CHAPTER II : COMPUTER ASSISTED INSTRUCTION : A CONCEPTUAL OVERVIEW

Section I - Approaches in Teaching - Learning Process

Teacher Centred Approach

Lecture Method
Direct Instruction
Demonstration
Biographical Method
Team Teaching

Learner Centric Approaches

Assignment
Cooperative Learning
Group Discussion
Discovery Learning
Role Play
Scaffolding
Problem Based Learning
Simulation

Subject Centred Approach

 Individualised Instruction

Programmed Instruction
Teaching Machines
Modular Instruction
Contract Learning
Personalised System of Instruction
Learner Controlled Instruction
Audio - Tutorial Approach
Learning Packages
Language Laboratory

Section II : Computer Assisted Instruction (CAI)

Origin of CAI
Principles of CAI
CAI Technology
Modes of CAI
Role of Teacher in CAI
Merits and Drawbacks of CAI
CAI in Science Education
CAI as an Innovative Learning Strategy
 COMPUTER ASSISTED INSTRUCTION: A CONCEPTUAL OVERVIEW

This chapter gives an overview of the various approaches in teaching

learning process such as teacher centered approach, learner centric approach,

subject centered approach and individualized instruction in section I. Section II is

devoted to a comprehensive conceptual overview of the Computer Assisted

Instruction, its origin, principles, modes, technology, and CAI as an innovative

learning strategy has also been highlighted.

Section I - Approaches in Teaching - Learning Process

Approaches in teaching - learning are the arrangement of ways and

procedures employed by the teachers in the course of instruction to achieve the

learning objectives. Teacher centered, Learner centered, subject centered and

individualized instructions are followed in school education in India.

2.1 Teacher Centered Approach

The teacher centered approach is popular with school instruction for

transmission of knowledge. Student achievement is important in the teacher

centered curriculum, but teachers are driven to meet accountability standards and

often sacrifice the needs of the students to ensure exposure to the standards. In a

teacher centered instruction, teacher focus on making relationships with students

that are anchored in intellectual explorations of selected contents. The focus is

more on content than on student progress, but a utilitarian approach that seeks

assimilation into society for minorities and supports the acquisition of behaviours is

required. Some of the teacher centered instructional methods are discussed below.

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2.1.1. Lecture Method

The lecture is the most criticized of all teaching methods and the most

commonly used because planning time is limited, lectures are flexible and can be

applied to any content and lectures are simple. Lecture method is generally

described as a teacher centered teaching method involving one way

communication. The most critical fact about the lecture is that it puts students in a

passive role.

2.1.2 Direct Instruction

Direct instruction is used to help students learn concepts and skills. In this

method of teaching, the teachers have the dominating roles in the classroom and the

students are kept passive. There are various models of direct instruction but all

include the following steps: 1) introduction and review 2) presentation of new

information 3) guided practice and 4) independent practice.

2.1.3 Demonstration

Demonstration involves the teacher showing students a process or

procedure such as science process or experimentation. Through demonstration a

teacher presents a task requiring some skill before the students. The student’s role

is that of the observer and recorder of information and skills. Involving students in

demonstrations allow this method to be less passive. Demonstrations are most

effective when followed by a corresponding student activity.

2.1.4 Biographical Method

Biographical method is a system of approach rather than a method of

teaching. This approach follows the original discoverer’s success and failure. This

method emphasizes the human interest for adventures. The stories of scientists give

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inspiration to children. The sleeping talents of children can be awakened through

this approach. However, in this approach also the role of students will be passive.

2.1.5 Team Teaching

Team teaching is a form of organisation in which resources as well as

interests and expertises of various teachers are pooled in order to devise and

implement a scheme of joint work so that the needs of pupils are met in a

comprehensive manner and in tune with the facilities available in schools. Team

teaching is a co-operative endeavour where a group of teachers are jointly

responsible for planning and executing instruction of a course. The short comings

of any one of the teachers either in mastery of the content or in the skill of

presentation are made good by making use of the expertise of others.

2.2 Learner Centric Approaches

The whole system of education underwent through experimentation and

modification by Rousseau and the other three great educators of the nineteenth

century Pestalozzi (1859), Herbert (1855) and Froebel (1826). In the

child-centered education, the child is considered as the centre of the learning

process. In this education, more emphasis is laid on the nature of the child. The

child’s education is the free development of his interests and motives rather than

any other artificial effort made on him by a teacher.

