Computer Based Instruction ( Cbi ) And Developed A Theory Based On Their Findings

The original view of information technology within education focused only on the implementation in higher education, believing that information technology would assist in integrating learning (Cauley, Aiken & Whitney, 2009). However, the implementation of information technology has proven to be a beneficial tool for all levels of education as it is viewed as fun and not something that is lectured or forced upon them. Instead, students want to excel which has created a more productive environment for learning. Information technology allows each diverse student to be focused on individually instead of the classroom as a whole, most likely the best advantage to information technology within the classroom. In the classroom, two instruction types are direct instruction and differentiated instruction. Direct instruction is “being skill-oriented and emphasizing the use of small group, face-to-face instruction by teachers and aides, using carefully articulated lessons in which cognitive skills are broken down into small units” (Cobb, 2010, p. 37). Differentiated instruction is “a teaching philosophy based on the premise that teachers should adapt instruction to student differences” (Cobb, 2010, p. 37). The use of information technology within the classroom is most beneficial in conjunction with differentiated instruction according to research studies being that instructional time can be created for

One of the biggest Andragogical principles in my opinion is, self-direction (Isenburg, 2007). If the adult learner utilizes an online learning environment they must be prepared to self-direct themselves, instructors are there to guide bit the learner must take it upon themselves to find a way to get the information (research), and guide themselves in preparing and completing the assignment. In my opinion if the learner is not able to self-direct they will surely

In Conclusion, motivation theories formed the cornerstone of adult learning. Indeed, technology is here to stay and it has become part of the education environment. Technology provides a surrounding where formerly

Dabbagh, N. (2007). The online learner: characteristics and pedagogical implications. Contemporary Issuesin Technology and Teacher Education, 7, 3, 217–226.

The key components of disruptive blended learning model is giving students some control over the time, place, path and the pace of their learning. The students’ ability to learn according to their style will help accelerate their learning potential. Instead of teaching to the middle, the students have their own personalize education that helps reach for their potential and still meet the standard of the state’s education. Another key components of disruptive blended learning model are that part of learning happens in supervising, brick-and-mortar location. The technology does not replace the teacher, the teachers are there to help mentor and guide the students on their correct path. By having students been at the location, the teachers can

will focus on using the most effective theories of adult learning, motivation, and technology integration currently available.

According to Young (2014), an effective learning environment is “an environment [that] provides relevant content, clear learning goals and feedback, opportunities to build social skills, and strategies to help students succeed”. Arbaugh (2000) stated that “instructor(s) effort to create an interactive classroom environment” was one of the most important factors in a classroom environment. Other important aspects to consider for online higher education classes are how difficult the ‘software course’ is, the flexibility of the classroom environment online, and occasionally ‘technological sophistication’ is required for ultimate classroom efficacy (Arbaugh, 2000). In an effective classroom environment, an interesting “two parallel process” takes place: there is a transformation in the students into active reflective learners, while both the students and teachers, through engaging more with technology, become better digital citizens (Office of Academic Planning and Assessment, n.d), thus this a component that online classroom environments should try to emulate to reach their effective potential. Essentially, the accessibility of online classroom, frequency of classes, consistency of curriculum with digital resources, and pedagogy are some of the most critical aspects found in effective classroom environments (Office of Academic Planning and Assessment, n.d; Allan and Clarke, 2007; Arbaugh, 2000). Moreover, a study conducted by the University of Alberta (Garrison, D., Anderson, T. & Archer, W.; 1999) found that there are “three elements essential to an education transaction”: cognitive presence, social presence, and teach presence. Furthermore, Allan and Clarke (2007) stated that the “most conducive” learning environments include the following three: the “skill oriented outcomes” that are expected of

First, all four faculty members agreed that an electronic media-rich toolkit is needed. All four faculty agreed that information related to adult learning theories was important to include in the toolkit and that the theory is relevant and applicable to the learners that are in the MSN program. Three out of the four faculty felt that including information related to student’s sense of community should be included. One faculty member commented that a sense of community is big in the literature and is important

Computer-based instruction, or CBI, is widely used to deliver content to learners of all ages. Although this form of instructional delivery has become nearly ubiquitous, levels of effectiveness of CBI vary, particularly when considering computer-based instruction for adults. In 2005, researchers Janis Lowe and Elwood Holton, III developed a theory regarding the elements necessary for an effective CBI experience with adult learners and then drew five conclusions based on their investigation. Lowe and Holton (2005) acknowledged a need for both external support and instructional support if an adult learner’s CBI experience will be deemed positive. Of their five conclusions, this one was of particular interest to me based on the different computer-based instruction experiences I have had.

Computers are winding up increasingly visit every year. Teachers are utilizing the most recent innovation to run control point introductions, spilling recordings, and reproductions that were never conceivable. It turns into the new sign of educating, enabling teachers to accomplish even more at that point at any point thought conceivable. Organizations have hopped on the fleeting trend, pitching help to teachers and students. For the most part, computers are eligible to aid assistance for all levels of education. Many programmers have built and designed programs for the SAT and ACT test that assistance impressively. Computer aided education (CAE) system is a key to improve the effectiveness and the quality of the education system.

This week my reflections from our readings and assignments dealt with “Effective Technology Based Adult Learning.” According to Knowles, Holton & Swanson (2015, p. 278), “the rapid advances in technology, the need for lifelong learning, the learner at a distance, and the growth of non-traditional students have encouraged the use of computers as a means of instructional delivery.” The growing need for ways to make computer-based instruction for adults more effective is that the utilization of CBI programs have increased in schools to supplement or replace more conventional teaching methods. It is however, my belief that CBI will not only bring down the cost of education in the long run for the learner, but that it will also enhance the educational

Learning is a process that is influenced significantly by the combination and interactions of three main areas of influence: agent, activity and world. A number of writers have used other descriptions for these influencing factors. In the succeeding discussion of computer-based learning environments, we have found it useful to describe learning using a framework of three mutually constitutive elements based on these factors which represent the actions and activities of the different elements in the learning process: the learner, the teacher and the learning materials [Herrington & Oliver, 1996].

Dr. Robert Kozub, an associate professor in the University of Wisconsin-Milwaukee, administered an analysis by using a sample of 159 Taxes and Personal Finance undergraduate students to examine the likely learning performance of students under web based usage. Dr. Kozub adopted four learning styles as determined by Kolb’s Learning Styles Inventory (LSI-IIa) and characterized them as Accommodator, Diverger, Converger, and Assimilator. He also used two web inserted instruction modules namely, text version and enhanced version with multimedia components. Of the 159 participants, 81 participants concluded in favor of

How can the functionality of computer learning be determined, however? One of the research approaches is to analyze, and collect data on the ability and efficiency of computer based learning. This is done by building a hypothetical Bachelor’s degree online with the tools and resources that are available. In order to accomplish determining efficiency, and availability of content to the public, the following criteria is tested:

E-Learning is trying to provide a more individualized, self-paced, self-directed learning experience (Clark). A survey by a Sociology Professor at CSU-Northridge showed that students in his virtual class performed 20% better than students in his traditional class (Clark). On the other hand, issues concerned with E-Learning includes the fact that students may not be as motivated since, another survey found out that only 66% of the students involved with E-Learning earned credit with a passing grade for their classes (Washington