Computer Based Learning

Computer Based Learning, sometimes abbreviated CBL, refers to the use of computers as a key component of the educational environment. While this can refer to the use of computers in a classroom, the term more broadly refers to a structured environment in which computers are used for teaching purposes. The concept is generally seen as being distinct from the use of computers in ways where learning is at least a peripheral element of the experience (e.g. computer games and web browsing).

Debate

Since its inception, Computer Based Learning has been a subject of close scrutiny and debate, with myriad arguments being advanced both in support of and against CBL.
Among the arguments advanced by the proponents of CBL is its ability to provide quantifiable and instantaneous feedback for its users. It also often allows for educators to measure progress in an environment that is often more structured than the typical classroom, limiting stress and allowing for a focus on non-technical elements of pedagogy.
In particular, Computer Based Learning is often seen as the most efficient and effective manner in which to conduct distance education, as a lesson plan can be created that allows people to study at their own pace, either via the Internet or software installed on individual computers at various sites.
One strain of thought advanced by some advocates of Computer Based Learning suggests that the best use of CBL is alongside a more traditional curriculum, playing a supplementary role, facilitating interest in a topic while developing the technical and informational skills CBL promotes. Companies now providing CBL products, including Blackboard and iLearn, have often taken this approach in creating and promoting their services.
Those skeptical of the value of CBL have often argued that it can only teach to its programmatic limitations; that it is not as good as having a human teacher because it can only answer questions which have been programmed into it.
In addition, critics such as Neil Postman have argued that a curriculum with a computer at its core teaches a "technocratic" belief system, making all education into an uncritical type of vocational training. Rather than developing the more generalized skills of reading, writing, and critical inquiry, the prominent use of computers in the classroom teaches how to manipulate the technology to elicit the desired response in a non collaborative, non rational manner. In contrast, CBL advocates such as Jonathan Bishop believe that the use of computers in education can lead to social justice and can be successful when web logs are used as reflective learning logs.

http://www.k12academics.com/pedagogy/computer-based-learning#.VVnaf0CxPrQ

Intructional Media

A. What Are Instructional Media?

There are a lot of definitions of media. Gagne (1970) defines that media are various components in learners’ environment which support the learners learn. Briggs (1970) defines media are physical means which are used to send messages to the students and stimulate them to learn. A little beat differences from the opinions of the two experts. The National Education Association defines that media are the forms of communication either printed or audiovisual.

B. Why We Use Instructional Media

Media is very useful in learning the English language. Teachers instructors and

learners are helped by using media to achieve the learning goals. So, The teachers should apply the media in teaching - learning activities because:

1. Instructional media can be solved the lack of the learners’ experiences. Learners have different background such as family life, society, social economic, etc. Learners who live at different areas will have different experiences, because they have different environment, society, social economic, etc.

2. Instructional media can be reached everything out of the class. There are so many things around the learners that can not be reached by themselves, such as: bacteria, virus, etc. To know and see those tiny things, we must use a microscope as a media. We use a picture to present things which cannot be brought into the classroom such as: markets, stations, harbors.

3. Instructional media are created the possible direct interaction between the learners and their environment.

4. Media are producedsome observation. The learners’ observation can be directed into the important things based on the teachers aims.

5. Media can be kept the basic, concrete and real concepts of the teaching.

6. The learners’ motivation are aroused by using media in learning.

7. Media are integrated the experience from the concrete things to the abstract ones. It is stated by De Porter and Hernacki (2000) in Quantum Learning that audio visual can be created optimally, physically, and mentally through learning environment. The important thing is that using media can be encouraged the learners to speak and to write.

C. Kinds Of Media

There are so many instructional media are used in teaching that starting from the simplest or cheapest ones to the most complex ones, without the need of the electricity, up to the most expensive ones which needed the electricity.

Vernon (1996) states that there are six kinds of media;                                    

1. Drawing or teacher mode drawings

This media can be constructed and supported the topic which is being taught. The teacher can prepare it at home and apply it easily in the class to achieve the goals of the teaching and learning process.

2. Still pictures

This media can be shown into the real objects or the events of outside the class. A still picture is a record or a copy of a real object or event which may be longer or smaller than the real object or events, for examples: photograph, bulletin board material, brochure, etc.

3. Audio recording

Recording is a mode of magnetic, on disc,or on motion picture soundtracks. This is the reproduction of actual event of sound effects. Sound is presented in the sequence in which they actually happen unless the recording is edited. Audio recording may be used individually or displayed directly to the audience.

4. Motion picture and TV

A motion picture or video tape recording is a moving image on color or black and white produced from live action or from graphic presentation. Objects or events maybe in normal motion and edited for abbreviating or high lighting. It can be silent or having sound. All types of audio-video electronic system can be appeared on a cathode ray tube or TV monitor.

5. Real object, simulation and models

This category includes people, events, objects and demonstration. Real objects

as contrasted with other media are not substituted by the artificial objects or events. They are, in fact, life, often in its natural setting. There are countless real objects in the immediate community. As long as they are readily and economically available, use them. Simulation is the replication of real situation which has been designed to be as near actual events or process as possible. A model is a replica or reality. It is often in scale and may be in miniature, exact side or an enlargement.

6. Programmed and computer-assisted instruction

             Programs The example of a computer-assisted instruction are sequences of information which are designed to elicit predetermined response. The most common examples are programmed text books or instructional programs prepared for computers.

 https://mmursyidpw.files.wordpress.com/2009/05/instructionalmedia.pdf

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