33.3 Learner Control In Computer-Based Instructional Delivery Systems

A supposed advantage of computer-based instruction (CBI) over more traditional forms of instruction is its capability to deliver to students "individualized" lessons. That is, the computer can assemble and present to different students tailored lessons with wide variations in sequence of infor-mation, amounts of examples and practice questions, or kinds of feedback and review, to name just a few possibili-ties. In such situations, the computer program assumes the role of manager or guide of instructional activities. In such situations, students "receive" the instruction and have little or no explicit choice over what is given.

Alternatively, the instructional computer program may abrogate such decisions and allow learners to select the instruction they are to receive. Here, the learner operates to control the "flow" or "path" of instructional materials. Although it is certainly possible that learner choices might be afforded at a "macro" level of instruction, i.e., at the level of curricula, units, or lessons (see Romiszowski, 1986, for a discussion of instructional levels), typically the types of instructional choices provided in computer-delivered instruction operate at the "micro" scale, that is, at the level of small instructional elements, activities, or components.

There are many common instances of instructionally related activities that fall within the general framework of technology-based "learner control." For example:

• Standard computer-based and multimedia (e.g., videodisc, CD-ROM) instruction for direct instruction (e.g., drill and practice, and tutorial). This type of soft-ware follows an overall instructional design strategy but permits students to make their own decisions about, for example, what topics to see and when, how many exercises to take, or when to quit the lesson.
• Computer-based simulations (see 17.4, 17.5). These programs operate almost entirely under the learner's control (Reigeluth & Schwartz, 1989) in that the continual and often complex manipulations of the simulation's parameters are nearly totally left to the discretion of the learner.
• Tools for indirect learning such as word processing, programming, telecommunications, and databases. Billings (1982) argues that these tools are of a differ-ent class from typical computer-assisted instructional lessons. She argues that in these applications, learner control is inherent in the software and offers the poten-tial for more complex learning by the students than more traditional instruction. These are called tools for indirect learning in that students should not learn-the tools for their own sake, but rather that these softwares be utilized in the pursuit of other learning outcomes (e.g., writing skills, mathematical reasoning, critical thinking).
• Instructional and informational applications developed around hypertext or hypermedia technologies (e.g., Bowers & Tsai, 1990). Such innovations offer to learn-ers previously unconceived freedom of movement and choice of media displays. So-called "electronic encyclopedias," especially those designed for K- 12 school use, are examples of this type of technology. The structures of these databases have important implications for information accessibility and the ease of navigation around the database, i.e., what learner control features are offered (Duchastel, 1986a; Wilson & Jonassen, 1989).
• On-line computer documentation, which allows the user the options of either following a detailed walk-through of major procedures and functions, or jumping around according to the needs of the moment (so-called "just-in-time' helps). These features most commonly serve as simply performance job aids, but they are frequently used as aids for learning, as well (Rossett & Gautier-Downes, 1991).