Computer assisted education : design, development and evaluation.
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Date
2001
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Abstract
Educational institutions throughout the world are increasingly facing classes of educationally,
culturally and linguistically diverse student groups. At the same time economic constraints require
these institutions to expand their student base and they are therefore looking to distance education
and continuing education modules to meet these challenges. Simultaneously rapid advances in
desktop computing capabilities and Internet delivered information have revived interest in Computer
Assisted Education (CAE).
The University of Natal is no exception to these trends; schools, departments and individual
members of staff are increasingly exploring the possibility of using the University's computer
infrastructure to assist in delivering quality education, maintaining current standards, and addressing
the multiple needs of the students.
To investigate these issues a CAE program was developed for use in the Nelson R. Mandela School
of Medicine to investigate how students would make use 'of the technology, and to report on the
development and evaluation processes of such a development. In doing so various lessons could
be learnt which could inform the further development of such software at the University.
In order to support the development of the CAE program an extensive literature survey into current
educational theory was conducted. Its objectives were to explore and understand all the factors
affecting the development and use of computer based systems as an educational tool. Particular
aspects considered were
• the debate between constructivist and instructivist theory in their applicability to both the
medium and the subject material.
• instructional styles, and with them the learning styles, that could be used to support the
educational goals of the diverse student population.
• instructional design methodologies that are currently used as well as media production methodologies. The goal of this aspect of the research was to advise both the development of
the case study and to gain a broader understanding of the methodology that could be used for
other developments. Included in this phase of the research are methods and criteria for
selection of authoring systems and interface design issues in a multi-cultural multi-lingual
environment.
• the review of different evaluation strategies in order to incorporate appropriate evaluation in the
CAE case study.
• the investigation of broader sociological and historical factors that may influence the way in
which CAE can be used effectively in a South African context.
The presumption was that students from historically disadvantaged backgrounds and those with
English as a second language would be less willing to use technological interventions than those
who were more likely to have had access to computers earlier in their education. The case study set
out to investigate if this presumption was valid, and if so what elements of design and delivery could
facilitate these students' usage of such systems. However, these presumptions were not validated
by the case study, showing the exact opposite of expectations, with more historically disadvantaged
students showing a willingness to use the module.
Description
Thesis (M.Sc.)-University of Natal, 2001.
Keywords
Distance education., Computer-assisted instruction., Computer-assisted instruction--South Africa., Theses--Computer science.