COMPUTER ASSISTED
INSTRUCTION IN NE
PRESENTER:
KEFILOE. A. MABOE
Unisa
1
1: The challenge
2
The modern world
 Nurse educators are faced by the challenges to
prepare students for life and work in an
information, communication and technologically
driven world
 Constant innovations and revolutionary changes due
to scientific and technological explosion
 Digital revolution
 Satellite technology
 Wireless communication
 Scientific discoveries and inventions
3
The modern world (cont.)
WWW facilitated interconnectedness on a
worldwide basis and facilitate rapid change
through speed in communication:
 Email
 Social networks
4
The modern health care setting
 Technologically
advanced health care
equipment for diagnosing and rendering
care
 Digitalisation
 Electronic health information systems
 Emergence of enterprise and electronic
communications
including
electronic
patient record
5
The modern health care setting
(cont.)
 Computer
networks
and
communication
technologies altered how providers and
consumers of health gain access to and
disseminate data and information
 Internet – its healthcare networks link caregivers and
patients by providing health tools and e-commerce to
them
 E-commerce enables individuals to monitor their
health status, report health data and access disease
prevention resources
 Telemedicine –ICT to provide and support health care
when healthcare providers are geographically
separated
6
Challenges
Students are recruited from the society and need
to be educated to serve the societal needs and
to cope with the challenges posed by the health
and social context. Educators should create
opportunities for students to develop the
necessary competencies:
 Information management skills
 storing, manipulating, retrieving criticising, utilising and
disseminating information
 Technological mind, interest and abilities:
 Computer literacy and skills - ability to utilise ICT
 Ability to use electronic health information systems
 Ability to use advanced health care equipment
 Ability to operate in virtual realities
7
Challenges (cont.)
 Ability to adapt to constant changes and
developments:
flexibility, creativity, ability to manage
confusion
 Independent learning skills:
responsibility, curiosity and initiative as far as
learning is concerned
8
2: The proposal
9
Proposal
 A paradigm shift by redirecting the emphasis from
traditional methods of instruction to computer assisted
instruction (CAI) to facilitate computer-based learning
(CBL) in the classroom-setting
 CAI is referred to, as an individualised method of selfstudy using information communication technologies of
which the computer is an essential part to deliver an
educational activity
 CBL is a term used to cover the utilisation of a wide
variety of teaching applications, which provide students
with interactive learning experiences while utilising
electronic information, communication and educational
resources
10
3: CAI
11
DEVELOPMENTS IN THE FIELDS
OF ICT AND CAI
ICT
 electronic tubes
 stand-alone
computers
 multimedia computers
Education:
 Text-based computer-
based learning
 Multimedia computerbased learning
12
DEVELOPMENTS IN THE FIELDS
OF ICT AND CAI (cont.)
 Computer networks:
– Local area network
– internet and WWW
 ICT-based
communication:
–
–
–
–
–
E-mail
Bulletin boards
Chatting
Video-conferencing
Social networks
 Learning experienced
in a networked
computer laboratory
 Utilising the internet:
– Information access
– Self-directed learning
– Interdependent,
collaborative learning
 Virtual classroom and
online learning
13
Characteristics of CAI
 Promoting interactive learning:
 presenting interactive learning material in text and/or multimedia
format
 facilitating
interactive
learning
activities
by
utilising
videoconferencing facilities
 facilitating interaction with peers and experts in virtual reality
 Promoting educational management:
 establishing electronic databases for diagnosing learning needs
and problems
 providing for automated learning assessment and remedial
activities
 Providing additional learning opportunities:
 providing supplementary electronic learning material in addition
to the traditional textbook
 facilitating information searches by using the Internet
14
Theoretical foundations of CAI
Behaviourism:
 Behaviour is defined as a muscle movement. It
is a result of a series of conditioned reflexes,
emotions and thought processes
 Learning is demonstrated through observable
behavioural changes
 Behavioural theorists propose that stimulus–
response
bonds
are
strengthened
by
reinforcement.
15
Theoretical foundations of CAI
(cont.)
 Educators
who adhere to the behaviourist
approach would apply computer assisted
instruction that is based on the principles of
programmed learning, mastery learning, and drill
and practice
Constructivism:
 Is based on the premise that knowledge cannot
be transferred from one person to another but is
rather constructed by the learner. Knowledge is
an understanding, which is generated from past
and present learning experiences.
