The Effect of Student-Instructor Interaction on Achievement in a Dyad Computer-Based Training (CBT) Environment

Abstract

Most computer-based training (CBT) research has ignored variables other than the software itself. Yet there are other factors which can influence achievement. This study explored the impact of instructor-student interaction when students worked CBT in pairs. Compared to an earlier study in which instructor interaction positively influence achievement when students worked CBT individually, instructor interaction had no effect on achievement. Evidently, many if not all of the social functions served by the instructor in the traditional classroom can be provided by a CBT team partner. Implications of these results, to include the role of the instructor and the responsibility of the software developer, are discussed.

The Effects of Student-Instructor Interaction and Paired/Individual Study on Achievement in Computer-Based Training

“…Perhaps the social functions usually performed by an instructor are performed by the CBT team partner. Instructor interaction did not have an excessively larger effect on those paired Ss without prior experience, a result reported by Stephenson (1991).…”

“…Stephenson (1991) reported that Use of Commands did not vary between Ss receiving or not receiving instructor interaction. All Ss learned the commands equally well but some used the commands better.…”

A Multi-Institutional Study of Factors Influencing Faculty Satisfaction with Online Teaching and Learning

“…Komarraju et al (2010) examined various types of student-faculty interactions concluding they "can be crucial in developing students' academic self-concept and enhancing their motivation and achievement" (p. 332). This is reinforced by Stephenson (1992), who found "an increase in student-instructor interactions produces an increase in achievement" (p. 28). Komarraju et al (2010) concluded that institutions actively fostering "close and frequent contact between their students and faculty members are more likely to reap a host of [other] benefits" (p. 332).…”

A Theory of Effective Computer-Based Instruction for Adults

“…If there are severe constraints in a given setting, performance is less a function of individual differences and more a function of situational factors, and less predictable from measures of theoretically-relevant individual differences. Stephenson (1991) found that the instructor /facilitator interaction with the student increased his or her achievement. Jawahar (2002) found that the perception of the situational constraints negatively influenced end user performance.…”