ands. CAL is not training by robot.Till now we have discussed about the existing technologies and its application related to CAL and how they are affecting or changing the process of education in general. In order to predict the forthcoming of CAL we need to look back at the past with two different view points, namely technological and educational. As far as technology is concerned, it is far ahead of the educational developments in terms of pedagogy. Today technology is talking in terms of virtual Universities and will soon be ready for deployment but development in educational policy to incorporate such technology is moving at a snails pace. There are many institutions that still use computers in education because they are divinatory to do so as per the national curriculum. This by no means is of any help for the future of CAL and education in general. This can be primarily attributed to the difference of opinion that still exists between the educators in the use of CAL.The aut hor of this report feels that technology is at a point where it can deliver most of the educational requirements but the problem lies in the educational process. Presently CAL is undergoing a transition from the acceptable state to the accepted state. In order to be referred as widely accepted and successful in the future, CAL has to be actively incorporated and effectively used in the curriculum to benefit and enhance the overall learning process.In February 2004, HEFCE (Higher Education living Council for England) commissioned Glenaffric Ltd e-Learning consultants to undertake an initial analysis of the responses to consultation on the HEFCE (2004) e-learning strategy and produce a summary report. This report says There is an overwhelming orison for the strategy to emphasize blended learning approaches rather than wholly e-based learning, as this remains the most appropriate use of technology for learning in campus-based institutions. However, one response urges caution about th e assumption that the currently faddish term blended learning will be a long term concept of any value. There is still much tilt about whether wholly computer aided learning will replace blended learning. Cross (2000) notes that the magic is in the mix but blended learning still has some aspects of traditional classroom learning which is very much viewed as old fashioned, static and expensive to deliver.This research and discussion shows that not only is CAL of benefit to the students, but it can be used as a vital source of feedback to the lecturers if they are willing to accept it. Also CAL programs can be modified to provide greater assistance in the understanding of particular problems. 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