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:
•
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.
•
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.
•
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.
•
In both first and
second language acquisition, the learner uses context clues,
priorknowledge, and interaction to comprehend language.
•
In both first and
second language acquisition, age is an important variable
affecting proficiency.
•
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.
•
In both first and
second language acquisition, a learners proficiency can vary acrosssituations.
•
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.
•
In both first and
second language acquisition, learners need comprehensible inputand
opportunities to learn language in context in order to increase their
proficiency.
Differences:
•
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.
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