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The Concept Of Computer Assisted Instruction - Essay



In modern times, due to improvement of computer technology, the idea of Computer Assisted Instructions is now more prevalent, and has become a trend (Yang & Wang, 2001). Electronic learning popularly referred to as e-learning is increasingly becoming satisfactory in tertiary companies all around the globe. This is as a result of the chance provided by higher establishments plus more students getting involved in it (OECD, 2005). Digital learning is actually the utilization of information and communication solutions (ICTs) to enhance and support learning coaching and research (Eteng & Ntui, 2009). With digital learning, there is a shift from the original procedure of teacher-directed didactic to modern methods where computer technology plays an significant role, thereby improving the product quality, efficiency and efficiency of teaching, learning, research and educational management. Its methods like the integration of the internet, media, information search, digital libraries, and remote learning. In such a digital age, teachers must offer with the challenge and developmental opportunities of how to correctly use it as well as how to combine various educational materials into course design and coaching methods (Rosenberg, 2001). The characteristics of digital learning differs from the characteristics of traditional school room environment learning, and can improve after some learning problems of students who are literally or mentally challenged, helping them for more information effectively (Chen, 2003). It offers stimulation from different programs such as words, pictures, looks, computer animation, and images, and can frequently help students use learning functions of different sensory organs, and achieve the training focuses on of diverse knowledge (Li, 1998). In creating digital learning, scholars stress that learning ideals rather than computer technology should lead the design of any computerized learning environment (Chiou & Chong, 1993; Yang & Wang, 2001). The necessity for digital learning has become important more than ever before as the objective of university education in Nigeria as described in the Country wide Insurance plan on education (2000) includes the provision of advanced manpower for national development which is usually to be achieved through its programme of teaching, learning and research. Digital learning can help parents in producing their literacy and innumeracy skills, while also building Information Communication and Technology skills for life and work (CILIP, 2005).

In spite of the excellent potential client of digital learning in the country, it is so worrisome that we now have some hurdles militating resistant to the effective use of the educational technology in Nigeria. Folorunso, Ogunseye, & Sharma (2006) and Resnick (2002) shows that mass unawareness, low computer literacy level and cost were recognized as critical factors impacting on the acceptability of digital learning by students and lecturers of Nigerian universities. Sharma, Ekundayo, & Ngige (2009) highlights that digital learning place high demand on learners who've to be more proactive and disciplined than in traditional face-to-face education whereas this proactiveness and discipline is missing. Various barriers to ICT utilization in Africa schools have been identified to include: poor infrastructure, epileptic power, lack of electricity, lack of trained employees, poverty, inadequate financing and limited or no internet access (Aladejana, 2007; Jegede, 2005).


While there had been a giant make an effort at integrating digital learning into instructions in other advanced countries, Nigeria is not yet fascinated with the probable of technology to enhance coaching and learning. Many of our classes are lagging behind in integrating technology into education. Teachers are apprehensive about improving and modifying instruction by making use of the new systems (Huckle, 1997). Matching to Salomon (1989), there are obvious indications from many developing countries like Nigeria that the way to obtain relevant and appropriate software is a major bottleneck obstructing wider program and usage of digital learning in Nigeria tertiary establishments. Schulmeister (2006) says that experience proved that the benefits of digital learning cannot be fully rooked, expectations could not be met which technology often was used to simply strengthen outmoded methods to learning. Resnick (2002) criticizes that even though Information Communication Technology is applied in education, the approaches to teaching and learning continue to be largely unchanged. There may be therefore non-availability of internet access in some tertiary institutions as a result of recurrent cost of bandwidth. Inequality of access to technology is the challenge of digital divide existing one of the university student in Nigeria tertiary establishment (Omofaye, 2007). Thus, a few of them are unable to afford computers because of the relative cost to the common income of staff in the country (Ajadi, Salawu, & Adeoye, 2008). The cost of being able to access the internet in Nigeria is still on the high area, some students find it a challenge to afford (Arikpo, Osofisan, & Usoro, 2009)


Based on the aforementioned research backdrop and the statement of the condition, the goal of this research is to explore the use and effect of digital learning on students in Lagos status Tertiary Corporations.


The following questions will guide this study:

  • What is the level of knowing of students on the availability of Digital learning in Nigeria tertiary establishment?
  • What is the status of the utilization of digital learning?
  • What are the challenges encountered in the utilization of Digital learning on students?