Both approaches recognize the student as a key factor in improving student

achievement. The teacher-centered approach places the control of learning in the

hands of the teacher. The teacher uses her expertise in content knowledge to help

learners make connections. The learner-centered approach, however, places more

of the responsibility for knowing individual learner capabilities and creating an

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environment where learners can make learning associations. Similarly the one as

for achieving is shifted to the student. Teachers provide a variety of instructional

methods and techniques for helping learners construct their learning and develop a

system for applying knowledge and theory.

Classroom teaching is a challenging task. Teachers are more responsible for

many tasks that have little to do with classroom instruction. Technology is

envisioned as a teacher's liberator to re-establish the role and value of the teacher.

The subject-matter, media learning materials and method must be prepared to the

pupil's interests, abilities and learning readiness. Each pupil is unique and their

response to any experience will also be unique. The technology provided must be

very useful and beneficial to the learner to enhance the learning process. There are

a number of methods in this category they have been listed below,

2.2.1 Assignment

Assignment method is the most common learner centric technique. It

comprises the guided information, self learning, writing skills and report

preparation among the learners. An assignment given in the lesson concerned for

the student must train them in self learning and to acquire the presentation skills of

the learners. The assignment method inculcates the learning experiences and

information retrieval and report writing skills.

2.2.2 Cooperative Learning

Cooperative learning involves small heterogeneous student groups working

together to solve a problem or complete a task. All students in the group must

actively participate with each student maintaining some independence. The success

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of the group depends on the input of each individual. This teaching method

promotes active participation, individual accountability, students’ ability to work

cooperatively and improvement of social skills.

2.2.3 Group Discussion

The group discussion is one in which the students and the teacher exchange

their ideas in order to get a better understanding of a topic. The discussion method,

when used properly, is a good way to stimulate thinking on the part of the student.

It can be used to advantage when the students have background knowledge of the

subject being discussed. The teacher should prompt every student to take part,

allowing the students the opportunity to learn from everyone in the group. The

discussion allows learners to increase interpersonal skills. The learners participate

actively in this method of learning. Discussions may occur in the classroom or

through online learning. Interaction techniques capitalize on the human desire to

talk and share one’s thoughts.

2.2.4 Discovery Learning

Discovery learning is an inquiry-based constructivist learning method in

which learners use prior knowledge and experience to discover new information.

Students interact with the world by exploring and manipulating objects, wrestling

with questions and controversies or performing experiments. Here the learner is

involved actively in the process of learning. Students are more likely to remember

the concepts and knowledge discovered on their own.

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2.2.5 Role play

Role playing is a technique in which students assume an identity other than

their own to cope up with real or hypothetical situations in life with a view to

internalize ideas and relations realistically. Role play deals with solving problems

through action. A problem is identified, acted out and discussed. The role play

process provides students with an opportunity to explore their feelings, gain insight

about their attitudes and increase problem solving skills.

2.2.6 Scaffolding

Scaffolding, involves the teacher modelling the skill and thinking for the

student. As the student increases understanding, the teacher withdraws the

assistance allowing the student to take on more responsibility for the learning. A

basic requisite to scaffolding is accurate diagnosis of the student’s current skill or

difficulty and the availability of an intermediate step at the appropriate level of

complexity in carrying out the target activity.

2.2.7 Problem Based Learning

Problem Based Learning involves the teacher giving the student a problem

where inquiry must be utilized to solve the problem. There are four steps in this

model they are, i) student receives the problem, ii) student gathers data, iii) student

organizes data and attempts an explanation of the problem and iv) students analyze

the strategies they used to solve the problem.

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2.2.8 Simulation

Simulation places the students in a “real” situation without taking the risks.

Simulations are meant to be as realistic as possible where students are able to

experience the consequences of their behaviour and decisions. Simulations are

mostly used technology in training and orientations involving advanced technology.

2.3 Subject Centered Approach

The subject centered approach is yet another method of instruction followed

mostly at the higher secondary level of education. In a subject centered classroom,

the subject i.e. the content, the fundamental nature and characteristics were given

more importance. In this method the classroom is characterized by the subject

having a vivid and real presence so that it can hold both teacher and the students

alike in the learning process. Particularly in subject like physics, the content of the

subject needs more attention and clear understanding by developing scientific,

reasoning and critical thinking skills and abilities.

