A THEORY O F E F FE C T I V E

COMP U T ER - B A S E D
T RUC TI O N F O R A D U LT S.
IN S
6-17-9641
Geovanni Hernandez 07
Alexandra Ramos 076-17-8074
Melissa Itzo lima 076-17-11014
 The rapid advance in technology
the need for lifelong learning and
growth of non- traditional students
have encouraged the computer as a
method of instructional delivery. In
other words computer based
instruction (CBI) is fast becoming a
routine part of learners lives it has
been largely no focused on adult
learners.
 The computer based instructions will give students and
teachers an extra practice of activities learnt at the
class.They can use many different tools to do it, for
example: platforms, servers like books and textbooks, and
special websites, which are organized to exercise and
evaluate every topic studied.Teachers are able to assess
their students through worksheets, listening's, grammar
exercises etc.
 Unit of Theory
The theory was develop using a systems approach. That is
the units are conceptualized within a macro system model
as inputs, processes, and outputs of CBI.
Second the units of the theory operate as a system to
influence learning outcomes
 Output Units of the Theory
The units of the theory are the basic
building blocks from which the
researcher theorist constructs the
theory . The units represent those
things whose interactions constitute
the subject matter or the
phenomenon of the theory. The units
of learning outcome, self-
directedness, computer self-efficacy,
learning goal level, instructional
strategy design, CBI design, and
external support represent the
concepts about which the researcher
is trying to make sense.
 Process unit of the Theory
This represent the environmental and CBI system factors expected
to influence the learning outcomes.
Input Units of the Theory
Self-directedness is defined as an approach where learners are
more motivate to assume personal responsibility an collaborative
control of the cognitive and contextual process.
Instructional stratrategy design
Is defined as elemental methods for determining and sequencing
content, presenting content and decision making related to the
content its delivery.
 Organizational Strategy
Is the method of sequencing the subject matter content
for instruction the event of instruction should be included
on the organizational strategy in the lesson of learning
module this would be determine by the objectives.
The information can be analyzed to determine the most
efficient arrangement of the knowledge for purposes
learning. Well-organized information services as a graphic
organizer, helps in learning information.
 Delivery Strategies
Involve determining the appropriate media of instruction
and grouping strategies for CBI could be individual or
small group consisting of three students. Suggested that
low achievers benefit from having another human around
who is aware of actions so alter the learning behavior.
 The instructional management strategy
This delivery strategies scheduling of instruction so
scheduling may include times when a computer room is
available or using resources to insurance that enough
computers are available for those needing so this strategy
includes the management of instructional individuals.
 Input Units of the theory:
1. Self-directedness: Is the learners ability to
independently plan, conduct, and evaluate their learning
activities
. There are three dimensions to the self-directedness unit:
.Motivation to learn
.Metacognitive skills
.Locus of control
 Motivation to learn:
Adult learner comes to the learning training scene with a
combination of motivation, educational habit, and self-image that
predisposes him o her whether or no to learn.
Metacognitive skills:
Are those that help a person understand and regulate cognitive
performance.
Locus of control:
Is the person's belief in the ability to control outcomes of forces
either internal or external to themselves.
2. Computer Self-Efficacy:
. The belief that one has the capability to perform a
particular behavior.
3. Learning goal level:
. Is defined as the activities or performance required in the
affective, cognitive and psychomotor learning domains.
 Laws of interaction:
A law of interaction is a statement by the researcher-theorist of
the relationship between units and shows how the units of the
theory are linked.
1. Self-directedness and CBI design:
. Learners who possess internal locus of control, high
metacognitive skills, and a high level of motivation to learn will
be successful using learner controlled options for CBI design
and less instructional support Learners who possess external
locus of control, low metacognitive skills, and low level of
motivation to learn will need program control for instruction
and much instructional support
2. Computer self-efficacy and CBI design:
. Computer self-efficacy is expected to influence the
components of instructional control and instructional
support of the unit domain of CBI design instructional
support such as feedback and coaching needs to be
available to the learner to enable them to be successful
3. Learning goal level and instructional strategy
design:
. The learning goal level influences how the instruction is
organized and presented. determines the type of learning
for which the instructional strategy design must be
developed.
 These objectives are developed
based on the learning goals to
be achieved.
The management of the
learning environment must be
consistent with the defined
learning goals and objectives of
the instruction
 CBI designed for top-level learning outcomes such as
problem solving, rule learning and defined concepts. It
requires that students generate solutions to problems,
demonstrate the use of rules that have learned and
classify objects based on the instruction they have
received at the time of performing these instructions, the
student acquires new knowledge by formulating
hypotheses as well as making mistakes and learning from
Errors and make a feedback
 When the CBI design adequately incorporates all the
previously discussed process and input units, one can
expect to achieve learning outcomes.
System states
Indicate the complexity of the real world that is presumed
to represent the theory and the different condition under
which the theory operates.
The three states of the system are
Effective system state
Ineffective system state
Moderately effective system state.
 Effective system state
In the effective state of the system, an alignment of both
the upper half of the support and the lower half of the
model design results in an effective CBI. Alignment occurs
in two ways. When the support units are complementary
with the design units. And when the support units are
complementary to each other and the design units are
complementary to each other.
 Ineffective system state
In an ineffective state of the system, the upper half of the
support and the lower half of the model design are not
aligned.
 Moderately effective system
state.

In the moderately effective system state, there is partial

but not complete alignment.
 Propositions

It is a statement of the truth about the operation of the

model. In the first place, propositions should be converted
into empirical indicators, then into hypotheses, and,
thirdly, hypotheses must be tested through research to
address the problem of matching theory to the real world.
THANKS