16
Theoretical foundations of CAI
(cont)
Constructivism (cont.):
 Supports student-centered learning
 Supports inquiry-based learning.
 The
educator
mediates
between
information-communication technologies,
learning experiences, the learning content
and the students
17
Theoretical foundations of CAI
(cont)
Constructivism (cont.)
 Cognitive constructivism focuses on how an individual
student gains understanding of things, and social
constructivism emphasises that meanings and
understandings grow out of social encounters
 Multimedia technologies and learning packages which
support discovery learning, problem-based learning and
simulations are in accordance with constructivism.
 Social constructivism can be applied in computer
assisted instruction by utilising the principles of
collaborative learning
18
Educational approaches
Mastery learning and programmed learning:
 Mastery learning is based on behaviourism
 Its main goal is the attainment of excellence of
performance
 It is premised on the assumption that all tasks
can be learned by students provided they are
exposed to the appropriate stimuli, and are
given sufficient time to master the content.
19
Educational approaches
(cont)
 Mastery learning can be facilitated through programmed learning.
 The fundamental notion of programmed learning is that of




reinforcement of learning. Programmed learning is applied through
electronic self-learning modules with built in feedback, remediation
reinforcement of learning.
A self-learning module is a self-contained unit or package of study
materials, which students study on an individual basis.
Students proceed through a pre-test, learning outcomes, content,
activities, post-test.
Successful completion of one level of learning is required to proceed
to a higher level.
The computer automatically keeps record of the students’ progress.
20
Educational approaches
(cont)
Discovery learning
 Discovery learning is an educational approach during
which educators create opportunities for students to
embark on a process of self-directed inquiry, which
would result in learning.
 Discovery learning is predicated on the existence of an
intrinsic motivation, in humans, to learn.
 Discovery learning is promoted:
 by challenging the students to obtain information or seek
answers to difficult questions by using the information and
communication properties of the internet, for example
 through gaming which require the discovery or certain
information or solutions in order to proceed through the game
21
Educational approaches
(cont)
Problem-based learning
 Involves confronting students with real life problems that
provide a stimulus for critical thinking and self-directed
learning
 Can be utilised in conjunction with discovery learning
 Recent advances in ICT and educational software,
paved the way for the development of computer-based
multimedia learning packages that use complex
scenarios which are aimed at helping the students in
developing clinical judgement and problem solving skills.
 Various printed and electronic resources are utilised to
solve given problems or make appropriate decisions.
22
Educational approaches
(cont.)
Gaming
 Multimedia computer technology supports the gaming
teaching strategy. Students can use individual or
networked computers.
 Electronic educational games focus on either the
content or the process of learning.
 Content games focus on teaching or reinforcing factual
information.
 Process games are those that emphasise problem solving,
decision-making or application of information.
 Networks and the Internet enable groups of students to
participate without the players having to use the same
computer, or having to share a geographical space.
23
Educational approaches
(cont.)
Simulation
 Is an imitation of some facets of life, usually in a
simplified form.
 Aims to put students in a position where they
can experience some aspect of real life by
becoming involved in activities that are closely
related to it.
 A simulated clinical situation can be created in
virtual reality in which students interact with a
virtual world. They obtain automatic feedback on
their decisions and actions and have the
opportunity to rectify poor decisions and actions
24
.
Educational approaches
(cont.)
Collaborative learning
 Provides opportunities for teams of students to
cooperatively complete their learning assignments, or
engage in problem-based learning.
 The students can form face-to-face or virtual groups.
 Collaborative learning can be promoted in virtual reality
by establishing an interdependent, interactive learning
environment and by creating a virtual classroom.
 Communication can be verbal, or electronic through email, blogs, chatting, and video conferencing.
25
4: The current situation in NE
26
Current realities in nursing
education: completed research
A quantitative descriptive study involving second
and third year students was conducted at a
specific nursing college to answer the questions:
What is the nature of the students’ exposure
to CAI and CBL
How do they perceive the benefits of this
exposure and
What problems do they encounter during CBI
and CBL
27
Aim of the study
 to formulate guidelines for the expansion
of existing CAI and computer based
learning,
 to optimise the utilisation of informationcommunication technologies in NE
 to ensure that CAI and CBL are based on
sound educational principles
28
The study
 Sample:
172 second year students
119 third year students
All respondents had previously been exposed to
CAI during the course of their studies
 Structured
data collection approach
utilising a structured questionnaire was
used
29
The study (cont.)