The study is significant for the reason that it will provide information about the current status of utilization of modern tools in Nigerian secondary schools. It will provide baseline data for future coverage regarding technology training and the development of strategic plans targeted at encouraging technology-based advancement in educator education programs. Additionally it is hoped that study will bring about off more research studies that will inform/encourage implementation of new technology in tutor education. This review will be beneficial to inform teachers about how use digital learning to teach students that may talk about the needs of students with different learning styles and determination. It'll offer great potential to transform and improve pupil learning, proposal and retention and support pupil success which will help institutional goals with potential benefits including better retention and time personal savings for instructors. Average instructors will advantage as digital learning can help reach their excellent peers and take intricate tasks off their to-do lists, permitting them to focus on the parts of teaching of which they can excel. Through technology, they can also obtain real-time data and advice about how precisely to help each of these students succeed, keeping time and enhancing performance. It'll make it easy for instructors to personalize training, which many average instructors find difficult or impossible to accomplish with complete classrooms of students with several needs. Also professors will increasingly have the ability to educate more students personally as digital learning replaces portions of instruction within an individualized fashion and time-saving student data; reach students remotely via technology; and record and promote their shows and methods widely through video and smart software that individualizes learning. Even among excellent instructors, various people will flourish in different tasks.

By emphasizing the use of simulation - game titles to teach mathematics, it is hoped that the study will lead to the improvement of mathematics educating and learning inside our secondary schools. The overall poor performance of students in mathematics and their behaviour towards some areas of the subject are anticipated to be better.

With this analysis, the researcher aims at exposing the teachers and students to the importance of using simulation game titles to improve the coaching and learning of mathematics.

Technology and digital learning can improve the ability to meet the needs of individual students. Whether through the availability of well-timed data or the capability to hook up students with the content and activities that meet their learning styles and needs, technology and digital learning provide opportunities for educators to personalize learning for further students at any moment.


  • There is not a significant difference between your challenges faced in the use of digital learning and students' performance.
  • There is not any significant difference between your level knowing of students and availability of digital learning in tertiary Nigeria companies.
  • There is not any significant difference between position and usage of digital learning.


This study will cover the coaching and learning activities in Lagos State Tertiary Organizations.




In this research, the word 'digital learning resources' refers to learning premises and programs that include technology enablers such as laptops, multi-media, CD-ROMs, and Internet resources. Digital learning resources can provide students genuine as well as up-to-date information that is not always available in textbooks. Generally, e-learning resources are useful as they represent a collection of cultural and methodical knowledge accumulated through the years (Yeo & Tan, 2008). Additionally, this kind of resource can be handy to students because it can foster their learning and their critical thinking, their ability to make cable connections between different principles, and bridge the space between their theoretical and useful knowledge (Palmer, 2007). Not surprisingly, availability of resources will not lead to computerized learning improvement; in reality, fruitful use of resources can be difficult to achieve (Bera & Liu, 2006).

Technologies and Methods of Teaching

There are evidences encouraging the benefits and use of new systems in instruction. THE GLOBE Standard bank (2004) opined that ICTs should be considered within education for the intended purpose of reforming curriculum, reinforcing teaching/learning and to improve leaning. The UN Secretary of Condition (2005) speaking on the role of technology in education said we should ensure that Information and Communication Technologies (ICTs) are used to help uncover the gates of education. Because of this, Millennium Development Goals (MDG's) developed this insurance plan "to co-operate with the private sector, to offer the benefits associated with new technologies, especially ICTs to increase educational opportunities and unlock the door of education. As a result of this, new technologies are being disseminated into educational companies at an instant rate. For the new technologies to be effectively used, teachers in any way levels need not only to be experienced in the technology but must also be well versed in its effective integration to their instructions. The major area Nigeria could meet this expectation is the teacher's prep in the methods class. It really is in the techniques school that the students can see their instructors modelling the utilization or lack of use of the technology. The use or insufficient use of the new systems may widely have an impact on the students in future as regard whether to use them or not.