2.4 Individualized Instruction

Individualized instruction is a process which makes learning self initiated

and self directed. Each individual is unique in their physical and intellectual

makeup, cognitive experiences and skills. Since individuals differ in their prior

experiences they differ in what they need to learn. Individualized instruction has

been developed to meet the problem of individual differences as no two students

learn at the same pace or level of understanding. Modern education is to look out

for effective methods of classroom instruction that needed to be structured in such a

way to suit the individual needs of the learners. In individualized instruction the

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teacher facilitates learning by providing materials that meet different goals, employ

different methods, and use different content and levels of difficulty. Programmed

instruction, teaching machines, modular instruction, contract learning, personalized

system of instruction, learner controlled instruction, audio tutorial approach,

learning packages, language laboratory, and computer assisted instruction are its

major forms.

2.4.1 Programmed Instruction

One of the innovations in teaching learning process is programmed

instruction. Skinner's elaboration of the theory of reinforcement and his advocacy

of its application to learning helped to establish programmed instruction. It is a

systematically planned, empirically established, effectively controlled

self-instructional technique for providing individualized instruction to the learner

through logically sequenced small segments of the subject matter by using the

principles of operant conditioning and schedules of reinforcement. The

programmed instruction consists of three basic elements in a frame as input,

practice and test elements. According to Romizowski (1986) the steps in the

preparation of a programmed instruction are: identifying the unit of instruction,

stating the objectives, preparing task analysis and topic breakdowns, writing the

teaching points or rule sets, selecting teaching tactics, preparing learning structures,

chains, multiple discriminations and concepts, selecting and preparing instructional

resources and aids, and finally drafting the frames and write the frames.

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2.4.2 Teaching Machines

Teaching machine is a device designed to be operated by the student. There

is an interaction between the machine and the student. Socratic Method of teaching

is the basis of all programmes for teaching machines. It is usually accepted that

teaching machines provide not only better instruction and learning at low costs with

saving in time but also ensure maximum student achievement. Austwick (1986)

has observed the demands for teaching machines for more teaching in schools and

for more training in the industry, are leading to a greater study of teaching and

learning procedures to seek for greater efficiency and these have led to the

developments of mass media like television and films, in conjunction with other

forms of large group instruction like a lecture.

2.4.3 Modular Instruction

A module represents a way of planning in which the whole curriculum or the

classroom programmes are divided into some meaningful units. It is a self

contained and self sufficient unit of instruction for the learner to achieve a set of

objectives. Each instructional module is structured such that the expected learning

outcomes are planned in a sequential order for the unit of instruction. All materials

needed for learning are provided. In one module there will be several capsules. At

the end of each capsule, a self evaluation test and its key are given which provide

immediate reinforcement to the learner. Different steps in preparing a module are

selecting the topics, defining the objectives, identifying activities, determining the

level of mastery, preparing an outline, preparing instructions, trying out the module

and refining the module.

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2.4.4 Contract Learning

Contract learning is, in essence, an alternative way of structuring a learning

experience. It replaces a content plan with a process plan. In contract learning the

student is free to select his own curriculum. This is one of the inexpensive methods

of individualized instruction, (Knowles, 2000). It gives the student the opportunity

to adapt his programme according to his background, interest, needs, ability and

goals. In contract learning, a student's interest remains high and this approach

provides an effective means of integrating the content and process dimensions. The

contract learning emphasizes student initiative and involvement together with

advisory support from faculty.

2.4.5 Personalized System of Instruction

Personalized system of instruction is, basically a self-paced mastery learning

in which the students work independently on the specifically designed curriculum

units. Every unit is provided with the objectives and instructions regarding the

reading assignment and the related problems. When the student feels that he has got

mastery over the subject matter he may undergo a brief test on that unit. It is

essential for a student to get through this unit test for being allowed to work on the

next unit. Scoring of these unit tests is carried out promptly by the proctor, a

student observer. The course content is divided into 12 to 20 units which can be

mastered by a student in a week at his own pace. The structure and organisation of

a study guide include instruction of each unit, behavioural objective, procedure,

text supplement and test questions. The procedure consists of what to read, where

to look to, where rote learning is necessary and where comprehension is necessary.

