Behavior Theory and Computer-based Teaching

Donald A. Cook, Editor

Preface

With computer-managed instruction, the computer entered the stream of events and decisions in an on-line manner, and could thus contribute directly to the effectiveness of a given instructional system. Computer-assisted instruction allows the computer to become a teaching machine; its programs control the contingencies of instruction for the student who interacts directly with such a system.

But to instruct well and also to manage individual differences brings to the surface problems in the area of learning and pedagogy. This monograph attempts to foster the dialogue which is needed, and was developed in the belief that the time is ripe.

Attempts to base instruction on sound behavioral principles encounter challenges in two areas: arranging contingencies for the individual learner, and managing traffic and information where progress rates are individualized. Computers and software can contribute to solutions in both areas. This monograph explores current examples using designs, sample data, and a discussion of problems and prospects for new syntheses.

We begin with a model which includes the chief contingencies in instruction today. We then examine an interface which permits topical problems and progress rates (fluency measures) to be seen on the same screen by the student. From there we move to an implementation of a (PSI) mastery contingency for advancing to succeeding units, in which the computer provides both student interface and progress management. Finally, the analytical uses of data generated in these settings will be examined, for the purposes of progress tracking, system management, and evaluation of the instruction.

Various types of learners are represented, and examples of both DOS and Macintosh machines and software are given In each case; design considerations and technical constraints are indicated, and guidelines for replications of the designs are included.

The fifth and final paper in this collection examines the work reported in the first four contributions from the point of view of the experience of a teacher, who is a behavior theorist, aware of the challenge of teaching, the promise of theory, and the gaps between idea and reality.

The contributors have in common not only their overlapping interests in the instructional uses of the computer, but also the fortunate fact of geographical propinquity, which has made possible some of the collaboration reflected in these papers. We are happy to acknowledge the role of the Cambridge Center for Behavioral Studies in fostering and nourishing such exchanges.

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Donald A. Cook
Editor

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