Applied CAL on Problem Based Learning Using Gagne’s Instructional Design

Sri Sundari Purbohadi,Ts Prihatiningsih,O Emilia,Harsono Harsono

doi:10.3991/ijet.v9i9.4116

Abstract

Abstract— In the Problem-Based Learning (PBL) model, students are expected to study independently. One of the methods that can improve the ability or skill of learners is using Computer Assisted Learning (CAL). Implementation of CAL in PBL should be able to create Self-Directed Learning (SDL) culture through appropriate instructional design and interesting modules. In this paper, the CAL software is developed using multimedia learning principles, convenient appearance, and user-friendly navigation. The CAL’s learning content is designed using Gagne's instructional design. The experiment proved the CAL was able to give effect size 0.89 and developed self-directed learning culture. From the interviews, students were very glad and interested to use the CAL modules because they can learn anytime and can reach the course objectives without a lecturer.

Highlights

In an e-learning implementation, it takes a supporting technology that acts as the primary learning devices
There are two roles of computers in e-learning: in the Computer Based Learning (CBL), computer is the central part of the learning, whereas in the Computer Assisted Learning (CAL) computer merely as one of learning tools or computer-conveyed
Obtain performance: the results of the previous learning should show on the initial interface and the results of the current study show at the end of the CAL interface

Summary

Introduction

In an e-learning implementation, it takes a supporting technology that acts as the primary learning devices. The computer is a major supporting device of elearning. There are two roles of computers in e-learning: in the Computer Based Learning (CBL), computer is the central part of the learning, whereas in the Computer Assisted Learning (CAL) computer merely as one of learning tools or computer-conveyed. The main characteristic on CAL is self-paced learning (in accordance with the conditions and speed of learning of each student). CAL is student-centered learning, because the students who have the autonomy should decide what to learn, how to learn, learning through what, and where they will learn; while the task of educators is as a facilitator for all combinations, optimal learning modalities can be run effectively. CAL has the potential to build a culture of SDL

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Conclusion