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CAI & CAL
Computer-Assisted Instruction (CAI) is an interactive educational method that utilizes computers to enhance learning through self-paced, self-directed, and multisensory experiences. Research indicates that CAI improves student learning rates, retention of information, and positive attitudes towards learning compared to traditional methods. Various delivery modes such as tutorials, simulations, drills, and games are employed to engage learners and facilitate the mastery of complex concepts.
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CAI & CAL
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- 3. Computer Assisted Instruction,abbreviated as CAI, is a term that refers to interactive instructional strategies that use computers to convey and teach instructional material to students, as well as monitor their learning. “Computer-assisted learning (CAL) is to convey a vast amount of information in a very short period of time. It is a powerful method of reinforcing concepts and topics first introduced to you through your textbook, and discussion in the classroom. Computer- assisted learning enables you in a powerful way to comprehend complex concepts.”
- 4. Self-Paced This unique characteristicenables learners to move as slowly or as quickly as they like. Material included in the program can be reviewed again and again, as many times as the students require, without any consequences or set backs from the program. This also helps eliminate the negative reinforcement of students’ possible lack of mastery of previously taught instructional material.
- 5. Self-Directed This describes theability of learners to decide what they want to learn, and in what order they want to learn it, based on their unique learning abilities and characteristics, in order to benefit, enhance, and individualize the learning process for students.
- 6. Use of Various Senses Computerassisted Instruction (CAI) uses computers and various forms of technology that allow students to process instructional material using a variety of different senses. The more senses, or learning channels through which information is processed, the easier it is for students to remember and learn that
- 7. Learning Rate-It is found that CAI enhances student learning rate. Student learning rate has proven to be as much as forty percent faster with CAI than with traditional instruction. Retention of Learning-According to researchers, student scores on initial tests and delayed tests indicate that students instructed using CAI retain more content than if they had been instructed using traditional instruction only. Attitudes- A lot of the research examining CAI strategies and their effects on student achievement and learning outcomes simultaneously observes how student attitudes are effected by this instructional strategy. This has led many researchers to the consensus that using CAI strategies will lead to more positive student attitudes than conventional instruction.
- 8. Locus ofControl-Students instructed using CAI strategies have more of an internal sense of self-efficacy and ability to control their own learning. Attendance- Students had better attendance when instructed using CAI strategies. Motivation and Time on Task-Studies show that students instructed by the use of CAI strategies have higher rates of time spent on task in class than students instructed using traditional instruction only. Cooperation and Collaboration-Cooperative and positive social behaviors are greater among students instructed using CAI strategies.
- 9. Variety of Media The utilizationof technology and computers by this strategy encourages student learning by providing a constantly stimulating environment and promotes enthusiasm by presenting academic content in a way that is interactive, enjoyable and relatable for students. Students are exposed to different types of media that they otherwise may not have experienced or interacted with.
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- 11. Drill-and-Practice:-Drill and practice provideopportunities to the students to repeatedly practice the skills that have previously been presented and that further practice is necessary for mastery. In this, the students learn facts and memorize them by drill method e.g. using an MCQ bank for drill and practice. This method is useful for slow learners.
- 12. A well structuredprogrammed learning unit provides interactive learning. In this computer assumes the role of a tutor, introducing content, providing practice, and assessing learning. Tutorials are used to introduce new content to learners in much the same manner that a human teacher might. This mode, if used well could result in 90% retention of the content compared with 30% retention after the best lecture.
- 13. In tutorial method,a module lesson consists of: Presentation of content in a structured way Task prescription to elicit the learner’s response Instant feedback and reinforcement to the learner Can be effectively used by individuals or groups of 2-3 students. Contd....
- 14. Provides areal-life scenario with the material to be learned being applied as it would in the real world. It provides a simplified representation of a real situation, phenomenon, or process. It also provides the opportunity for students to apply knowledge in a realistic format but without the time, expense, or risk associated with the real thing. Simulation provides safety of learning environment.
- 15. Simulation software can providean approximation of reality that does not require the expense of real life or its risks. Simulations can mimic physical objects or phenomena, processes, procedures, and situations.
- 16. Games use theinstructional material to create a contest for the learner. The learner can compete against his own personal best, the computer, or other learners while mastering the material. Game software often creates a contest to achieve the highest score and either beat others or beat the computer. Usually, they are aimed at younger learners such as those in the elementary grades.
- 17. Games can substitutefor worksheets and exercises, as a reward, or, in some cases, to foster cooperation. General features are:- An end goal and rules of play. Sensory appeal. Motivational elements (e.g., competition, cooperati on, challenge, fantasy).
- 18. Provides the learnerwith an opportunity to draw his own conclusions. Presents learner with a wealth of material on a topic and allows the learner to seek answers on his own. Discovery approach provides a large database of information specific to a course or content area and challenges the learner to analyze, compare, infer and evaluate based on their explorations of the data.
- 19. Problem solving presentsmaterial in such a way as to develop problem solving rationale. This approach helps children develop specific problem solving skills and strategies. Usually focuses on a specific type of problem solving and provides practice on a number or variety of problems. Problem solving applications sometimes focus on specific topics areas (e.g., mathematics, science) and sometimes they are designed to promote general problem-solving abilities (e.g., pattern recognition, prediction).
- 20. Computer could be programmedto stimulate a variety of biological processes to supplement or do away with laboratory experiments. The learner explores various options and learns by inference.
- 21. Choose arelevant topic. Decide the cognitive level of the students, aimed by the module i.e knowledge, understanding, or problem-solving. Decide the computer assisted learning mode to be used. Develop CAL sequence in the forms of frames. Introductory frame gives directions to the learner. Learning frame presents the matter to the learner. Test frame tests the learners and gives appropriate feedback. Pre-validate the CAL by sharing them with peers and students and get feedback. Too easy, rigid, difficult parts need to be revised. Get the written CAL module converted to a computer program. Do post-validation of the CAL program and make corrections if needed. Release CAL unit for learners to use and learn.
- 22. 1) Interesting and motivating 2)Compatible learning style 3) Promote enthusiasm 4) Helps shy and slow learner 5) Immediate feedback 6) Error analysis 7) Critical thinking ability 8) Process design ability 9) Team work 10) Outcome oriented process 11) Communication skills
- 23. Learners with lowmotivation or bad study habits may fall behind. Without the routine structures of a traditional class, students may get lost or confused about course activities and deadlines. Students may feel isolated from the instructor and classmates. Instructor may not always be available when students are studying or need help. Slow internet connections or older computers may make accessing course materials frustrating.
- 24. Managing computer filesand online learning software can sometimes seem complex for students with beginner-level computer skills. Hands-on or lab work is difficult to simulate in a virtual classroom. Learner may feel overwhelmed at the volume of material presented. Overuse of multimedia can detract from intended learning objectives. Inability to ask a “person” a question when material is not understood. Equipment can malfunction can occur. Lack of good CAI packages or lack of infrastructure to deliver CAI.
- 25. Finance problems Poor trainingopportunities Time and teacher workload CAI in the Home Government Teachers’ belief Content Program development
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