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ERIC Number: ED437700
Record Type: Non-Journal
Publication Date: 1999-Nov-4
Pages: 28
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Reflections from the Classroom on the Effects of Computer-Assisted Instruction on the Teaching-Learning Process.
Schenone-Stevens, M. Carla
The push to integrate computer-assisted instruction in the curriculum is a phenomenon experienced by many teachers at all levels of instruction. However, questions remain unanswered regarding the effect that such technology will have on both the communicative instructional style of the teacher and on the learning process of the students. To initiate dialogue for the intent of exploring the complexity of the interaction of technology in schools, this qualitative case study explores the outcomes of computer-assisted instruction on the dynamics of the teaching-learning process in an introductory statistics course at a small private liberal arts university. Results from the data, based on two observations and interviews with students and their instructor, suggest several implications. First, computer-assisted instruction positively affects students' ability to comprehend statistical concepts. Secondly, the teacher's role is not perceived as an adjunct to computer-assisted instruction; rather it is viewed as an essential element of the teaching process. Thirdly, student pre-post attitudes about the subject of statistics remain unchanged, even with assistance from the computer program. Finally, the use of the computer-assisted program does affect the dynamics of the classroom in that students are more engaged with the subject matter and interact more freely with each other. Based on these findings, two recommendations for future research are suggested: an exploration of the effects of a computer-assisted program designated as a tutor versus one that is classified as a tool, and a further examination of pedagogical issues about the juxtaposition of instructor and computer-assisted instruction. (Contain 20 references.) (Author/RS)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A