The use of CAI to enhance human interaction in the learning of deductive proof construction

Abstract

It is unfortunate that most forms of CAI either decrease or replace student-teacher interaction and rarely promote student-student interaction in a deliberate fashion. The project described here, however, aims at improving human interaction in a deductive logic course via the use of a proof-checking computer program. This program supports analyses of student performance which guide in-class instruction on a real-time basis. It is a widely held belief that individualization promotes effectiveness in teaching and that CAI promotes individualization. Some questions are raised about these beliefs, and the conclusion drawn is that the prospects for a computer technology that enhances rather than diminishes human interaction should be more vigorously explored. Ultimately, the efforts reported here are intended to show that the use of computers in education need not constitute a form of separating teachers from their students, but rather can provide information concerning student needs and can supply opportunities for addressing those needs both within and outside the classroom.

Learning Experience and Learning Effectiveness in Undergraduate Statistics: Modeling Performance in Traditional and Flexible Learning Environments*

“…Prior research by Croy (1988) has indicated that computer‐based education provided as a support to, rather than a substitute for, traditional teaching methods does not detract from the pedagogical underpinnings of the traditional lecture/tutorial technique. Indeed, since continuous Web assessment of the flexible learning group may have desensitized these students to the adverse effect on performance of performance anxiety, a mixture of the two learning modes, both flexible and traditional, is supported.…”

Yüksek Öğrenimde Öğretim Elemanlarının Teknoloji Kabulü ve Kullanımı: Adnan Menderes Üniversitesinde Ampirik Bir Değerlendirme

“…Bu tür bir öğrenmenin başarısı için, öğrencinin kendi kendini denetlemesi ve programlaması gerekmektedir. Bilgisayar temelli eğitim ve öğretim metotlarını, geleneksel eğitim ve öğretim metotlarının yerine geçen unsurlar olarak değil, onların bir tamamlayıcısı olarak düşünmek daha doğru olacaktır (Croy, 1988). Dolayısıyla, bilgisayar destekli eğitim ve öğretim teknikleri, geleneksel ders anlatma yöntemlerinin pedagojik altyapısına ters bir durum içermemelidirler.…”

Computer-assisted instruction versus inquiry-based learning: The importance of working memory capacity

“…These concern a) the use of digital technology for learning (absent in IBL) and b) the collaborative nature of IBL practices. In IBL, students indeed typically engage in peer to peer interactions [ 23 ], while in CAI, they typically interact with the computer agent [ 38 ]. Therefore, in IBL they can engage in debates and discussions, activities which are minimized in CAI.…”