COMPUTER MANAGED

INSTRUCTION
ATHIRA MOHAN B M
 OUTLINE

 The definition of CMI

 Function of CMI
 How is CMI used?
 Theoretical perspectives on CMI
 Conclusion
 DEFINITIONS
Definition I
 A system which can provide administrative support to
instructors for managing instructional materials and
activities.

Definition II
 The use of computers and software to manage the
instructional process.

Definition III
 CMI is the answer to education’s difficulties with
individualisation.
Definition I
 A system which can provide administrative support to
instructors for managing instructional materials and
activities.

Definition II
 The use of computers and software to manage the
instructional process.

Definition III
 CMI is the answer to education’s difficulties with
individualisation.
 FUNCTIONS OF CMI
• CMI implementation can reduce instructor work
loads by automating tedious and routine functions
such as grading, scheduling, and keeping track of
resources.
• CMI can be introduced in phases and adapted to
meet the needs and concerns of any particular
instructor or group of instructors.
• CMI can be done with just one computer.
• CMI provides an excellent way to organize and
integrate both CBI and traditional (off-line)
instructional materials.
• CMI implementation can reduce instructor work
loads by automating tedious and routine functions
such as grading, scheduling, and keeping track of
resources.
• CMI can be introduced in phases and adapted to
meet the needs and concerns of any particular
instructor or group of instructors.
• CMI can be done with just one computer.
• CMI provides an excellent way to organize and
integrate both CBI and traditional (off-line)
instructional materials.
 HOW IS CMI USED?
 Tracking student performance over a period of time
 Providing information concerning performance trends
 Recording individual and group performance data
 Scheduling training
 Providing support for other training management functions.
 Input and storage of student data (primarily test scores
and activities completed)
 Input and storage of curricular data (generally objectives,
test items linked to objectives, and instructional materials
or activities linked to objectives)
 Retrieval and analysis of the data relating student scores
and activity to the curriculum data
 Generation of various reports showing individual or group
progress and current status
 THEORETICAL PERSPECTIVES
Implication of operant learning principles for CMI instructor
role:
 The materials should be designed to present the subject
matter in small bits or steps to the student.
 The materials should require the student to actively respond
to the subject matter by constructing or selecting answers to
questions over each step.
 The student should receive immediate feedback (or
reinforcement) in the form of information about the quality
of this response.
 The student should continue at his/her own rate or pace
through the instruction program
The extended of operant learning principles for CMI
instructor role (Keller, 1966, 1968)
 Telling the student what they are expected to learn by a
statement of course and unit objectives.
 Requiring restudy and repeated testing until the student
achieve unit mastery.
 Criterion-referenced evaluation of accomplishments.
 Using student proctors as tutor to enhance the personal-
social aspects of education.
 Using lectures and demonstrations as vehicles of
motivation rather than as sources of critical information
The functions of the CMI instructor’s role – from operant
learning perspectives
 Decision-making about appropriate instructional activities
and reinforcement contingence.
 Monitoring students performance and progress, supplying
appropriate individual performance feedback.
 Engaging in individual student tutoring and guidance when
learning problem arise.
 Advising students about subject-matter related sources of
information not available in the curriculum, in both
individual and group sessions.
The functions of the CMI instructor’s role – from operant
learning perspectives;
 Counselling and advising students about appropriate
strategies for attending to new information and for
constructing meaning from it.
 Diagnosing internal sources of students’ learning problems,
including their use of appropriate cognitive process,
learning strategies, motivational process, and self-
statement.
 Decision-making about appropriate remediation activities,
strategies, and resources that are matched to students’
learning needs.
 Modelling the practical use of new information and skills
and the concept of personal responsibility through
individual and group tutorial sessions.
 Modifying, as necessary, students’ inappropriate
attributions and perceptions about locus of responsibility
for learning.
Student’s role in CMI;

 Students are expected to be attentive and motivated.

 Students are expected to make learning meaningful by the
appropriate use of learning strategies and skills.
 Students are expected to practice personal responsibility
skills required for self-initiated learning, self-directed
learning and self-paced learning.
 Students are expected to interact effectively with both
their peers and their instructors.
 CONCLUSION

The world has come to a digital era in this new century and
education is an essential motility that influence the
development of the society.It should catch up with the times
and make a good use of technology.CMI is a modern
education approach and plays more and more important role
in modern education and have proved their high efficiency
and great prospect.
THANK YOU