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Alberta Vocational College -
Calgary |
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CAI Studies with Adult Reading Populations Few CAI studies have concentrated on adult subjects. Those that have, report mixed results. As expected, rigorous research studies of the influence of CAI on Adult reading populations are extremely limited. Often, those that do appear tend to be evaluations with little generalizability beyond the specific setting and activities of the research. Therefore, a few upper-level high school reports are added to this review. A recent meta-analysis by Rachal (1995), examined the effectiveness of computer-assisted instruction (CAI) on the teaching of reading at adult basic and secondary education levels. This meta-analysis included a number of quasi-experimental studies comparing experimental (CAI) groups to groups using more traditional instructional approaches. Of the twenty-one studies examined in this meta-analysis, variation was reported in their designs, objectives, settings, software, skills examined, and conclusions. While the majority of the findings indicated no significant difference occurring in student achievement, five studies reported improvement in achievement scores for CAI over traditional reading approaches. In addition, other benefits were reported: faster rates of learning, immediate feedback, reduced attrition, increased student self-confidence, and increased privacy. These findings were reported as researchers’ perceptions rather than empirically derived findings. Similarly, Garrett (1995) reports mixed results of CAI effectiveness in college to improve academic programs. The Feldmann & Fish (1991) study has indicated that the use of computer-mediated reading supports did not improve high school students’ reading comprehension scores. McLaughlin (1986) says CAI does not improve vocabulary skills, either. The study involving one control group and two experimental groups of college students, one receiving traditional instruction and individualized, in-class, computer-assisted instruction, the other receiving traditional instruction in class and computer-assisted instruction in a lab facility. The results were that no improvement in vocabulary skills between groups was shown, nor did one experimental group out-performed the other. In contrast, and reporting more qualified results, Weiss (1994) has suggested that readers with access to computer-mediated reading supports score higher on recall tasks. Findings of this study suggest that vocabulary knowledge is the primary contributor to reading comprehension, and that verb conjugation and background information played an insignificant role in enhancing readers’ comprehension. The computer might provide unique opportunities to manage readers’ interaction with the text during independent reading. An issue emerging from this study, and one to which Weiss advocates further research is the degree to which the reader of the computer controls the assistance provided by the computer. Other reports provide more tentative conclusions about CAI effectiveness. Thompson (1990) concluded that CAI provided only tentative conclusions about its effectiveness in relation to reading. As already mentioned, this study indicated that CAI appeared to work more effectively for slower, disadvantaged, and below-grade-level readers than for average or above-average readers. Supporting these conclusions, Tzung-yu (1993) maintains that while Iowa State University students were more interactive with, and positive toward, computers, that computers help monitor successful learning, and encourage groups to spend more time on task, more studies are needed in different instructional situations and subject areas to confirm the use of computer-assisted instruction over traditional print in reading instruction. Many studies advocate CAI as an adjunct, not a replacement for traditional approaches to teaching and learning. A Canadian study of computer assisted instruction for adults indicated that gains were made and students felt more confident in their abilities as students. Also, they wanted more instructor input. The study concluded that computer assisted learning systems could serve as successful adjuncts to traditional instructional models (Moore, 1993). Garza & Gibbs (1994) later supported this position by suggesting that most successful programs use a whole-language approach employing computer-assisted instruction, study skills, and method evaluation. The same is recommended school-based audiences. Components of language experience, whole language, and computer-assisted instruction are most optimally incorporated into the core reading program (VanProoyen & Clouse, 1994). With most instructional materials and approaches, quality is an issue. CAI appears to be no exception. Ertmer, Evenbeck, Cennamo, & Lehman, (1994) have found no direct relationship between time-on-task and levels of confidence suggesting that "quality " rather than "quantity" of computer experience may be most critical. They indicate the importance of placing the learner in an environment, which provides acceptable means for voicing frustration and for obtaining encouraging feedback from the instruction regarding one’s developing skills. Others would suggest that regardless of the direct impact of CAI on achievement, CAI and computers offer some definite advantages to the instructor and the learner. An Australian computer-assisted language learning (CALL) project (McCarthy, 1994) found specific advantages in seven areas: organization of materials; display of items; volume of material and random presentation; feedback, scoring and record-keeping; focused tutorial assistance; graphics and animation; and cognitive direction. Also, gender may be an issue in CAI. While much of the gender literature in CAI has focuses on male and female access and use of computers (Shashaani, 1994; Canada & Brusca, 1991), the following is somewhat curious. In many cases CAI requires students to follow directions precisely and independently. One important aspect of this issue is understanding what types of individuals attend to and follow directions. This study indicated that females with a low computer self-efficacy followed more directions that those with a high self-efficacy. Those males with a low computer self-efficacy followed fewer directions than those with a high self-efficacy. An alternative is to provide exercises to increase computer self-efficacy for males. Those could include exercises, which enable the learner to gain confidence in manipulating the computer. These exercises could be provided prior to the CAI or better, embedded in the instruction itself. (Carlson & Grabowski, 1992). Many support the continued use and exploration of the effectiveness of computer-assisted instruction (Johnson, Cox and Watson, 1994; MERC, 1993; Khalili and Shashaani, 1994; Kulik, Chen-Lin, and Kulik, 1987). In particular calls have been made for further investigation into the use of computers in language learning because of the capacity of the computer to offer interactive learning, and to handle a wider range of activities than other educational aids (Kennedy, 1989). |