Instructional Computing: In Search of Better Methods for the Production of CAI Lessons

Abstract

Today, CAI lessons are being prepared mostly by educators alone or by computer professionals alone. Experience shows that while teachers alone or computer programmers alone can do the job, the resulting CAI lesson will not, on the average, be a very good product. This is reflected in the fact that the market today is full of inferior CAI products. This article considers the investigating of alternate methods and concludes that a team effort of experienced educators and highly skilled computer professionals is essential for the production of “better” CAI lessons. A model illustrating such a team effort for the development and production of high quality CAI material is presented and analyzed.

The Relationship Between Information System Planning Sophistication and Information System Success: An Empirical Assessment*

“…Information technology capability was measured using 17 items obtained from a review of the literature on information technology use in academic institutions (Baldridge & Tierney, 1979;Baschich, Kaye, & Lefrere, 1986;Green, 1988;Hawkins, 1988;Kissler, 1988;Warren, 1987). Examples of key information technology capabilities for academic institutions include communication devices for access of remote databases (Hawkins, 1988;Kerr & Hiltz, 1982), videoconferencing for student-faculty interaction (Baschich et al, 1986), computer-aided instruction (Baschich et al;Self, 1985), and computer-aided curriculum design (Baschich et al;Hawkins;Kontos, 1984).…”

The Alignment between Organizational Critical Success Factors and Information Technology Capability in Academic Institutions

“…Today we see more systems of various shapes, sizes, and capacity; we have more users, more demands on the data system, and more requests for information. [47].…”

“…[34, p. 1) Examples of IT capabilities which are revolutionizing modem academic institutions include videoconferencing for student-faculty interaction [6] [36], communication devices for access of remote databases [26] [35] [42], computer-aided instruction [6] [66], and computer-aided curriculum design [6] [35][47].…”

A Bayesian sequential procedure for determining the optimal number of interrogatory examples for concept-learning

“…The term ''adaptive instruction'' has been in widespread use for over the past few decades (e.g., Bejar & Braun, 1994;Bork, 1984;Dijkstra, Krammer, & van Merrienboer, 1992;Gegg-Harrison, 1992;Kontos, 1985;Koper, 1995). Although different authors have defined the term in a different way, most agree that it denotes the use of strategies to adapt the appropriate amount of instruction to learning needs .…”