Computer-assisted instruction (CAI), a program of instructional material presented by means

of a computer or computer systems.The use of computers in education started in the 1960s. With
the advent of convenient microcomputers in the 1970s, computer use in schools has become
widespread from primary education through the university level and even in some preschool
programs. Instructional computers are basically used in one of two ways: either they provide a
straightforward presentation of data or they fill a tutorial role in which the student is tested on
comprehension.If the computer has a tutorial program, the student is asked a question by the
computer; the student types in an answer and then gets an immediate response to the answer. If
the answer is correct, the student is routed to more challenging problems; if the answer is
incorrect, various computer messages will indicate the flaw in procedure, and the program will
bypass more complicated questions until the student shows mastery in that area.
There are many advantages to using computers in educational instruction.
They provide one-to-one interaction with a student, as well as an instantaneous response
to the answers elicited, and allow students to proceed at their own pace.
Computers are particularly useful in subjects that require drill, freeing teacher time from
some classroom tasks so that a teacher can devote more time to individual students.
A computer program can be used diagnostically, and, once a students problem has been
identified, it can then focus on the problem area.
Finally, because of the privacy and individual attention afforded by a computer, some
students are relieved of the embarrassment of giving an incorrect answer publicly or of
going more slowly through lessons than other classmates.
There are drawbacks to the implementation of computers in instruction.
They are generally costly systems to purchase, maintain, and update.
There are also fears, whether justified or not, that the use of computers in education
decreases the amount of human interaction.
One of the more difficult aspects of instructional computers is the availability and
development of software, or computer programs.
Courseware can be bought as a fully developed package from a software company, but
the program provided this way may not suit the particular needs of the individual class or
curriculum.
A courseware template may be purchased, which provides a general format for tests and
drill instruction, with the individual particulars to be inserted by the individual school
system or teacher.
The disadvantage to this system is that instruction tends to be
Boring and repetitive, with tests and questions following the same pattern for every
course. Software can be developed in-house, that is, a school, course, or teacher could
provide the courseware exactly tailored to its own needs, but this is expensive, timeconsuming, and may require more programming expertise than is available.
Computers are a familiar sight in classrooms in the twenty-first century, and technology
has been used to streamline many educational tasks.
There are different types of educational computer use, and not every use of a computer in
the classroom is considered computer-assisted instruction (CAI).
The educational uses of computers that are considered to be CAI or computer-based
instruction (CBI) are those cases in which either instruction is presented through a
computer program to a passive student, or the computer is the platform for an interactive
and personalized learning environment.Within the broad definition, computer-assisted
instruction may follow different paths to the same end. One example is how this
instruction medium is used in relation to other teaching presentations.
CAI can be used either in isolation, bearing the whole responsibility for conveying
instruction to students, or in combination with conventional, i.e., face-to-face, teaching
methods. Research has shown that the combination of conventional and CAI instruction
has been most effective in raising student achievement scores.

Computer-assisted instruction is used through the entire range of education from

preschool to professional school. It has been offered in a wide variety of fields, including
all the main school subjects taught in elementary and secondary schools. At CALI, the
Center for Computer-Assisted Legal Instruction, law students from across the United
States and other countries such as Belgium, Brazil, Canada, China, Denmark, Ireland,
Kenya, Korea, Mexico, the Netherlands, Nigeria, Russia, Singapore, South Africa,
Sweden, and Taiwan have access to CAI law school lessons to supplement their
instruction.
Computer-assisted instruction has also been growing in use in a wide number of
employment areas. It has been used to teach novice nurses how to perform intravenous
injections, to teach jet engine mechanics in the US Air Force maintenance tasks, and to
provide safety instruction for food service workers in an urban hospital.
CAI can also focus on smaller segments of the population. Computer-assisted instruction
has also been used to personalize learning for people with learning disabilities, language
limitations, and physical limitations. In the latter case, screen-reading programs may cater
to sight-impaired users, and a variety of specialized interactive devices, such as roller
balls, joysticks, and oversized keyboards may be used by a person when a mouse or
standard keyboard present a challenge.
Terminology

Use of computer in education is referred by many names such as

Computer Assisted Instruction (CAI)

Computer Aided Instruction (CAI)

Computer Assisted Learning (CAL)

Computer Based Education (CBE)

Computer Based Instruction (CBI)

Computer Enriched Instruction (CEI)

Computer Managed Instruction (CMI)

New Terminology

Web Based Training

Web Based Learning

Web Based Instruction

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. Computer-assisted
instruction (CAI) Computer Aided Instruction (CAI) is a narrower term and most often refers to
drill-and-practice, tutorial, or simulation activities. Computer-managed instruction (CMI)
Computer-managed instruction is an instructional strategy whereby the computer is used to
provide learning objectives, learning resources, record keeping, progress tracking, and
assessment of learner performance. Computer based tools and applications are used to assist the
teacher or school administrator in the management of the learner and instructional process.

Computer Assisted Instruction (CAI)

A self-learning technique, usually offline/online, involving interaction of the student with
programmed instructional materials.
Computer-assisted instruction (CAI) is an interactive instructional technique whereby a computer
is used to present the instructional material and monitor the learning that takes place.
CAI uses a combination of text, graphics, sound and video in enhancing the learning process.
The computer has many purposes in the classroom, and it can be utilized to help a student in all
areas of the curriculum.
CAI refers to the use of the computer as a tool to facilitate and improve instruction. CAI
programs use tutorials, drill and practice, simulation, and problem solving approaches to present
topics, and they test the student's understanding.
Typical CAI provides
1.

text or multimedia content

2.

multiple-choice questions

3.

problems

4.

immediate feedback

5.

notes on incorrect responses

6.

summarizes students' performance

7.

exercises for practice

8.

