Running head: UNIT 4 – CONDUCTING RESEARCH
Impact of Applying Computer-Aided Instruction (CAI): Perspective of Experienced and Inexperienced Adult Learners in Bronx Adult Learning Center
Abstract
This research studies the perspective of familiar and unfamiliar adult learners towards the impact and effectiveness of Computer-Aided Instruction. It uses data gathered from 20 participants which is consists of 10 males and 10 females. Questionnaires were consisted of 18 questions which tackles the background and perception of the respondents regarding the application and impact of CAI in their learning process. It also included different studies that have been explored and analyzed by other authors or researchers regarding the issue of application of CAI in adult learning environment and process.
Introduction
This study focused on the perspective of the adult learners in Bronx Adult Learning Center regarding the importance and impact of the Computer-Aided Instruction (CAI) in their learning process. The said topic is important because of the problems regarding the preferences and perspective of the adult learners towards application of new technologies, primarily in the field of education. Thus, the issue regarding the feelings and reaction of the adult learner who are unfamiliar with the different new technologies are important in the process of planning and implementing different educational policies and lessons. The research question of the study focuses on the perception of the adult learners towards computerized learning approach as an effective teaching method, as well as the different advantages and disadvantages of CAI in their learning process. There are two important variables that are involved in the study, CAI as the independent variables, and the adult learning as the dependent variables.
Review of Literature
Computer – Aided Instruction or CAI or also known as computer-assisted instruction is considered as a diverse and rapidly expanding field of computer technologies that support the teaching and learning process (Arnold, 2008). However, there are ongoing debates and discussions regarding its effectiveness, in the entire process of learning. Throughout the entire 20th century, changes in different technologies had affected soCAIl and economic aspect of the world (Imel, 1998). Thus, it has a great impact on the field of education. It has a positive impact, particularly the aid of the Internet, because it is much easier for the students to retrieve and access different information, thus enables some learning activities more interesting than the traditional teaching approach. However, it is important to consider the important impact of technology in adult learning. In connection, the role of technology in the aspect of adult learning, adult educators and learners are facing different challenges and dilemmas which include process of how to respond to the different technologies, at the same time how to exploit it without diminishing the learning experience (Field, 1997). Thus, it is important to consider the different approaches that will integrate technology into the adult learning: technology as curriculum, delivery mechanism, complement to instruction and instructional tool (Ginsburg, 1998).
The study by Winslen et all gather information from 66 subjects and included in three groups: traditional lecture, IATEC and control and uses checklist as research instrument. The result of the study shows that application of CAI is an effective approach of teaching and training, but it is not enough in order to educate student in the cognitive knowledge (Winsten et al., 1998). Furthermore, the action research project that was conducted by the Somerset Country Adult Literacy Council which aimed to determine if a blended learning approach that introduced CAI into the traditional adult education classroom would positively impact retention and goal achievement. The study focused on the case of 10 respondents. The result shows that 5 have enrolled in the post secondary training and all had increased attendance in the adult education classroom (Barron 2004). On the other hand, the result of the study by Ross & Schulz (2002) shows the opposite or negative result. The explanatory study investigated the impact of learning styles on human-computer interaction by gathering data from 70 learners who have enrolled in a large urban post-secondary institution. As a result, based on the primary and secondary data gathered, the authors concluded that CAI many not be the most appropriate method of learning for all students. In connection, the theoretical study of Lowe & Holton (2005) shows critical components that can affect the effectiveness of CAI for adults which explain and predicts the effective learning by adults using a desktop computer.
Methodology
Primary data were gathered from 20 respondents or adult learners, composed of 10 males and 10 females in the Bronx Adult Learning Center class located in 500 Grand Concourse, Room B-208, Bronx New York by using survey questionnaire and interview. Thus, it uses qualitative method in order to gather data. The said method s much more objective compare to quantitative because it is vitally systematic and based on the positivism perspective, at the same time, attempt to explain different soCAIl changes by using objective measures and statistical analysis by focusing on the procedures, methodologies as well as statistics. As a result, objectives can be measured so that comparisons can be made (LAMP, n.d.). The respondents are grouped by 2: the first one have their past experience or encounter of CAI, while the other group are those inexperienced or not familiar with CAI. The respondents were asked to answer 18 questions which is consists of 2 parts: background information and the actual questions about the impact of CAI in their learning process (answerable by Yes, No, Maybe).
