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

Abstract

This article uses several approaches to assess the impact that using computerassisted instruction (CAI) had in several undergraduate courses taught at American University (Washington, DC). The various CAI materials are first described (Part II in general, and Part III in greater detail for one program which was authored in-house) as part of an evolutionary process from conventional teaching of several courses to increasingly heavy use of CAI. The principal focus is a General Education survey course for first and second year college students, "Latin America: History, Art, Literature". Part IV describes the methodology of the assessment process, along with the various sets of data developed. The data are then analyzed in Part IV, and discussed in Part V, with an emphasis on possible reasons for the success (or lack of) in using CAI in these courses, along with some limitations and problems observed. Conclusions are reached in Part VI. In examining the literature on CAI, one is struck by the generally accepted premise that CAI has a strong positive impact on teaching, especially at the K- 12 and lower university levels.2 Understandably, this premise is enthusiastically echoed by those involved in developing and selling the hardware and software labeled as "educational".