CBT

Computer Based
Training

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Computer Based Training:
definition
 training program (not connected to a network):
computer takes the teacher's role

 type of education
students learn by executing
special training programs on
computers

 product containing the pre-build learning material

CD-Rom or online packet
Computers take over:

 instruction
 management of learning/teaching
processes
 monitoring learners´ progress
 providing feedback
 assessing final results
In this sense CBT is close in meaning
to some other concepts:

 CAI Computer-Assisted Instruction

 CMI Computer-Managed Instruction
 CBI Computer-Based Instruction
 CAL Computer-Assisted Learning
 CAT Computer-Assisted Testing
although
 CBT equals or includes
CAI CMI, CBU, CAL, CAT

mostly

 CBT denominates the product

as far as Forms of Learning are concerned,
CBT can be used for:

 Formal learning

 Non-formal learning

 Informal learning
CBT and Learning Theories:

 Behaviorism – gave the concept of individualized

instruction, the idea of a continuous control of
effectiveness
 Cognitivism - led to provide hints instead of giving
an immediate feedback.
 Constructivism - led to include open problem
solving situations
Types of CBT
depending on the teaching method – pedagogic strategy

 Demonstration

 Tutorial

 Simulation
Demonstration
 is best used to support the introduction of new
information

 applied widely for creation of instruction books

 is similar to E-book concerning the learning

method
Tutorial

 main feature: a sequential manner of introducing

new information

 useful for teaching factual information, simple

discrimination, rules, and simple application of
rules
Tutorial - type variations
 Drill and Skill practice - used after initial
instruction when mastery of a new skill or
information is desired

 Problem solving - used to augment higher order

thinking skills

 IST = Intelligent Tutorial Systems - provide direct

feedback to students, without the intervention of
human beings, whilst performing a task.
Simulation
 used when practicing a skill in its real context is too
costly or dangerous (such as military or pilot training)

 used to model real-world situations

 type variation: Training games

competition elements provide motivating and engaging

opportunities for practicing skills
some historical notes
 Beginnings: military purposes
 testing, management
 Development for the professional education:
 dependent on the economical factors and suitability
for non-formal learning
 Stages of the development for the school
education
 infrastructural
factors
 evaluation problems
CBT – Mind Map
Evaluation of CBT
with respect to following aspects:

 Technology - concerning program

operation

 Contents - meeting audience

interests

 Didactics - adequate pedagogic

strategy
Program Operation:
issues of consideration
 Compatibility with the system
 Bugs and breaks
 Treatment of users´ errors
 Users´ control over the program operation
 Clarity of directions
 Usability of graphics, sound, color capabilities
 Usefulness of Help/Instructions
 Editor's permission of preview material (financial
expenses involved)
 Checklists on technical issues
 Teacher's and students´ degree of computer
competence
Content accuracy

 Utility of CBT for specific education sectors -

e.g., computer operating instruction

 Inadequacy of CBT for other education fields -

e.g., communicative competence

 Clarity of the material goals - correctness of

presentation
Pedagogical evaluation

 Insufficient and inadequate research on this aspect:

 technological innovations advertised as being effective
are taken to be effective
 interest in quantity and spread of technology investments
more than in evaluation of educational adequacy
 inadequacy of evaluation formats, e.g. science research
reports
 comparing the incomparable - incompatibility of precise
computer language and vague learning theories
Checklists and Guides
SELECTING AND IMPLEMENTING COMPUTER-BASED TRAINING

 Selecting training medium

 Selecting type of CBT

 Making CBT choices

 Using CBT
Pedagogical evaluation checklist
Pedagogigal dimensions - checklist
Benefits of CBT (Learning Situation)

 self-paced, flexible, individualized, convenient

 suitable educational method for adults,
on-the job and off-the-job availability
 immediate feedback and scoring possible
 integrated texts, graphics, video and sound
 increased control and self-control possible
 increased learning satisfaction and motivation,
(trendy method)
 reduced resource requirements
Drawbacks of CBT (Learning Situation)

 high costs of supplying software and hardware

infrastructure
 technical and didactic limitations:
 technical errors, unclear orders or instructions
 limited feedback
 narrow possibilities of interacting and creating
 small variation of practicing structures, e.g.
multiple-choice or completion tests - passive
practicing
more drawbacks

 a good degree of the technical competence of

the user needed
 high requirements of self-structuring (self-
discipline) and organizing facilities of the user:
 “serendipidity-effect”
 social isolation
Authoring Tool / Authoring System

 AT is a software package which

developers use to create and package
content deliverable to end users

 AS is a program that allows a non-

programmer to easily create software with
programming features
Free Test Drive of
EasyCBT Authoring Tool
 Easy Tutor
 displays the material to be taught, screen by screen.
 Easy Test
 tests student's understanding, and records results for
analysis.
 Easy Quiz
 presents 'pop-quizzes' to reinforce learning.
 Easy Book
 supplies supplemental learning material in Electronic Book
format.
 Easy Study
 adds a Glossary or provides 'aide-memoire' study information.
Bibliography

 http://edutechwiki.unige.ch/en/CBT
 http://edutechwiki.unige.ch/en/Pedagogic_strategy
 http://i31www.ira.uka.de/docs/mm+ep/12_CBT/node1.html
 http://www.e-teaching.org/technik/aufbereitung/
 http://www.easyteach.com/tools.html
 http://www.personal.psu.edu/bxb11/CBTGuide/CBTGuide.htm
 Coburn, Peter, Practical Guide to Computers in Education, Addison-
Wesley,1985
 Hinze, Udo, Computergestütztes kooperatives Lernen, Waxman, Münster,
2004
 Kearsley, Greg, Computer Based Training, Addison-Wesley, 1951
 Seidel, Christoph, CBT, Verlagsgruppe Hogrefe, Göttingen, 1993