The effectiveness of computerized instruction at the college level: Five suggestions for successful implementation

Abstract

Although the literature suggests that computers cannot completely replace traditional learning environments, a closer examination offactors that confound method with medium offers new research avenues for successful implementation of computer-based learning at the college level. Five suggestions for successful implementation of computers in the university setting are discussed.Attempts to integrate computers into higher level education are evidenced by the growing number of computer learning centers on college campuses and the allocation of federal funds to individuals working to train instructors in the implementation and use of computers in the college classroom. The purpose of this paper is to provide reasons and suggestions for implementing the computer at the college level. The difficulty in presenting these suggestions is that I may be in the position of preaching to the choir. The very name of this society (and journal) suggests a bias in favor of teaching psychology with computers. Perhaps this paper will be more useful if viewed as an outline for apologetics to be used when one must defend computer implementation to colleagues and administrators. This talk might better be titled "How to Win Colleagues and Influence Administrators." Allow me to review five suggestions for the successful implementation of computer-assisted instruction (CAl) and computer-based instruction (CBI) at the college level.First, one should emphasize the resources that are conserved with CAl and CBI rather than those that are lost. Although the haphazard implementation of computers into courses can result in wasted time and money (Castellan, 1986;Eamon, 1986), numerous studies have shown that once computers are integrated into a course, teachers are freed from technical duties involved in the preparation of demonstrations and experiments. Students also have the opportunity to utilize time effectively. While more advanced Correspondence should be addressed to J. A. Welsh, Virginia Commonwealth University, Box 102, MCV Station, Richmond, VA 23298. students can work through a computer program quickly, students who need more time to study the demonstrations and examples can work at a pace suited to their needs. It has been shown that CBI is particularly time efficient and cost effective at theUniversity of Georgia, where professors must travel to off-eampus sites to teach some courses, and where many students must travel long distances to take courses on campus. Foell (1989) found that teaching an off-eampus curriculum development course by computer cost 34 % less than did teaching it more traditionally. The data showed no significant differences in exam scores between the two groups. In addition, 48 % of the experimental group said that they favored taking the course by computer and 37% were undecided.Second, one should choose software wisely and involve teachers in the evaluation of it. In conducting a study in which I compared CBI with traditional delivery, I noted that students quickly lost interest in software that essentially co...

Java experiments for introductory cognitive psychology courses

“…Students were required to complete the laboratory experiment and answer questions about the lab exercises. Some research suggests that the inclusion of a follow-up assignment to computerized laboratory exercises may be useful in increasing the retention of the material (Welsh, 1993).…”

A method for evaluating the effectiveness of educational software

“…Many of the smaller studies lack a robust enough design to permit transfer of results. Welsh (1993), Duncan (1993), Ransdell (1993), and Castellan (1993) have offered a set of guidelines for im-. proving evaluation of educational software.…”