Assessing the Impact of Computer-Assisted Instruction (CAI) in Undergraduate Latin American Studies

Abstract

This paper assesses the impact of using computer-assisted instruction (CAI) in three American University undergraduate classes, a General Education survey course on Latin America (taught in English), and two Spanish language courses. The courses utilized both commercial software programs and software programs authored by faculty using Macintosh Hypercard programming software. Data was assessed for the three classes over ten semesters from standard University numerical and narrative evaluation forms, mid-term evaluations asking for suggestions to improve the remainder of the course, an anonymous, open-ended questionnaire, and grades received for computer exercises and over-all course grades. CAI had a significant impact in the courses assessed. Selection of software is a critical issue; faculty found that many commercial programs were unsuitable for college-level courses, and that the use of authoring software involved a substantial amount of time and effort. Student resistance to CAI was related to exposure to computers in grade and high schools, and to whether students previously used Macintosh computers. The assessment found that CAI can take over many of the lower-order teaching functions, such as grammar drills and transfer of factual knowledge, and permit the instructor to devote more time and attention to higher-order functions such as discussion, critical thinking, analysis, and role-playing exercises. Contains student numerical and narrative evaluation forms; sample mid-term evaluation forms; selected narrative comments; and 12 references. (SWC)