Computer-assisted instruction: What it can and cannot do.

Seltzer, Robert A.

doi:10.1037/h0032127

Cited by 17 publications

(3 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…These have been criticized (Simpson, 1976) because they do not utilize the special capabilities of the computer. We believe that the programmes described here do fill a role and ‘pose a unique solution to an important problem in the instructional process’ (Seltzer, 1971)…”

Section: Discussionmentioning

confidence: 99%

Teaching the management of medical emergencies using an interactive computer terminal

1982

View full text Add to dashboard Cite

show abstract

Section: Discussionmentioning

confidence: 99%

Teaching the management of medical emergencies using an interactive computer terminal

1982

View full text Add to dashboard Cite

show abstract

“…This question is difficult to answer from a theoretical basis and it will become apparent below that it is only possible to provide rules of thumb due to variations in the training context and the lack of objectivity in estimating training benefit. Seltzer (1971) emphasizes that whilst what a computer can and cannot do is a matter of fact and research, criteria for employing a computer necessarily involve value judgements. He offers the following three criteria in an attempt to express these value judgements:…”

Section: Criteria For Computer Involvementmentioning

confidence: 99%

Computer Assisted Learning and Occupational Training

Patrick

Stammers

1977

Brit J Educational Tech

View full text Add to dashboard Cite

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.

show abstract

“…Computer-Assisted Instruction Seltzer (1971) makes several important generalizations about the capabilities and limitations of computer-assisted instruction (CAI). Unfortunately, several of the statements made in the article seem to demand more evidence than was given.…”

Section: Hugh L Evans Department Of Radiation Biology and Biophysics ...mentioning

confidence: 99%