 Data collection elicited descriptive data,
 Data
obtained were submitted to
descriptive data analysis,
 Some comparisons were made between
the responses of the second year and third
year respondents.
30
Findings
 Limited computer literacy:
 Inadequate levels of computer literacy
 many respondents were unable to effectively utilise the learning
opportunities associated with CAI
 Limited access:
 to media centre in the college
 to information communication technologies at home
 to information communication technologies at or at the clinical
institutions where students worked
 Preference:
 both group of respondents preferred CAI above traditional
teaching strategies. However, respondents indicated that
informationcommunication technologies were mainly not
utilised for electronic communication or on-line learning
31
Findings (cont.)
 Type of engagement:
– Were collaboratively engaged in CBL at the media center of the
college
 Exposure to software - the frequency of exposure to
computer packages appeared to be in favour of the
third year respondents than second year respondents
– Utilised software packages:
Reading skills packages mainly by 3rd year students
– Under-utilised software packages:
typing skills packages
computer literacy packages
text-based computer packages with problem-solving scenarios
Computer packages which enable respondents to achieve their
learning objectives through game-playing
32
Findings (cont.)
– Non-utilised software packages:
Text-based course content packages
Multimedia course content packages
Multimedia
packages
with
problem-solving
scenarios
Packages simulating clinical situations which
develop respondents’ decision-making skills
 Learning resources utilisation:
– Under-utilised learning resources:
Using internet for information access
33
Findings (cont.)
– Non-utilised learning resources:
Obtaining information from CD-ROM packages
Communicating with their peers by e-mail
Communicating with their tutors by e-mail
Communicating with field experts by e-mail
Participating in on-line chatting with their peers
Participating in video-conferencing with their peers
Participating in video-conferencing with their tutors
Exchanging information with their peers by e-mail
Exchanging information with their tutors by e-mail
Participating in electronic chatting for educational purposes
Doing courses following an on-line learning approach
34
Findings: benefits not materialised
according to many respondents
2nd year respondents:
 Being in control of their learning
 Flexibility in terms of study time
 Flexibility in terms of learning pace
 Repetitive learning
 A learning climate supportive of
learning from mistakes
 Increased reading skills
 Achieving their learning objectives
through text-based problem oriented
computer packages
 Achieving their learning objectives by
using the Internet to obtain information
 Engaging in collaborative learning
 Decreased boredom compared to
traditional teaching
 Extended interaction with the learning
Material
 Mastering the learning content
 Increased problem solving skills
 Experiencing satisfaction during the
learning process
3 rd year respondents








Flexibility in terms of study time
Flexibility in terms of learning pace
Increased reading skills
Achieving their learning objectives
through text-based course content
computer packages.
Achieving their learning objectives
through text-based problem oriented
computer packages
Engaging in collaborative learning
Mastering the learning content
Receiving quality education
35
Findings: benefits not materialised
at all
2nd year respondents:
 Flexibility in terms of resting time when their
concentration wavers
 Experiencing decreased peer pressure
 Experiencing decreased educator pressure
 Achieving their learning objectives through
text-based course content computer
packages.
 Achieving their learning objectives through
multimedia course content computer
packages.
 Achieving their learning objectives through
multimedia problem oriented computer
packages
 Achieving their learning objectives through
computer packages simulating clinical
situations which develop respondents’
decision making skills.
 Achieving their learning objectives through
computer-gaming packages
 Extended electronic communication with
their peers
 Extended electronic communication with
their tutors
 Extended electronic communication with
field experts
3 rd year respondents
 Flexibility in terms of resting time when their
concentration wavers
 Experiencing decreased peer pressure
 Experiencing decreased educator pressure
 Achieving their learning objectives through
multimedia course content computer
packages.
 Achieving their learning objectives through
multimedia problem oriented computer
packages
 Achieving their learning objectives through
computer packages simulating clinical
situations which develop respondents’
decision making skills.