Results
Background
Age
N
21 – 30
5
31 – 40
7
41 – 50
2
51 – 60
4
61 – 70
2
Sex
N
Male
10
Female
10
Experienced/Familiar
N
Yes
10
No
10
Educational Attainment
N
Illiterate
Elementary
4
Secondary
6
Tertiary (Bachelor)
5
Masters
3
Doctoral
2
Working?
Yes
17
No
3
Table above shows the result of the study regarding the background information of the respondents. Like what have mentioned in the first part of the paper, half or 10 of the respondents are male and female, experienced or familiar and unfamiliar with CAI. It can be seen that majority of the respondent came from the age group of 31 – 40. Furthermore, majority of the respondents had attained secondary education. Above all, most of them are working.
CAI – Perspective
Yes (3)
No (2)
Maybe (1)
*F
*N
*F
*N
*F
*N
1. Computer-Aided Instruction will help me to learn more quickly
7
2
3
4
0
6
2. Computer-Aided Instruction will enable me to work at my own speed
9
3
0
2
1
5
3. Computer-Aided Instruction will make it easier for me to learn than with the traditional (teacher) approach
5
3
2
4
3
3
4. I am more comfortable in sitting and working alone
7
6
1
2
2
2
5. I will recommend Computer-Aided Instruction to other adult learners like me.
6
2
1
2
3
6
6. It would be easier to learn by computer compare to other traditional learning instrument such as film and slide
5
2
2
3
3
5
7. I am afraid I could not learn to use computer very well.
10
7
0
1
0
2
8. I would need a teacher as I work on the computer
2
10
8
0
0
0
9. Computer-Aided Instruction gives me an idea of having a friendly teacher
10
6
0
2
0
2
10. Computer-Aided Instruction will go too fast
2
7
8
0
0
3
11. I would not mind if I missed a question while I am working on my lessons and my computer because no one would be watching me
8
7
2
1
0
2
*F = familiar with CAI
*N = unfamiliar with CAI
The table above shows the result of the 11 questions that have been gathered from the 20 respondents. It shows the total number of responses per question, answered both by the familiar and unfamiliar to CAI. Based on the table, it can be observed that most of the unfamiliar with the CAI are not that confident with the said learning approach, which is opposite from those who are already familiar.
References
Arnold, D. (2008). Computer-Aided Instruction. Retrieved from MSN Encarta March 3, 2009, from Encarta MSNwebsite: http://encarta.msn.com/encyclopedia_761553343/computer-aided_instruction.html
Baron, J 2004, The Impact of Introducing a Blended Learning Approach in the Adult Literacy Classroom, Pensylvannia Action Research Network, Retrieved March 5, 2009, from PDE website: http://www.pde.state.pa.us/able/lib/able/lfp/lfp04barron.pdf.
Field, J. (1997). ‘Passive or Proactive?’ ADULTS LEARNING, 8 (6), 160-161.
Ginsburg, L. (1998) ‘Integrating Technology into Adult Learning.’ In TECHNOLOGY, BASIC SKILLS, AND ADULT EDUCATION: GETTING READY AND MOVING FORWARD, INFORMATION SERIES No. 372, edited by C. Hopey, pp. 37-45. Columbus: ERIC Clearinghouse on Adult, Career, and Vocational Education, Center on Education and Training for Employment, College of Education, The Ohio State University.
Imel, S. (1998). Technology and Adult Learning: Current Perspectives. ERIC Digest No. 197, Retrieved March 3, 2009, from ERIC Digest website: http://www.ericdigests.org/1999-2/current.htm
LAMP. Research Methods, Retrieved March 3, 2009, from LAMP website: http://lamp.ac.uk/mit/pdf/report6.pdf
Lowe, J. & Holton, E. (2005). ‘A Theory of Effective Computer-Based Instruction for Adults’, Human Resource Development Review, 4(2), 159-188.
Ross, J. & Schulz, R. (2002). ‘Can Computer-Aided Instruction Accommodate All Learners Equally?’, British Journal of Educational Technology, 30(1), 5 – 24.
Winsten, D. L., Antonio, K., Buxton, B. (1998). ‘The Effectiveness of an Interactive Computer Program Versus Traditional Lecture in Athletic Training Education’. Journal of Athletic Training. 33(3), 238 – 243, Retrieved February 11, 2009, from PubMedCentral website: http://www.pubmedcentral.nih.gov/picrender.fcgi?artid=1320430&blobtype=pdf
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