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Computer assisted learning, or CAL, is not a new phenomenon. This field of education has been growing since the introduction of computers into the learning environment. Starting with the humble digital textbook, CAL has moved into the realm of creating learning environments, where the participant has the ability and necessary tools to produce their own learning paths and outcomes [E-Learning - The Virtual Classroom - Advantages] (Whalley, 1998: 55). This entry will discuss the history of computer-based learning, its uses and the advantages and disadvantages of the system compared with traditional learning methods.
Computer Assisted Learning can be defined as a computer program or file developed specifically for educational purposes. The technique used throughout the world in a variety of contexts, from pre and primary school aged children to train adults in medicine, law and accounting (Whalley, 1998: 55). However its use has not always been so widespread. In the 1980s, the first computer assisted learning became available to university students looking for an alternative to the traditional textbook. These programs used only digital files transferred onto a CDROM to give students highly portable and accessible learning materials.
The popularisation of this form of learning and the increased ownership of personal computers led to the development of widely distributed educational CDROMS such as Encarta (Roschelle et al, 2005: 160). As technology continued to grow and with the introduction of the Internet, information on CAL programs became more interactive, reflecting a social need for flexible learning outcomes. There is now a multitude of Computer Assisted Learning platforms designed for every market, from school based edutainment packages to computer based management learning environments (Whalley, 1998: 55).
The uses and advantages for this system are endless. For example, teachers are now encouraged to use edutainment computer-based learning for introducing students to new or difficult concepts. Times tables or grammar are incorporated into platform games that use positive reinforcement to encourage children to move onto new difficulty levels. Children are able to pick which times tables or grammatical problems they wish to tackle in the session. This interactive element is essential to ensure children feel they have some control over their education (Roschelle et al, 2005: 161).
CAL is also used to train managers in new policies using the computer based management learning environment, or CBMLE. In a multi platform environment that includes sophisticated versions of positive reinforcement and a fun gaming element, managers are given business problems to solve using the policy options given to them via the CBMLE. This encourages lateral thinking for problem solving with new information.
However, CAL has encountered some problems as well, especially within the business sector. Whilst managers generally understand the benefits of CAL, employees often do not. In a study completed by John Henry, it was revealed that 88.5% of workers surveyed thought that CAL is too difficult to use and they cannot see the benefits of implementing such a program (Henry, 1994: 20). For other disadvantages related to the virtual classroom, see [E-Learning - The Virtual Classroom - Disadvantages]
Whilst Computer Assisted Learning may encounter some negativity from people resistant to change, there is no doubt that this educational tool is extremely valuable. From children to adults, there is much to be gained from CAL’s interactive and self motivating format for learning.
Henry, J. (1994) ‘Resistance to computer-based technology in the workplace,’ in Executive Development, vol. 7, no. 1, pp 20 – 23.
Roschelle, J. et al, (2005) ‘Introduction to the special issue on wireless and mobile technologies in education,’ in Journal of Computer Assisted Learning, vol. 21, no. 3, pp 159 – 161.
Whalley, R.M. (1998) ‘Towards realising the full benefit of computer aided learning,’ in Industrial and Commercial Training, vol. 30, no. 2, pp 53 – 62.
