Chapter VIII: Computer Technology for Teaching and Research on Instruction
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Cited by 3 publications
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Statement of the ProblemThis study consisted of four major parts:(1) development of computer programs for use in an introductory college chemistry course; (2) an evaluation of the program in light of specific behavioral objectives, (3) an analysis of the extent to which the programs have provided for individual differences; and (4) a description and a general evaluation of the manner in which the programs functioned, in terms of logistics and administration, as a supplement to the introductory chemistry course. The evaluation is based upon an analysis of the extent to which students engaged in and possessed the desired behavior a t the completion of a program.A large portion of this study was developmental in nature. It has been pointed out by Darnowski,l Wing,z and Zinn that the computer can function in several modes: tutorial, remedial, drill and practice, and simulation. This study attempted to develop computer assisted instruction programs for introductory college chemistry which would function in these modes. The purpose of these programs was not to replace the instructor or even the graduate assistant ; but rather, to supplement their efforts. The ProgramsThe areas chosen for program development were quantitative relationships, selected theoretical aspects, and experiment simulation. Quantitative relationships were chosen for two reasons:1. .This is an area in which many students appear to experience difficulty and require help outside of class.It is an area which appears to be particularly amenable to the tutorialdrill and practice approach.Within the area of quantitative relationships, the topics chosen were (1) scientific notation, (2) the metric system, (3) temperature conversions, (4) percentage composition of compound, (5) heat, work, and energy units, (6) thermochemical problems, (7) calculation of formulas from composition data, (8) relationships between formulas, mass, moles, and gas volumes, and (9) balancing reactions.The area of theoretical aspects was chosen for very nearly the same reasons as quantitative relationships :1. It is another area in which some topics appear to give students difficulty and require help outside of class. . It was thought by the writers thatCAI Programs (which gave the students an opportunity to practice application of theory and response contingent, tutorial feedback) could provide the needed outside help.In this area the topics chosen were the following: (1) the law of constant composition;( 2 ) the law of conservation of matter;(3) the law of multiple proportions; (4) heat, work and energy relationships; (5) kinetic-molecular theory ; and (6) atomic structure. 197
Statement of the ProblemThis study consisted of four major parts:(1) development of computer programs for use in an introductory college chemistry course; (2) an evaluation of the program in light of specific behavioral objectives, (3) an analysis of the extent to which the programs have provided for individual differences; and (4) a description and a general evaluation of the manner in which the programs functioned, in terms of logistics and administration, as a supplement to the introductory chemistry course. The evaluation is based upon an analysis of the extent to which students engaged in and possessed the desired behavior a t the completion of a program.A large portion of this study was developmental in nature. It has been pointed out by Darnowski,l Wing,z and Zinn that the computer can function in several modes: tutorial, remedial, drill and practice, and simulation. This study attempted to develop computer assisted instruction programs for introductory college chemistry which would function in these modes. The purpose of these programs was not to replace the instructor or even the graduate assistant ; but rather, to supplement their efforts. The ProgramsThe areas chosen for program development were quantitative relationships, selected theoretical aspects, and experiment simulation. Quantitative relationships were chosen for two reasons:1. .This is an area in which many students appear to experience difficulty and require help outside of class.It is an area which appears to be particularly amenable to the tutorialdrill and practice approach.Within the area of quantitative relationships, the topics chosen were (1) scientific notation, (2) the metric system, (3) temperature conversions, (4) percentage composition of compound, (5) heat, work, and energy units, (6) thermochemical problems, (7) calculation of formulas from composition data, (8) relationships between formulas, mass, moles, and gas volumes, and (9) balancing reactions.The area of theoretical aspects was chosen for very nearly the same reasons as quantitative relationships :1. It is another area in which some topics appear to give students difficulty and require help outside of class. . It was thought by the writers thatCAI Programs (which gave the students an opportunity to practice application of theory and response contingent, tutorial feedback) could provide the needed outside help.In this area the topics chosen were the following: (1) the law of constant composition;( 2 ) the law of conservation of matter;(3) the law of multiple proportions; (4) heat, work and energy relationships; (5) kinetic-molecular theory ; and (6) atomic structure. 197
VER since the upshot of the use of computers for instruction, there has been simmering debate over the proper role of the computer. This debate has ranged from the computer's complete replacement of the teacher in the classroom to the computer's inability to do anything more than a programmed textbook. This dialogue centers over what the computer can and cannot do and should and should not do in and for instruction. What the computer can and cannot do is a matter of research and fact. What the computer should and should not do in instruction is based on value judgments. But value judgments are based on facts and research, so the best course of action is to examine the current literature and then focus on the valuative statements resulting from these facts and research.There are a number of different organizational paradigms used in computer-assisted instruction (CAI). Suppes (1967) described three: drill and practice, tutorial, and dialogue. The drill and practice system is self-explanatory. The tutorial paradigm, in contrast, has as its aim "to take over the main responsibility for developing skill in the use of a given concept [p. 16]." The dialogue system is truly interactive in that it allows for a free-form input into the computer with the computer able to respond appropriately. Zinn (1967) added to this list: simulation and gaming, retrieval and reorganization of information, problem solving with computation and display tools, and artistic design and composition. Simulation and gaming involve mathematical modeling of a real-world system, while retrieval and reorganization of information are as they imply. The problem-solving use of the computer in the CAI sense entails using the computer as a complex calculator and to display data graphically. As for the use of CAI for artistic design and composition, Zinn (1967) stated ] Requests for reprints should be sent to Robert A. Seltzer, Room 32-
The purpose of this paper is to investigate the potential role of the computer in occupational training. More specifically this involves firstly a systems view of the use of a computer in the training system and how it may fulfil different training functions. Guidelines are presented concerning those functions most likely to benefit from computer assistance. The advantages and disadvantages are illustrated with particular case studies in occupational training. Finally a brief indication is given of the future use of computers in training systems. BackgroundDespite the enthusiasm for computing systems in the late sixties, there have been relatively few implementations in the training, as opposed to the education, context in the UK. The reasons for this are not clear but in a useful review of research in computer assisted learning in education and training from , Annett ( 1976 elaborates how financial, political and situational factors have contributed to the state of the art.Examination of the 1976 directory of projects sponsored by NDPCAL reveals seven out of thirty-seven which relate to occupational training and four of these are in the Armed Services. This apparent lack of activity in the UK is surprising since training demands are being recognized as important in a society with a more mobile work force, earlier retirement, and changing technologies with a concomitant need for efficient retraining programmes. For training managers the initial costs of implementing any new computing system must weigh heavily against projected performance increments. Indeed systematic comparison of conventional and computer assisted learning techniques, particularly in training, has been the exception rather than the rule. However levels of evaluation of training necessarily vary (Hamblin, 1974). For example at the lowest level the attitudes of trainees to a computer terminal could be important whilst at the highest so could contribution to the national economy. The latter level is typically ignored as it is necessarily long-term and difficult to estimate.Ideally it should be possible to evaluate those training functions in which the computer could be profitably employed. This is difficult as the training content will vary as will the relevant level of evaluation of any training system. Initially it will be useful to examine the terminology in this area and scrutinize the various training functions which the computer may perform.
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