The home elevators any subject which has been put on the net have to be altered to knowledge at some level for it to be made useful. As recommended by Mehdi (2004) "it can be extremely easy and quick to copy information from one destination to another, it is often very hard and slow-moving to transfer knowledge in one person to another". There were devised several solutions to ease the process of change of information to knowledge, digital time has empowered swift copy of information and now strives to produce faster ways to convert it to knowledge. Teresa & John (2007) talked about the many evolutions in digital learning like word-processing, hypermedia, Computer-mediated Marketing communications, New Literacy Studies, Digital Archives and Information Literacy. The best effective method for this conversion can't be defined as learning ability differs from person to person and various tools produce different ends up with individuals. We usually have a tendency to divide these categories based on age group, country or complex background. The many needs for course of development in neuro-scientific digital learning have been believed since a long time. We can't expect every person to respond in a similar manner to tools that are available for digital learning. Therefore different tools and teaching methods are necessary for different groups of folks that can be implemented by making use of human computer interaction (HCI) as emphasized by Bee & Laurel (2004). Another concern is the consciousness to all new tools which can be helpful to a learner which can also be done with real human computer relationship. Also a subject of concern is the fact there still is present a small society who's completely devoid of digital learning even if indeed they can afford it. This is largely because of various misconceptions and unawareness. As proclaimed by Guerra, Alfonzo, Suarez, Hernandez & Milan (2007) coaching aids have migrated from blackboard to projector transparencies and then to training video projectors and PowerPoint. The educators are not often in a position to produce quite effective multi-media or other types of digital learning. That is quite evident as we can not expect every teacher to be always a multimedia system expert. The Development of various tools was done to be able to allow the learners to obtain he knowledge easily. Another issue is the capital required for the spreading understanding, executing workshops, providing training and releasing new education tools and multimedia system products for learning.


To efficiently create digital learning program, we need to ensure that value is really there and it is in concrete conditions. That means we need to sell learners on the truthful proposition that contribution will provide benefits worth the time and effort. The curriculum needs to be the point of guide for creating an effective digital learning. Doing this will stimulate essential motivation and present the program a chance to be successful (Allen, 2003). Bad digital learning belief may be due to insufficient understanding, insufficient communication, and insufficient trust or conflicting agendas in appropriate use technology. Some goal instruction and understanding exercises are most likely needed to fortify people's understanding (Allen, 2003). It is important to realize that learners are both psychological and intellectual; and thoughts have much effect on people's conception and what they do. In some digital learning studies conducted in expanding countries, it was discovered that lack of vision and framework in employing digital learning lead to failing of these digital learning tasks (Kizito & Bijan, 2006; Pal, 2006). Lack of both technological and cultural skills required for implementation contributes to the inability of some tasks. If learners cannot use adaptive tools they could feel ashamed which affects perception. When learners feel ashamed and guilt it is because they are submitted environment in which they aren't entirely pleased. The feeling will impact their analysis situation, as well as the complete learning process which lead to negative feedback, which might reduce awareness and motivation (Ostlund, 2005).

Digital Learning Models

Horn & Staker (2011) offers this summation of various digital learning models:

Face-to-Face Driver

This approach keeps teachers to provide almost all of their curricula in a traditional brick-and-mortar school environment. The tutor deploys online learning on the case-by-case basis to supplement or re-mediate, often in the back of the class room or in a technology laboratory.


The common feature the rotation model is the fact students rotate between learning online in a one-to-one, self-paced environment and in a normal class. The face-to-face educator usually oversees the web work.


Programs with a flex model feature an online program that delivers most of the curricula. Instructors provide on-site support on the adaptable, as-needed basis through in-person tutoring periods and small group periods. Many dropout-recovery and credit restoration blended programs match this model.

Online Lab

The online laboratory model relies on an online system to deliver the complete course, however in a brick-and-mortar laboratory environment. Usually these programs provide online educators. Paraprofessionals supervise, but offer little content competence. Often, students who participate in an online lab program also take traditional lessons.


The most typical version of blended learning is the self-blend model, where students choose to take a number of classes online to complement their traditional school's catalog. The web learning is actually distant, which distinguishes it from the web lab model, but the traditional learning is a brick and mortar college. All supplemental online colleges that give a la carte lessons to specific students accomplish self-blending.

Online Drivers

The online driver model involves a web based platform and instructor that deliver all curricula. Students work remotely generally, Face-to-face check-ins may be included. Some of these programs offer brick-and-mortar components as well, such as extracurricular activities.


The world is advancing at an instant rate. Situations have relocated to the electric level with the computer at the centre. This development has brought a great deal of technology and revolution into teaching and learning. The 3R's (reading, writing and arithmetic) which forms the nucleus of the old system of education has witnessed series of literacy reforms. The globe is currently in the age of information technology or computers age; hence, there is a need to keep up to date with time. A great way of reaching this is through the launch of computer education in our organizations of learning (Ajibade, 2006).

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