Computer Assisted Learning and Occupational Training

Abstract

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.

Some Issues and Developments in Computer‐Based Training (CBT)

“…Evaluation of trainee performance may be accomplished by software or by human instructors or by a mixture of both. There are clearly a variety of CBT configurations which might occur when the various instructional roles are analysed together with the alternative ways of accomplishing them (Patrick and Stammers, 1977). Therefore when one adopts a training system perspective, CBT does not refer to a unitary concept and can occur in various manifestations.…”