28
The instructor goes from student to student and attends to individual difficulties.

The test is scored in the presence of the student with clarification.

2.4.6 Learner Controlled Instruction

Mager (1962) developed the learner controlled instruction based on

Socratian dialogue. The teacher leads the learner to the desired goal by asking

questions. It is based on the assumption that learners should be a source of

significant input in the sequencing decision. The learner organizes the learning

sequences according to own mental abilities and creates the mental confidence. It

encourages reciprocal respect and a friendly emotional environment between the

learner and the teacher. Since the learners set the goals themselves, they become

meaningful, realistic, satisfying and helpful in guiding their learning activities.

There will be a high motivation to learn because the need to learn emerges from the

curiosity of the learner. The teacher carefully identifies the interest and needs of the

learners in order to help them to realize their goal. The learner engages in active

and real life experiences, which are related to one another.

2.4.7 Audio - Tutorial Approach

Audio tutorial approach considers learning as an activity performed by an

individual. The learner can learn through his own efforts and the teacher merely

facilitates or provides a necessary assistance for learning. The teacher in the role of

tutor should provide a situation quite conductive to his students learning by

providing the needed direction, facilities and motivation. Such assistance can be

properly programmed on the audiotape. Audio tutorial approach advocated by

Postlethwaite (1972) uses a variety of techniques viz, tape recorder, single concept

29
films, programmed studies etc. The student actually gets in an audio-tutorial booth,

the voice of the instructor providing information, definition and parenthetical

expression (through ear phones connected to the tape recorder). Materials of

instructions are provided either in the booth or at a demonstration table.

The basic study sessions associated with the teaching-learning in an audio

tutorial approach are, self study, general assembly and small assembly session. The

instructions related to the course units (lying on the audio tapes) are followed by

the learners as a part of their self study in the learning. The lessons are tape

recorded using a very conventional tone, having the student's attention directed at

specific pages in their text or asking them to do a small experiment or watch a brief

movie. The process is termed as self study session. The idea behind the learning

approach was that the more senses that the learner uses, the more they will

comprehend and rethink.

The general assembly sessions provide the students with a chance to meet

together and view long films, conduct complex and large experiments and listen to

guest lectures. The instructor is available for a question and answer period and

students get a chance to interact with each other. In the small assembly session, a

group of 7 or 8 students assembled in the study centre regularly for interaction with

themselves and also with the course instructor. Each student is distributed with a

graph or a drawing, or an object, a photograph, a diagram or a specimen at their

desk. The students are called randomly to answer the questions about the object and

explain its uses, functions, attributes etc.

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2.4.8 Learning Packages

According Wilkinson (1976), the learning package is a collection of

materials to effect specified learning outcomes with a minimum of teaching

contact. Components of learning package include materials to be read, including

pictures, diagrams, working with problems, self-test and peer group instructions.

Learning packages offer a great variety of learning experiences, thus allowing

selection according to individual style of learning. Self guided learning packages

can be completed at learners own pace. The aim of the learning package is to

develop the skills and knowledge that will be valuable to the children in providing

quality education. Each learning package can have a number of modules in it.

Modules are the short learning objects; i.e. the content to be taught is split into

small portions and made the learning process easier for the learner. Learning

packages are often used for the professional development of the teachers.

2.4.9 Language Laboratory

A language laboratory is a classroom equipped with a range of equipments

with which it becomes easier and more effective to learn a new language. The

equipment enables correct pronunciation of words, relative stress on different

syllables, intonation, volume control, fluency, rhythm etc. This is achieved by

employing aural aids, individual controls to develop oral skills. The basic

equipment is a tape recorder or cassette recorder, headsets, and microphones.

