Role of the Instructor in Maximizing Academic Achievement in Computer-Based Training
Abstract
Abstract : The question of what an instructor should do in computer-based training (CBT) has not been answered. Although research on the role of the instructor in traditional instruction (TI) has produced a relatively high degree of consesus as to what an effective TI instructor does, CBT research has not examined the instructor's influence on achievement. The results of comparing the CBT environment with known, effective TI instructor behaviors suggest that in CBT effective TI instructor variables related to presenting the course material are allocated to the computer based software, whereas effective TI instructor variables related to classroom management remain with the instructor. Compared to a TI instructor, a CBT instructor has fewer variables to use to influence academic achievement. In order to maximize achievement, CBT instructors must take full advantage of the reduced opportunities they still control. Moreover, CBT instructors must also insure that the CBT software includes those effective variables previously under the control of the TI instructor but now under the control of the computer-based software. A research program to study the CBT instructor's role with regard to academic achievement is recommended. Keywords: Computer based instruction, Individualized instruction, Instructor influences, Instructors, Jobs.
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