Computer Assisted Instruction (CAI)

A self-learning technique, usually offline/online, involving interaction of the student with programmed instructional materials.

Computer-assisted instruction (CAI) is an interactive instructional technique whereby a computer is used to present the instructional material and monitor the learning that takes place.

CAI uses a combination of text, graphics, sound and video in enhancing the learning process. The computer has many purposes in the classroom, and it can be utilized to help a student in all areas of the curriculum.

CAI refers to the use of the computer as a tool to facilitate and improve instruction. CAI programs use tutorials, drill and practice, simulation, and problem solving approaches to present topics, and they test the student's understanding.

Typical CAI provides

1. text or multimedia content

2. multiple-choice questions

3. problems

4. immediate feedback

5. notes on incorrect responses

6. summarizes students' performance

7. exercises for practice

8. Worksheets and tests.

Types of Computer Assisted Instruction

1. Drill-and-practice Drill and practice provide opportunities or students to repeatedly practice the skills that have previously been presented and that further practice is necessary for mastery.

2. Tutorial Tutorial activity includes both the presentation of information and its extension into different forms of work, including drill and practice, games and simulation.

3. Games Game software often creates a contest to achieve the highest score and either beat others or beat the computer.

4. Simulation Simulation software can provide an approximation of reality that does not require the expense of real life or its risks.

5. Discovery Discovery approach provides a large database of information specific to a course or content area and challenges the learner to analyze, compare, infer and evaluate based on their explorations of the data.

6. Problem Solving This approach helps children develop specific problem solving skills and strategies.

Advantages of CAI

• one-to-one interaction

• great motivator

• freedom to experiment with different options

• instantaneous response/immediate feedback to the answers elicited

• Self pacing - allow students to proceed at their own pace

• Helps teacher can devote more time to individual students

• Privacy helps the shy and slow learner to learns

• Individual attention

• learn more and more rapidly

• multimedia helps to understand difficult concepts through multi sensory approach

• self directed learning – students can decide when, where, and what to learn

Limitations of CAI

• may feel overwhelmed by the information and resources available

• over use of multimedia may divert the attention from the content

• learning becomes too mechanical

• non availability of good CAI packages

• lack of infrastructure

Similarities differences between L1 L2 acquisition

Similarities differences between L1 L2 acquisition

Similarities:

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In both first and second language acquisition, universal grammar may influence learning.In second language learning, universal grammar may influence learning eitherindependently or through the first language.

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In both first and second language acquisition, there are predictable stages, and particularstructures are acquired in a set order. Individuals may move more slowly or quicklythrough these stages, but they cannot skip ahead.

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In both first and second language acquisition, making errors is a part of learning.Learners need to make and test hypotheses about language to build an internalrepresentation of the language. In the initial stages of learning, learners may use chunksof language without breaking them down or processing them as independent units. Inlater stages, they may make new errors as they begin to process the parts of each chunkaccording to the rules of their language system. For example, a learner may start outusing the correct form of an irregular verb as part of a language chunk, but laterovergeneralize and place a regular affix on that same verb.

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In both first and second language acquisition, the learner uses context clues, priorknowledge, and interaction to comprehend language.

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In both first and second language acquisition, age is an important variable affecting proficiency.

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In both first and second language acquisition, learners can often comprehend morecomplex language than they are able to produce. In the initial stages of learning, learnersgo through a silent period.

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In both first and second language acquisition, a learners proficiency can vary acrosssituations.

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In both first and second language acquisition, learners may overgeneralize vocabulary orrules, using them in contexts broader than those in which they should be used.

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In both first and second language acquisition, learners need comprehensible inputand opportunities to learn language in context in order to increase their proficiency.

Differences:

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In first language acquisition, the basis for learning is universal grammar alone. In secondlanguage acquisition, knowledge of the first language also serves as a basis for learningthe second language. !here may be both positive and negative transfer betweenlanguages in second language learning.