Language laboratory recognizes the existence and prevalence of wide spread

individual difference in language aptitude even among the average and superior

intelligence. It affords opportunities for the students to hear the language spoken by

31
the native and to practice speaking in the language themselves. In the traditional

teaching, very little time is provided for oral and auditory experiences and from this

point of view, the language laboratory is a popular technical innovation. The

distinction between teacher centered and learner centered approaches in the

teaching - learning process is given in Table 2.1

Table 2.1

Distinction between Teacher and Learner Centered Approaches

Teacher-Centered Learner-Centered

Knowledge is transmitted from Knowledge is transmitted from teacher to

teacher to students students. Students construct knowledge
through gathering and synthesizing
information and integrating it with the
general skills of inquiry, communication,
critical thinking, problem solving and so on
Students passively receive Students are actively involved
information
The emphasis is on acquisition The emphasis is on using and
of knowledge outside the communicating knowledge effectively to
context in which it will be used address enduring and emerging issues and
problems in real-life contexts

Teacher’s role is to be primary Teacher’s role is to coach and facilitate.

information giver and primary The teacher and students evaluate learning
evaluator. together
Students work alone Students work in pairs, in groups, or alone
depending on the purpose of the activity
Only students are viewed as The teacher and students learn together
learners
Teaching and assessing are Teaching and assessing are intertwined
separate
Assessment is used to monitor Assessment is used to promote and
learning diagnose learning.
The emphasis is on the right The emphasis is on generating better
answers questions and learning from errors

The classroom is quiet The classroom is often noisy and busy

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Section II : Computer Assisted Instruction (CAI)

The Computer Assisted Instruction (CAI) is an exciting innovation in

classroom learning. Computer Assisted Instruction assists in the preparation of

instructional materials for students to monitor the learning process or to select

additional material in accordance with the needs of the individual learner. This

instruction starts by identifying the way a student seems to learn best. Based on the

review of past history in learning, a programme is built. CAI has become an

essential component of the learning process in the advanced and developing

countries in the world. In computer assisted instruction there will be an interaction

between an individual student and the computer. The computer will display the

instructional material to the student and the student takes the benefit of he

displayed material and respond to it. The responses are verified by the computer for

deciding the future course of instruction displayed to the learner. Thus the

interaction between the learner and the computer device helps in the realization of

the set instruction objectives.

2.5. Origin of CAI

The Computer Assisted Instruction has become an integral part of the

learning process since 1960’s in the advanced and developing countries in the

world. Introduction of microcomputers in 1980's generated a new enthusiasm for its

integration in the educational process. The pioneering effort in Computer Assisted

Instruction was made at the University of Illinois in promoting the Programmed

Logic for Automated Training Operations (PLATO). The Computer Assisted

Instruction can be used for teaching and instructional purpose in the field of science

education in an effective manner. The second landmark in computer assisted

33
instruction was developed by Patrick used for computerized tutorials in arithmetic

and reading for elementary school children. Tondow (1966) used the computer to

teach fifth graders of the elements of binary system, some computer vocabulary and

computer operation. Schurdak (1966) used computers to teach a FORTRAN course

and found it more effective than other conventional methods. Atkinson (1968)

developed programs for the computer assisted instruction at all levels of education

from primary to higher education. In reading using IBM-1500 instructional system

in which each student terminal consists of a projector, cathode ray tube, a light pen,

a typewriter keyboard, and an audio system playing pre-recorded messages.

The pre-tutorial and tutorial phases can be differentiated in computer

assisted instruction. At the pre tutorial phase, the computer selects the learners on

the basis of their entering behaviours for achieving the specific objectives. If a

learner does not fulfil the entering behaviour, it is rejected by computer. It means

that there is no instructional material which can satisfy the needs of the learner. If

the learner fulfils the material, he has to move into the tutorial phase. In the tutorial

phase, at the computer's command a frame of the programme consisting of

information and a question, is submitted to the learner. The learner considers this

material, and then relays his answer to the computer. The computer evaluates the

answer and returns a comment. A frame is then presented, remedial or advanced

depending on the learners' previous answer, and the process of instruction

continues. The computer assisted instruction can be used in the teaching - learning

process, research and data processing, guidance and counselling and examination

system.

34
2.6 Principles of CAI

2.6.1 Instruction for a Large Number of Learners at a Time

Computer assisted instruction can serve thousands of learners at a time.

According to the individual interest, ability and need the learner will get the

instructional materials from the computer. The first assumption of CAI lies in its

capacity of providing quality and quantity auto - instruction to a sufficiently large

number of individual learners at a time.

2.6.2 Automatic Recording of the Learners' Performance

Timely and auto-recording is the second assumption of CAI. It records the

learner reaction to the presented instructional material, his quarries and difficulties;

also it measures the learners' performance in terms of learning outcomes. All these

things can be successfully and accurately recorded by the computer. It helps in

deciding the further planning of instruction to be given to the individual.

