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AVC - Calgary Computer Assisted
Reading Instruction Project
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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). |