 Achieving their learning objectives through
computer-gaming packages
 Extended electronic communication with their
peers
 Extended electronic communication with their
tutors
 Extended electronic communication with field
experts
36
Findings: Problems requiring
priority attention






Struggling to remain up-to-date with
developments in computer technology
Unaffordability of the necessary
computer equipment
A lack of computer facilities hampering
respondents’ access to computer
assisted instruction
Insufficient technical assistance in the
media centre
Struggling to increase personal contact
with peers
Struggling to increase personal contact
with their tutors








Struggling to remain up-to-date with
developments in computer technology
Unaffordability of the necessary
computer equipment
A lack of computer facilities hampering
respondents’ access to computer
assisted instruction
Unreliable computer equipment in the
media centre
Insufficient technical assistance in the
media centre
Achieving learning objectives through
text-based computer packages which
provide scenarios that develop
respondents’ problem solving skills
Achieving learning objectives through
computer packages simulating clinical
situations which develop respondents’
decision-making skills
Increasing personal contact with their
tutors
37
Conclusion
 The utilisation of ICT for CAI and CBL was still at its
infancy.
 Although students preferred CAI over traditional methods
of teaching accessibility to ICT and educational software
were inadequate.
 There is a need for the development of CAI and CBL
which are underpinned by sound educational principles
since the educators failed to:
– effectively implement the principles of constructivism, selfdirected learning, collaborative learning
– establish a flexible learning climate in terms of study time and
pace.
– promote electronic interaction and communication, and
electronic information exchange
38
Conclusions (cont.)
 ICT was mainly used to enable students to store
and retrieve information, which is important for
effective learning. However, seeking, storing and
retrieving of information
 is merely one of many ICT educational applications
 are merely supportive of the development of higher
cognitive skills
 and can therefore be a means to an end and not and
end in itself
39
5: Recommendations
40
Recommendations: Nurse
educators
 In-service education programmes need to
be developed to improve nurse educators’
computer literacy and facilitation skills,
which support effective CAI.
 The principles of constructivism, computer
assisted instruction and computer-based
learning should be included in the
curriculum for nurse educator training.
41
Recommendations: Increasing
the effectiveness of CAI
 Students’ exposure to ICT needs to
be
improved.
 Reliable support structures (technical
support and learning facilitation) should be
established and maintained.
 Students’
exposure
to
educational
computer packages needs to be improved
and its effective utilisation ensured.
42
Recommendations: Increasing the
effectiveness of CAI (cont.)
 Increased access to various educational computer packages which support
mastering of subject content, and the development of higher cognitive skills
should be ensured. The following packages would be appropriate:
–
–
–
–
–
Text-based course content computer packages.
Multimedia course content computer packages.
Text-based computer packages, which provide problem-solving scenarios.
Multimedia computer packages, which provide problem-solving scenarios.
Computer packages simulating clinical situations, which develop the students’
decision-making skills.
– Computer packages which enable the students to achieve their learning
objectives though game-playing.
 The educators should ensure that the utilisation of the above packages
should occur within the context of a broad educational strategy. This implies
the application of the principles of constructivism and problem-based
learning. The educators should ensure that a balance is struck between
self-directed learning and collaborative learning.
43
Recommendations: Basic skills
development
 Basic skills which would improve the
students’ abilities to master the prescribed
curriculum content need to be developed
through:
– Reading skills computer packages.
– Typing skills computer packages.
– Computer literacy packages.
44
Recommendations: Electronic
information dissemination
 Electronic
information
dissemination
and
communication should be enhanced by utilising:
 e-mail
 bulletin boards/blogs
 chatting
 video-conferencing
 social networks
45
6: Conclusion
46
CONCLUSION (cont.)
The utilisation of informationcommunication technologies for the
purposes of computer assisted
instruction and computer-based learning
was still at its infancy in the nursing
college, at the time of this present
research study.
Although learners preferred computer
assisted instruction over traditional
modes of teaching, accessibility to
information-communication technologies
were inadequate.
47
Conclusion (cont.)
 This was due to access, which was mainly restricted to
the media centre at the college
 Due to inadequate levels of computer literacy, many
learners struggled to operate the equipment and
software packages
 Technical assistance appeared to be insufficient
 Unavailability and lack of proficiency of the facilitator
contributed towards the problems that learners
experienced
48
Conclusion (cont.)
 Facilitators failed to effectively implement the principles
of constructivism
 Despite the numerous challenges there was evidence
that learners benefited from computer assisted
instruction
 The research findings revealed computer assisted
instruction enhanced learners’ learning and they were
able to remain up-to-date with the latest developments in
their discipline
49