2.6.3 Variety in Use of Methods and Techniques

CAI assumes that every learner cannot be benefited through a single method

and all the subjects or topics in a subject cannot be handled through a common

method/strategy. There should be a wide variety of methods and approaches for

imparting instruction in a particular subject or topic according to his own interest,

ability and nature.

2.7 CAI Technology

2.7.1 Hardware

In computer assisted instruction, a computer is needed to suit the

teaching-learning situation. It will require the services of an expert, or technician

35
for the proper maintenance and an operator. The teacher must have a workable

knowledge of the construction and working of a simple computer.

2.7.2 Software

The computer cannot impart the instruction to the learners if it is not fed to

the software. These programmes are developed by the experts called programmers.

The software used in CAI is of two kinds: (i) application software and (ii) system

software. The application software includes instructions to the computer for

carrying out a total function required by the user. The system software is needed for

organizing the resources of the computer to carry out the application tasks

mentioned in the application programme.

2.7.3 Courseware

The courseware technology is the base of the instruction that is imparted to

the learner by computer assisted instruction. An expert in the subject, a specialist in

the methodology and strategies of teaching with subject should facilitate the

programmer in preparing the courseware. The preparation of courseware

technology in terms of the instructional material and method of instruction will be

translated by technologists into software programmes for being used in the

computer with various modes.

2.8 Modes of CAI

2.8.1 Information Instruction Mode

The computer can serve the role of an enquiry officer, responding to the

various enquiries with answers it has stored. This type of CAI provides essential

information for the acquirement of concepts and skills. However, the student can

36
learn a lot by adopting an enquiry or discovery approach towards self-learning

instruction.

2.8.2 Drill and Practice Mode

CAI provides the learner with different types of drill and practice

programmes covering specific topics related to a particular subject. The learner is

provided with a number of graded examples of the concepts and principles learned

earlier until a skill becomes automatic. The same instruction unit can be presented a

number of times occurring in a different order. The systematic design of the

material permits the user to proceed the task, systematically through a logical

instrumental sequence. All the incorrect responses are diagnosed and corrected.

According to LaBerge and Samuels (1974), when decoding skills are over

learned until they become automatic, the learner can devote a greater portion of his

attention on comprehending the written material. Drill and practice mode is a

method of learning on the computer and becoming familiar with the use of

procedure of repetition until it is invariably performed correctly. The control of the

situation rests with the computer. Repeated drill of the same material by the teacher

might be interesting to both the teacher and the taught. In computer assisted

instruction, the same instructional unit can be presented a number of times

occurring in a different order. It also provides opportunity for the student to review

skills that might have been missed earlier. The systematic design of the material

permits the user to proceed, step by step, through a logical sequence. Riding (1984)

recommended drill and practice is the most commonly used modes of learning. It

can be used for: review drilling in math, learning alphabets, paired associative task,

37
stimulus response reinforcement. The drill and practice modes of CAI are as

follows:

a. Flash Cards

The students should go through all cards regardless of entry skills and

abilities. Students get more scores before they go to the next.

b. Adaptive

Mastery is based on skill level questions. When higher skills are acquired,

high scores are secured.

c. Dialogue Mode

In this mode, the computer not only presents lessons, provides practice

exercises and asks questions, but it also allows students to exchange true

conservation with a computer. The flow chart for the dialogue programme is given

below in the figure 2.1

Fig 2.1 Flow diagram for the Dialogue Programme

38
d. Simulation Mode

Simulations are condensed learning exercises specially designed to

represent vital life activities by providing learners with the essence of the essential

elements of the real situations without time constraints. They are realistic imitations

and are frequently planned in the form of competitive games to increase motivation

and interest. They provide continuous feedback to the user regarding the status of

the event and the option available. They are highly motivating since there is

continual input required for the user.

 Physical simulation - by physical simulation students use or learn about an

object.

 Procedural Simulation - this is used to teach a sequence of action that

constitutes a procedure.

 Situational Simulation - it is the role playing. The focus in role playing

simulations is on “learning by doing”. Simulations provide students an

opportunity to learn through playing a role in a scaled-down-real-life

situation, in which students assume real world roles as they solve problems

and make decisions.