Worksheets and tests.

Types of Computer Assisted Instruction

1. Drill-and-practice Drill and practice provide opportunities or students to repeatedly
practice the skills that have previously been presented and that further practice is
necessary for mastery.
2. Tutorial Tutorial activity includes both the presentation of information and its extension
into different forms of work, including drill and practice, games and simulation.
3. Games Game software often creates a contest to achieve the highest score and either beat
others or beat the computer.
4. Simulation Simulation software can provide an approximation of reality that does not
require the expense of real life or its risks.
5. Discovery Discovery approach 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.
6. Problem Solving This approach helps children develop specific problem solving skills
and strategies.

Advantages of CAI

one-to-one interaction

great motivator

freedom to experiment with different options

instantaneous response/immediate feedback to the answers elicited

Self pacing - allow students to proceed at their own pace

Helps teacher can devote more time to individual students

Privacy helps the shy and slow learner to learns

Individual attention

learn more and more rapidly

multimedia helps to understand difficult concepts through multi sensory approach

self directed learning students can decide when, where, and what to learn

Limitations of CAI

may feel overwhelmed by the information and resources available

over use of multimedia may divert the attention from the content

learning becomes too mechanical

non availability of good CAI packages

lack of infrastructure

LEARN ABOUT TEACHING AND LEARNING STRATEGIES

What are Teaching and Learning Strategies?
Activities and methods used to move the learner towards achievement of the learning
outcome
What is their purpose?
Provides opportunity for learners to work with the content
What is their relationship to learning outcomes and evaluation?
Learning outcomes come first (recall, the learning outcomes are the driver!)
Teaching and learning strategies are developed based upon the learning outcomes
The teaching methods should align with the outcome and with the outcome evaluation
What are some approaches to teaching and learning when selecting teaching and learning
methods and strategies?
How do we select teaching and learning and methods? Cranton (2000) recommends the
following steps when selecting methods

1. Determine learning outcomes

Outcomes are statements of what the student is expected to learn and be able to do, after the
instruction
Methods should be congruent with the learning outcome first and foremost
Methods must match learning objectives or outcomes
2. Determine sequence
Sequencing is the process of organizing content in the order that is most conducive to
learning
Sequencing instruction/objectives helps ensure that learners are introduced systematically
to what they must know and do to perform competently.
The approach used dependents on the learning objectives and the instructional
environment and at times the learners themselves.
There are many different sequencing strategies
Sequencing can vary among units of instruction considering the topic, the learners and
instructor experience regarding the sequencing strategy selected.
Examples of Sequencing strategies:
Chronological sequencing
In order of occurrence like history
Topical
Start with a topic for discussion, or a problem, then look at how it originated
Whole to part
Start with the big picture, the whole and then break down into parts; similar to what we
do with theory giving an overview of design models then working with the steps of a
process like ROPES.
Part to whole
Like whole to part but starting with the components and moving to the bigger picture
i.e. pulling apart the components in a lesson plan template, then moving to the design
process itself)
Known to unknown
What do you know about sequencing? Start there and then move on to what is not known
Unknown to known
Disoriented at the beginning with what is not known
Motivates learners to see how much they dont know
Step by step
Learners are introduced to a task by either the steps in the task itself or the knowledge
they must possess to perform competently.
For example, superficial to superficial then back to original for more in-depth look; or
the nine steps in x process, starting with step 1 and ending with step 9
General to specific
Business where first year is base topics, second year specialize in marketing, sales etc
Determine method
Examples of Categories of teaching methods
Instructor Centred:
Information flow tends to be one-way, from instructor/ teacher to student
Instructor is mostly responsible for conveying the information
Interactive
Active participation by students
Individualized
Experiential
Consider the following issues when selecting methods

Selecting methods based upon student characteristics

Keep general characteristics of learner in mind
Clarify goals of the program and course
Incorporate learner experiences into the learning
Consider the diverse needs of the learner group and ensure that selection of methods is
suitable to all learners
Set a positive climate to encourage tolerance and acceptance of all
Those with practical knowledge learn best with interaction and experiential methods, and
individual projects for those with specific learning in mind
Be aware that everyone learns differently and we should build variety into our teaching to
challenge students and ourselves
Consider developmental stages of learners and make sure they have the pre-knowledge,
skills and attitudes that are required to learn a new skill
Selecting methods based upon teacher styles
All teachers have preferences just as learners have learning style preferences
Teaching centred strategies imply that the focus is on teacher rather than the student.An
example of a teaching centred strategy is Lecture method. Though the inclination is to do
what works best for you as a teacher, research suggests that students learn best when the
focus is on learning rather than teaching!
This does not mean that you cannot incorporate traditional teacher centred methods into
the teaching process.What it does mean is that lectures (delivered by the teacher) should
not be the ONLY method used
Build in opportunities to challenge your teaching preference and work outside your box
by incorporating methods from all of the four areas
Selecting methods based upon context
May be limited by facility, size of group, time of day, resources
Be aware of the affects they may have and try to be creative to work around limitations
(e.g. 200 people could divide into groups of 12 for small group discussions, since large
group discussions could be limited in terms of effectiveness)
How do we align methods and strategies with learning outcomes?

REFERENCES:
https://myconestoga.ca/web/tlc/learn-about-teaching-and-learning-strategies
http://www.wisegeek.org/what-is-computer-assisted-instruction.htm
http://www.wisegeek.org/what-is-computer-assisted-instruction.htm