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Sempozyum: 6th International Computer and Instructional Technologies Symposium
A Hıstory Of Computer - Based Instructıon (Cbı) And Its Effects On Deveopıng Insructıonal Teknologıes
İsmail İPEK
Fatih University

Ömer Faruk SÖZCÜ
Fatih University
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Sempozyum: 6th International Computer and Instructional Technologies Symposium
A Hıstory Of Computer - Based Instructıon (Cbı) And Its Effects On Deveopıng Insructıonal Teknologıes
İsmail İPEK
Fatih University

Ömer Faruk SÖZCÜ
Fatih University
Abstract : The purpose of the paper is to discuss instructional and technological developments based on history of computer-based Instruction (CBI). The development of CBI movement has began intensively at the end of 1960s and beginning at the 1970s. At that time, computers, fist time, started to use in education, basically, teaching language and mathematics. Historicaly, The CBI emerged from the programmed instruction and teaching machines in the middle of in the late 1950s. Educational computing began with a few, large, government- funded projecs on mainframe and minicomputers. At this time several projects were developed to use in instructional process. For instance, PLATO project at the University of Illinois in 1960 was developed and eventualy enabled CBI to integrate text and graphics, and provided instructors with one of the first programming environments for CBI. Later, TICCIT project introduced CBI process on minicomputers.

The concept of learnercontrolled instruction and a particular philosophy for the design of CBI, today known as as component design theory was developed by Merrill (1983, 1988). In this way, conventional and Intelligent design of CBI produce new approapches for teaching, and also cause developing new learning materials with high technologies in distance education, web based learning, and multimedia for learning. The face of CBI has been changed to create new ideas with learning theories. CBI methodologies have reached new changes by applying new computer technologies and new technologies in learning and teaching. The improvements in CBI aff ect instructional design procedures for diff erent areas. That is, Instructional design and Technology (IDT) field has focused on new learning strategies based on models of learning and instruction. At this time, human performance technology in military, industry and training environments was found important process in instructional design and electronic performance support systems to provide high level quality instruction for people and organizations.

Knowledge management and learning systems were developed to make learning perfect and develop high quality instructional materials in type of e-learning design for students and teachers. All changes provide new definitions and approaches from the CBI developments as well as traditional CBI. It is possible to tell today, all new instructional materials such as tutorials, games, tests, and web based learning, online tools and e-learning tools were used to be changed the face of CBI from traditional perception to mobil or U technologies using in our organizations. Today, technogy users are never aware of these changes but, while changing the technologies in learning environments, some of the instructional power for developing tools and materials come from a history of CBI and depend on its psyhological roots as learning theories includung behavioral, cognitive and constructivist approaches. As a result, the developments after 1970s were discussed regarding CBI process to indicate new instructional and technological developments today. New learning technologies and instructional technolologies with their eff ects were defined in this paper as part of new learning methods conducted from CBI, that is, from past to present for students and educators at schools.
Keywords : computer-based instruction (cbı), learning technologies, instructional design and technology
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