How Effective Is Computer Based Instruction?

 Last semester, I put my students on a computer based program as a way of helping scaffold their foundational knowledge.  I'd say about a third of the students worked hard, attempting to learn.  Another third did some but did it since it was assigned but they didn't make much progress, and the last third spent more time trying to play games when I was not near them so they never actually did any of the assignment.   I know that we've had to rely on computers so much more since COVID hit, that I wondered if computer based instruction is as effective as we think. 

I came across a paper which looked at the effectiveness of using computer based remediation in two and four year colleges.  The premise is that students do most of their learning via the computer and the instructor is a facilitator rather than the primary instructor. The study was done to determine if technology centered instruction works well for students who are underprepared for college, academically.

In general, students are tested when they enter college and if their skills are not good enough, they are enrolled in developmental classes designed to help them bridge their gaps and get the skills they need to pass the college level classes.  Research indicates that only half the students who enrolled in this type of class actually finished it, and those who do not finish the classes are less likely to complete the degree requirements.

The use of technology driven instruction can be both good and bad. A positive effect is that the instruction is consistent across all classes allowing for a more even levels of preparation for higher classes. Another advantage, is that time is freed up so faculty can spend more time providing individualized rather than whole class time instruction. This means they receive more assistance when they need it, rather than having to wait for office hours or lab time. In addition, there is a clear time line for assignments, quizzes, and gives the instructors a chance to mentor student mastery of the material.

On the other hand, not all students do well learning on computer based programs and have the self motivation to work their way through the material without getting bored. These programs are designed with the expectation that students have the ability to regulate their time so they work through the program at the appropriate pace to finish the material.  It also assumes students will not be distracted by the possibility of surfing the web, checking mail, etc.

Furthermore, it also assumes students will actually work the problems rather than guessing their way through the answers until they hit the right one which raises questions of potential mastery and engagement in learning.

The conclusion to the study indicates that taking a computer based class did not improve the number of students who passed their remedial math class.  In fact, the number of students who went on to pass their first college based math class actually decreased and they were less likely to complete fewer credits over a period of six terms. Furthermore, they were less likely to get an associate degree or finish any credential within a 6 year period.

One suggestion for why students didn't do well in their first college level math class is simply due to the class having an actual instructor rather than letting student progress at their own rate on the computer.  Although these results are for college level, I think it is important to keep these results in mind since many high schools rely on computer based classes as a method for students to recover credit for classes they've failed.  Later next week, I'm hoping to look at programs that adapt as students work their way through the program.  Let me know what you think, I'd love to hear?