Replacement of Traditional Lectures with Computer Based Tutorials
		Derek Lavelle

A recent experiment at the University of Northumbria in Newcastle investigated the possibility of replacing two traditional subject specific lectures with a more computer based approach to learning.

This article describes an experiment in replacing two traditional lectures with a computer based tutorial. The experiment takes place against the background of a growing trend towards ‘computer assisted education’, a policy of reducing clas s contact hours and an expectation that students will engage in a higher proportion of independent learning. Windows Help Author is used to create a set of tutorial files on the subject of payment under standard forms of contract in the construction industry. The advantages to the lecturer in using Help Author included the negligible expense of the package, its ability to dovetail with Microsoft Word, where most of the subject matter already resided, and its ease of use for authoring once the initial techniques had been mastered. A further advantage in the delivery of the material was that the resultant set of files required only Windows 3.1 to be available, thus enabling study to be conducted on any departmental computer, networked or otherwise.

Example Screen

All the course material is presented as a series of clickable links, students click on blue lines of text in order to explore an area in more detail. Technical terms are generally highlighted in red. Clicking the latter the student is presented with a de finition or explanation of the term. Unlike in a traditional lecture, the flow of information is in a non-linear format, and the student can explore the subject at his or her own pace and with a greater degree of understanding. The computer based material deliberately replicates that which would have been available via the traditional lecture approach, in order to effect a comparison between the two. The student group studied other aspects of forms of contract via traditional le ctures during the course. Sixty students undertook the computer based study and thirty-eight (68%) voluntarily completed a feedback questionnaire. The student group undertaking the study provided feedback on the timing and location of the study, the ease of use and perceived flexibility of the computer based material and their preferred mode of study in comparison with a traditional lecture. The opi nions expressed were very positive with regard to the ease of use and flexibility of the computer based material. The group were strongly in favour of more of this type of study being incorporated in their course, while retaining a preference for a mixtur e of lecture and computer based delivery as opposed to a complete changeover to an electronic mode of study. Not unexpectedly, there was a very positive response to the opportunity to break free from the constraints of fixed timing and pace of delivery, associated with traditional lectures. The responses may seem to be obvious, but this was a novice group with regard to CAL, so their initial reactions are particularly noteworthy. It was noticeable that some students, having been directed into the material, took the opportunity to engage in more intensive study than would normally be expected in following up a traditional lecture. Striking a more negative tone, some students did not enter into such ‘deep’ learning and felt the need for the clear and strict direction obtainable in a lecture, despite supplementary notes being available to them< /A>. Issacs (1990) concludes that tutorial CAL has a definite role in assisting students to learn freely, that is to learn what they will and when they will. However, he also highlights the range of ‘study skills’ which students require before gaining maximum benefit from tutorial CAL. One problem was the number of distractions during the laboratory periods with regard to noise from other users (vacant machines were available for other students), demands of other work (including the temptation to use the computer time to wordprocess out standing assignments) and technical problems (usually with regard to the students’ own disks). All of these factors were disruptive and mitigated against effective study. Some form of controlled environment, as on ‘silence’ floors in a library, may be n ecessary if this form of delivery were to become more prevalent. The issue of replacing versus enhancing traditional teaching with computer based instruction is a delicate one. It is evident that truly effective CAL does not ‘bolt on’ to existing lectures and seminars, but rather causes the focus of them to alter. Co ntact time may be more suitably used to offer support and feedback, rather than the traditional emphasis upon provision of information. There is considerable value in a human expert setting the scene, establishing expectations and being available for con sultation, as a course of study progresses. Experience to date would suggest that, once good quality CAL is available, a judicious balance of teaching modes is required to allow for effective integration of CAL into a curriculum. References: Issacs G. 1990. Course & Tutorial CAL Lesson Design; helping students take control of their learning. Educational & Training Technology International 27, pp.85-91 [Back to Text] Based on a paper presented by Derek Lavelle at the ALT-C 95 conference 19-21 September 1995. Reproduced by kind permission. Derek Lavelle Department of the Built Environment Ellison Building University of Northumbria Newcastle Upon Tyne NE1 8ST E-Mail Derek.Lavelle @unn.ac.uk

[Previous] [Next] [CONTENTS] [CTI-HOME]