A theoretically based computer-assisted instruction program expressing anatomical, physiological, kinesiological aspects of the human knee.
A theoretically based computer-assisted instruction program expressing anatomical, physiological, kinesiological aspects of the human knee.
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Date
1992
Authors
Deere, Randall
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Publisher
Middle Tennessee State University
Abstract
The purpose of this study was to develop a computer-assisted instruction program to aid future allied health professionals in learning about the anatomical, physiological, and kinesiological aspects of the human knee. The project provides a review of related literature on computer-assisted instruction (CAI), describes various learning theories used for instructional development, and applies the instructional model used for the construction of the CAI program.
Chapter 1 surveys traditional versus non-traditional methods of instruction. The introduction briefly scans the development of CAI in education and more specifically the areas of sports sciences and medical education. The discussion proceeds with a statement of the problem, limitations of the study, and an explanation of CAI terms.
Chapter 2 considers the theoretical frameworks used to formulate an instructional design utilized for the development of computer-assisted instruction (CAI) programs. Relevant related literature was reviewed. This chapter contains two major headings: (1) a review of the learning theories of Thorndike, B. F. Skinner, Piaget, Bruner, Gagne, Bransford, and Steinberg and (2) an overview of the utilization of CAI in higher education.
Chapter 3 includes the instructional design used for the development of this computer-assisted instruction program which is based upon the various concepts of learning as presented in Chapter 2. This chapter also presents the computer-programming techniques used in the development of this computer-assisted instruction program.
Chapter 4 provides an outline of the computer-assisted instruction program. It is recommended that the reader utilize the computer program in order to obtain a complete understanding of the program contents.
Chapter 5 presents a summary and conclusions with specific recommendations listed. Those recommendations include: (1) There seems to be a need for the adoption of a uniform instructional paradigm for sequencing CAI programs. (2) Agreement concerning evaluative instruments seems essential when attempting to compare and evaluate CAI programs. (3) Selection of a computer programmer whose knowledge encompasses the multiple aspects of CAI programs is critical. (4) CAI programs can address individual needs in ways that classroom instruction cannot (i.e., high degree of feedback and interaction involved); however, it is more expensive, takes longer to prepare, and is more complex to administer.
Chapter 1 surveys traditional versus non-traditional methods of instruction. The introduction briefly scans the development of CAI in education and more specifically the areas of sports sciences and medical education. The discussion proceeds with a statement of the problem, limitations of the study, and an explanation of CAI terms.
Chapter 2 considers the theoretical frameworks used to formulate an instructional design utilized for the development of computer-assisted instruction (CAI) programs. Relevant related literature was reviewed. This chapter contains two major headings: (1) a review of the learning theories of Thorndike, B. F. Skinner, Piaget, Bruner, Gagne, Bransford, and Steinberg and (2) an overview of the utilization of CAI in higher education.
Chapter 3 includes the instructional design used for the development of this computer-assisted instruction program which is based upon the various concepts of learning as presented in Chapter 2. This chapter also presents the computer-programming techniques used in the development of this computer-assisted instruction program.
Chapter 4 provides an outline of the computer-assisted instruction program. It is recommended that the reader utilize the computer program in order to obtain a complete understanding of the program contents.
Chapter 5 presents a summary and conclusions with specific recommendations listed. Those recommendations include: (1) There seems to be a need for the adoption of a uniform instructional paradigm for sequencing CAI programs. (2) Agreement concerning evaluative instruments seems essential when attempting to compare and evaluate CAI programs. (3) Selection of a computer programmer whose knowledge encompasses the multiple aspects of CAI programs is critical. (4) CAI programs can address individual needs in ways that classroom instruction cannot (i.e., high degree of feedback and interaction involved); however, it is more expensive, takes longer to prepare, and is more complex to administer.