Hello mam
COMPUTER-BASED TRAINING TECHNIQUES
1) Ability to provide immediate feedback.
It is important for students to know how they are doing and whether they are mastering course content as soon as possible. Immediate feedback can keep them from floundering, or going forward under misperceptions. CBT is best at providing immediate feedback. Workbooks and lecturers may also be able to, though not as well.
2)Ability to produce life-like images.
Some instruction requires high quality visuals, such as illustrations of machine parts or body organs, to be effective. All of the training media discussed here have that capability, though lecture-based instruction needs some augmentation to provide these visuals.
3)Ability to produce high-quality audio.
Some instruction also requires high quality audio reproduction to prepare trainees properly. Machine malfunctions might be best diagnosed by the sounds that they make, and the different sounds people make breathing could indicate different ailments. CBT and video are best suited to providing high quality audio, and with augmentation, lectures can provide it as well.
4)Ability to use in combination with other media.
Some forms of instruction can be combined fairly easily (lecture with text, for example), some cannot. The ability to combine media may be important if, for example, learners need to master both theory and practice. Textbooks and workbooks are frequently designed for use with other media, while most CBT is designed as a stand alone product.
5) Ability to use computers.
Computer literacy is rapidly becoming a basic skill all productive people will need to function in society and on the job. If employees are in jobs that require them to use computers, computer-based training can do double duty: both providing the training content intended, and building employees' comfort and facility with computers. If computers aren't yet used on the job, but will be soon, using CBT will introduce employees to computers and familiarize them with computer function.
Prabhjot Singh
(MBA-1A)
From India, Kanpur
COMPUTER-BASED TRAINING TECHNIQUES
1) Ability to provide immediate feedback.
It is important for students to know how they are doing and whether they are mastering course content as soon as possible. Immediate feedback can keep them from floundering, or going forward under misperceptions. CBT is best at providing immediate feedback. Workbooks and lecturers may also be able to, though not as well.
2)Ability to produce life-like images.
Some instruction requires high quality visuals, such as illustrations of machine parts or body organs, to be effective. All of the training media discussed here have that capability, though lecture-based instruction needs some augmentation to provide these visuals.
3)Ability to produce high-quality audio.
Some instruction also requires high quality audio reproduction to prepare trainees properly. Machine malfunctions might be best diagnosed by the sounds that they make, and the different sounds people make breathing could indicate different ailments. CBT and video are best suited to providing high quality audio, and with augmentation, lectures can provide it as well.
4)Ability to use in combination with other media.
Some forms of instruction can be combined fairly easily (lecture with text, for example), some cannot. The ability to combine media may be important if, for example, learners need to master both theory and practice. Textbooks and workbooks are frequently designed for use with other media, while most CBT is designed as a stand alone product.
5) Ability to use computers.
Computer literacy is rapidly becoming a basic skill all productive people will need to function in society and on the job. If employees are in jobs that require them to use computers, computer-based training can do double duty: both providing the training content intended, and building employees' comfort and facility with computers. If computers aren't yet used on the job, but will be soon, using CBT will introduce employees to computers and familiarize them with computer function.
Prabhjot Singh
(MBA-1A)
From India, Kanpur
hello mam ,
Computer-based instruction is being widely used in the education programs of many allied health professions. However, there has been little, if any, documentation of computer-based instruction use in athletic training education. The primary purpose of this study was to determine what percentage of undergraduate and graduate NATA-approved athletic training education programs are using some form of computer-based instruction (ie, computer-assisted instruction or interactive video). We also addressed the following research questions: 1) What athletic training educational software is currently being used by athletic training students and educators? 2) What factors currently impede the use of computer-based instruction in athletic training education? 3) What instructional methods are commonly used to incorporate computer-based instruction into the athletic ) What are the attitudes of athletic training program directors toward the use of computer-based instruction in athletic training education? Surveys were mailed to the program directors (n = 97) of all graduate and undergraduate NATA-approved athletic training education programs. Eighty-six (87.7%) usable surveys were returned. Forty-eight (55.8%) of the respondents reported using some form of computer-based instruction in their athletic training education program; 47 (54.7%) used computer-assisted instruction and 9 (10.6%) used interactive video. Respondents also identified the educational software they use and their method for implementing this software. Software was used most often to supplement traditional instructional methods. A lack of funds was reported to be the primary impeding factor for those programs not using computer-based instruction. Respondents reported an overall positive attitude toward computer-based instruction use in athletic training education and indicated the need for increased development of athletic training/sports medicine software.
regards
karan soni mba 1 a
From India, Ambala
Computer-based instruction is being widely used in the education programs of many allied health professions. However, there has been little, if any, documentation of computer-based instruction use in athletic training education. The primary purpose of this study was to determine what percentage of undergraduate and graduate NATA-approved athletic training education programs are using some form of computer-based instruction (ie, computer-assisted instruction or interactive video). We also addressed the following research questions: 1) What athletic training educational software is currently being used by athletic training students and educators? 2) What factors currently impede the use of computer-based instruction in athletic training education? 3) What instructional methods are commonly used to incorporate computer-based instruction into the athletic ) What are the attitudes of athletic training program directors toward the use of computer-based instruction in athletic training education? Surveys were mailed to the program directors (n = 97) of all graduate and undergraduate NATA-approved athletic training education programs. Eighty-six (87.7%) usable surveys were returned. Forty-eight (55.8%) of the respondents reported using some form of computer-based instruction in their athletic training education program; 47 (54.7%) used computer-assisted instruction and 9 (10.6%) used interactive video. Respondents also identified the educational software they use and their method for implementing this software. Software was used most often to supplement traditional instructional methods. A lack of funds was reported to be the primary impeding factor for those programs not using computer-based instruction. Respondents reported an overall positive attitude toward computer-based instruction use in athletic training education and indicated the need for increased development of athletic training/sports medicine software.
regards
karan soni mba 1 a
From India, Ambala
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