The purpose of this research was to determine whether computer-aided instruction may be effectively utilized in stimulating prewriting composition when the CAI is based upon (1) conceptual (cognitive) strategies, (2) "datadriven" guidance (resulting from CAE techniques), and (3) recent findings in tutorial strategies research. If this specifically designed CAI is as good a means of prewriting instruction as personal tutoring and a better means than classroom instruction, then the practical and economical implications may be weighed in a decision to use such techniques. Forty-three college freshmen in three basic writing classes participated in this study. One class was exposed to a CAI medium, the other two either to a human tutor or to classroom instruction. A computer-aided evaluation of previous essays provided focus, and other intellectual processing cues provided information on an expository topic; this "database" was then used to construct a CAI program to encourage "specificity" and "depth of intellectual processing" in students' prewriting composition. The program also possessed and was designed to provide "conceptual guidance" through the use of five heuristic procedures; thus it contained two key elements that a human tutor would possess in working with a topic--knowledge of the topic, and a means for eliciting that knowledge from the tutee. The second treatment method used consisted of instruction by human tutors, utilizing the same methodology. The control for the study consisted of a classroom instruction group.
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AwruAcTThe result of utilizing stataof-the-art tutorial research and of making maximum use of the hardware potential of even a microcomputer moves a CAI program far beyond "ad hoc frame-oriented CAI." Such a system can effectively utilize the potentials inherent in the synthesis of computer technology and sound instructional design in producing a beneficial prewriting experience for the composition student that is not far removed from a similar experience guided by a human tutor. The present article presents the results of a comparison between the effectiveness of two methodologies of eliciting prewriting composition. Method one consisted of CBI that was based upon recent studies in tutoring and CAE techniques; method two consisted of the Same methodology with only a different medium employed, that of personal tutoring. The principle question raised was whether or not the CBI method was as good a means of prewriting instruction as that resulting from human tutoring in stimulating prewriting composition.The utilization of computer-based invention (CBI) to stimulate students' prewriting composition is one application of computers in education demonstrating a potentially beneficial synthesis of instructional methodology and computer technology. Indeed, there exists a current proliferation of either "stand alone" CBI programs or "whole process" systems that contain one or more CBI modules. Too often, though, these CBI modules are based on hastilyconceived instructional design, or they fail to tap the technological potential of even a microcomputer, resulting in a learning environment not far removed from text-oriented programmed learning that is better suited for the printed page.The simplicity of such computer-aided instructional designs is not a surprising fact, for, in order to produce a CBI program that surpasses the "electronic textbook" design, one must not only possess both pedagogical and technological hats but be prepared to wear each for a considerable length of time. There are distinct advantages for so doing. maximum use of the hardware potential of even a microcomputer moves a CAI program far beyond "ad hoc frame-oriented'' CAI. Such a system can effectively utilize the potentials inherent in the synthesis of computer technology and sound instructional design in producing a beneficial prewriting experience for the composition student that is not far removed from a similar experience guided by a human tutor. CBI systems should attempt to emulate the best traits of human tutors.effectiveness of two methodologies of eliciting prewriting composition. Method one consisted of CBI that was based upon recent studies in tutoring and computer-aided evaluation (CAE) techniques; method two consisted of the same methodology with only a different medium employed, that of personal tutoring. The principle question raised was whether or not the CBI method is as good a means of prewriting instruction as that resulting from human tutoring in stimulating prewriting composition. This article is derived from the author's diss...
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