Computer-Assisted Instruction

Computer-assisted instruction curriculum may vary from drill on rote learning such as math facts to simulations of labs for high school advanced physics students. As technology has grown, computer-assisted instruction curriculum has become an important part of curriculum studies. The instruction via computer can be as varied and complex as the instructors that use computers to assist their instruction. In the 21st century, computer-assisted instruction is used in elementary and secondary school computer labs and in college distance education programs. Computers have made instruction in specialized areas available to all regardless of their geographic position. In fact, by 2008 the largest university-based PhD program in the United States was an online computer-assisted instruction program.

Computer-assisted instruction curriculum may be employed with a classroom of PreK–12 students in a computer lab or in a college student's home. Timing for the instruction also varies. Synchronous computer-assisted classes take place [Page 138]where all students are logged into their course via computer simultaneously. In this type of computer-assisted curriculum, student participation in discussions may occur via live chat on a message board or with microphone and/or Webcams.

Asynchronous courses allow students the flexibility to choose the time that is best for them to complete coursework. Discussion with other students may occur via discussion boards, where students log into the course at different times and post responses and comments to questions from the instructor or in reply to other students' postings.

Most often computer-assisted instruction curriculum is designed and developed by the course instructor. Similar to other curricula in the field of curriculum studies, this type of curriculum includes the learning objectives, method of instruction, and assessment of the curriculum. The difference in computer-assisted instruction is working within the available technology. Sound principles of curriculum design are adhered to along with unique characteristics of computer-assisted learning. Typically, the curriculum is presented in an online format. In designing the curriculum for computer-assisted instruction and learning, attention is given to the model of pedagogy the instructor wants to follow for the curriculum, the instructional strategies to be used, and the learning technologies to be used.

In considering the pedagogy of computer-assisted instruction curriculum within curriculum studies many of the same models of teaching and learning that are adopted for a curriculum that does not have a technology component can be utilized in the computer-assisted instruction. Many pedagogies rely on social interaction in a face-to-face class. These social interactions can also occur in computer-assisted instruction. Learning communities are one of the most common social groups referenced in computer-assisted instruction and may take place through posting to Wikis or by utilizing a class management system such as Blackboard that allows for groups to be formed. Although one may first think of independent learning when thinking of computer-assisted instruction curriculum, the social learning communities can be an integral part of computer-assisted instruction if the instructor so desires.

Another type of pedagogy is one of information processing. In a face-to-face classroom, this form of instruction may consist of multiple lectures where students must process the information and fit it into a framework of the course. This process is easily accomplished from a distance with computer-assisted instruction where students may watch a video of a lecture or view a PowerPoint presentation covering key concepts. Mastery learning for behavioral objectives can be programmed into software for computer-assisted instruction where students are presented information, assessed, and then have nonmastered concepts retaught and assessed again.

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