 Process Simulation - students act as an experimental rather than an active

participant in the process.

Simulations are excellent constructivist learning tools. Since the users can

negotiate environmental constraints, solve simulated real world problems and

witness the effect of change in variables. The computer simulations are developed

39
and used in the teaching - learning process and provide interactive representation of

reality. It is a cost effective means of bringing the world into the classroom and

performing simulations of science lab experts using real data and model processors.

The simulations allow the students to test and discover how phenomenon works,

what affect it, and how it impacts on other phenomena. The students are able to

manipulate the model of reality and quickly discern the impact of manipulation.

While being convenient to us more realistic and involving no real risk, simulations

can accelerate experience to a wide range of phenomena in a given amount of time

and can simplify their complexity. They serve as enriched substitutes for writing

exercise in the textbook. Since no material is used or destroyed, during the virtual

experiment, these programs offer cost effective tools for science education.

According to Rodrigues (1997) computer simulations are particularly helpful

for the experiments that are too risky, expensive or time consuming, to be

conducted in school laboratory such that those of volatile gases. Tiny experiments

that require high precision so that students can see patterns and trends, students

may not be able to achieve the necessary precision without simulation mode.

Experiments that break the laws of nature such as, exploring kinematics collisions

that violates the laws of conservation of momentum and also, when ethical issues

are at state, such as in the case of experiments with animals. And it is used for

instrumental data capturing and displays; and mathematical modelling.

2.8.3 Discovery Mode

In discovery mode, the inductive approach to teaching and learning is

preferred. The learner is encouraged to proceed through trial and error approach

40
that is, by solving a given problem, realizing, where and how he went wrong, trying

again and finally solving complex problem. Discovery mode provides the learner

with an opportunity to draw his own conclusions. It presents learners with a wealth

of material on a topic and allows the learner to seek answers on his own.

2.8.4 Gaming Mode

The learner is engaged in playing against another learner. His extent of

learning depends upon the type of game. The purpose of such type of game is to

provide intellectual challenge, simulation of curiosity and to serve as a source of

motivation to the individual learner. Gaming programs can be used in two ways.

First of all, they can be used as rewarding interludes in between bouts of more

formal learning. Secondly, the whole educational programme can be dressed up as

a game which can enhance motivation and self confidence among students.

2.8.5 Information Handling Mode

Counselling and guidance are two areas where processing and information

handling capacity of the computer is profitably applied. Computers store complete

cumulative records and match them against employment needs and potentialities.

2.8.6 Problem Solving Mode

Problem solving can be readily achieved provided the typical computational

capability of the computer is available and there is a typewriter and a display

response device with remote control of two way communication. The students need

to know how to communicate with computers and how to solve his problem.

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2.8.7 Inquiry Mode

In inquiry mode the system responses to student inquiry with answers it has

stored. In this mode, instructional staff must learn how the system operates.

2.8.8 Author Mode

Computer assisted instruction is used to support instruction by generating

sets of materials for a student's use. In generating concept learning material, these

might be sentence forms which have blanks in them each of which is to be filled

with a word or a set of words, i.e inserted into the blanks by computer according to

the set of instruction.

2.9 Role of Teacher in CAI

The use of computer assisted instruction in teaching - learning cannot

relegate the place of a teacher. To a certain extent its use may eliminate teachers

from teaching. CAI provides a powerful tool for the teacher in the instructional

process. Computer assisted instruction directly interacts with the students

individually and with the teacher but teachers never can be eliminated from the

teaching learning process. It provides the teacher some change to use new tools. It

will increase the individual's efficiency. The computer assisted instruction can

compute accurately and rapidly huge amounts of data. Computer assisted

instruction is compatible with line teaching. It can be used side by side. Computer

assisted instruction is a flexible system of instruction and it can very promptly

evaluate the performance of the individual student. The teacher can devote his time

for more creative activities.

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2.10 Merits and Drawbacks of CAI

Computer assisted instruction is a computer based system. It assesses

individual progress and can initiate and monitor remedial work. One can learn one's

own pace. Learning is individualized. The computer can be programmed to interact

meaningfully with the learner to enable him to overcome his learning difficulties, it

enables the learners to make models of real life, and it provides learning experience

effectively and efficiently. A learner can take text with the computer and can obtain

immediate feedback, so that he can rectify his deficiencies and improve his

learning. The interaction between the learner and the instructional program is made

more dynamic and more individualized computer assisted instruction than in any

system. Self- testing is possible in computer assisted instruction and it is flexible.

