Computer-Based Instruction

Definition

Computer-based instruction, of which a common form is online or e-learning, uses the computer as a tool to support learning. It can be used as an independent tool but is often integrated with the Internet. It can be an alternative to face-to-face instruction, but its efficacy for learning is increased when it is blended or integrated with other modes of delivery.

The Growing Need for Computer-Based Instruction

The number and diversity of students entering higher education is increasing. This diverse cohort brings to the learning environment a diverse presage, for example, different motivations, life experiences, orientations and approaches to learning. Different approaches to instruction are required to cater to the needs of this diverse, global and international student body. Computer-based instruction can engage students, synchronously or asynchronously, through a variety of learning activities, for example, discussions, quizzes, blogs, games, wikis and assessments, and through multimedia resources. The integration of assistive technologies such as speech-to-text functionality expands the accessibility of this approach.

Relevance to Action Research

Action research, as an inherently iterative and evolving methodology, invites researchers to select tools that provide the best fit between their context and their research. Computer-based instruction provides a tool that offers multiple options to support key tenets of action research. This tool can enhance and make possible collaborative learning and co-generation of knowledge through an online community of practice which invites participation regardless of geographical boundaries. It can act as a nexus for action with research, linking action with an international repository of research literature. Through the integration of reflective tools, the reflective practice that underpins action research can be encouraged. Computer-based instruction can also have a role to play in the development of action research capacity.

Good Design

The starting point for good design of computer-based instruction is adopting an action research approach. A collegial and collaborative team can work synergetically through iterative action research cycles of plan, act, observe and reflect. Time must be allowed for good design and development. Action research enables multilevel and multidisciplinary teams, with the benefit of drawing on the expertise and strengths that each team member can contribute whilst at the same time providing an environment where each person’s capabilities are developed. This is aligned with a distributed leadership paradigm, where each participant assumes a leadership role for the design of the computer-based instruction module.

Criteria for Computer-Based Instruction

Through the design of computer-based instruction, for example, for learning about reflection, criteria were established for good design. These criteria are closely aligned with the principles of universal design for learning and are as follows:

• An aligned curriculum
• Interactivity
• Flexibility
• Scaffolded instruction
• A familiar online environment
• Usability of the interface

To ensure positive learning outcomes, the curriculum needs to be aligned. Clear aims for the computer-based instruction module are first articulated, from which learning outcomes are developed. Aligned with each learning outcome are the content, learning activities, teaching strategies, assessment tasks (if applicable) and supportive resources. Multiple iterations of the action research cycle are necessary to develop an aligned curriculum, as each learning outcome is individually evaluated and reflected upon before the action of further development and refinement occurs.

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