Teachers' time can be saved from the routine information giving activity and can be

employed in innovative instructional design, learner guidance, development of

affective domain etc. Through the use of time-sharing, computer assisted

instruction can accommodate many students, each of whom appears to have

exclusive use of the computer. Computer assisted instruction can perform its

function with less error and more speed than a human instructor.

The system however, fails to appreciate the emotions of learners. The

emotional climate created by teacher in direct classroom with the learners is absent.

Computer assisted instruction fails to develop essential features of language

competency where the ability to generate or construct meaningful sentence is

essential and it cannot appreciate learner's artistic endeavour and cannot strengthen

his friendship and deepen his perception of those around them.

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 According to Mohanty (1992), computer assisted instruction is mostly

mechanical and deprived of human touch. This innovation will dehumanize the

educational system and the teaching learning process will become lifeless and

mechanical. In computer assisted instruction some students get more tired than

conventional study and computer as an electronic device may initiate significant

hazards to children. Computer assisted instruction cannot be accommodated

properly in the present setup of schools and colleges. It poses a great problem with

regard to the effective maintenance of the learning system. Computers are machines

and never or replace the role of teachers in a lively interactive process of teaching

and learning in a classroom.

2.11 CAI in Science Education

The major aim of science education and science curriculum is to develop

resources that can be used by teachers both in facilitating key aspects of scientific

thinking and in building bridges between schools and the society. To meet the new

aim of science education, the science curriculum needs to be revised in a new

direction integrating the latest technologies in teaching learning process. The most

appropriate technology for students in learning science with a clear understanding

of the concepts will be the computer assisted instruction. Computer assisted

instruction helps the teacher to explain the concepts more clearly to learners and

learners learn the concepts interestingly when it is presented through CAI. The

learned concepts can also be retained for a long time in their memory. In computer

assisted instruction, the programs can be devised for instructing on three levels. The

first level is that of drill and practice. At this level of computer assisted instructions

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the teacher introduces and explains new concepts and skills, and the computer gives

the student programmed exercises to practice. In the second level of instruction, the

computer delivered programme introduces and explains the concepts and skills in

which it then gives practice. At this level the computer can function like a tutor,

because it takes into account each student's difficulties and provides explanations

and questions appropriate to his particular responses. At the highest level of

instruction, it is claimed that the student and the computer will discuss the subject

matter of the programme.

Table 2.2

Comparison of Conventional Method Vs Computer Assisted Instruction

Pedagogical Aspects Computer Assisted Instruction Conventional method

Classroom Small / Smart classroom Large

Emphasis Learner centered Teacher centered

Focus Individual Group

Motivation Sustained Induced

Activity Learning based Teacher prescribed

Mode Constructivist Memorizing

Skill Operation Service

Memory Long term memory Short term memory

System Computer system/ technology Vocal

Correction Feedback Question and answer

Condition Reconditioned Instructed condition

Evaluation Specific General

Method Integrative Orthodox

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2.12 CAI as an Innovative Learning Strategy

The learning environment should undergo a paradigm shift from the

conventional method of teaching in an innovative learning environment. The key

principles for designing the innovative learning environments should develop

vocational skills among students to compete in this information and knowledge era.

The principles are not job-specific; instead, the main goal is to develop

self-directed learners with adaptive expertise. The principles of innovative learning

are, learners have to be the center of all the activities focused on their cognition and

growth. The learners should be engaged in constructive collaborative group work

motivating the learners’ participation in the learning process. Emotions should be

an integral part of learning i.e. the learners should understand the interplay between

emotions, motivation and cognition. The innovative learning environment must

reflect the experiences and prior knowledge that each student brings to the

classroom. Students need to experience both academic success and the challenge of

discovery. Students should understand the relation between subjects and ideas

which is essential for the development of the ability to transfer the skills. Based on

the above theoretical overview of various methods of science education, the

investigator has decided computer assisted instruction as the innovative

instructional strategy for teaching higher secondary physics.

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