Computer-Assisted Learning

1 Computers have been used in education since the 1960s. Initially, they tended to only be used in computer-
related subjects because they were, unfortunately, quite difficult to use. This was because they had command line
interfaces (CLI). Users had to type long lines of text in order to get the computer to do something. However, the 1980s
saw the advent of the first graphical user interfaces (GUIs) which were much more user-friendly. This improvement in
human-computer interaction (HCI), together with new subject-specific software, made it viable to employ computers in
more subjects. Education institutions began to see the value of computer-assisted learning (CAL). Many invested heavily
in equipment and training, the outcome of which can be seen today in many classrooms around the world.

2 By the end of the 20th century, there was a whole range of CAL software products on offer. In general, the first
CAL programs were not terribly exciting. However, in the late 1980s, CDROMs and other multimedia products became
available. These made it possible to produce software with sound and graphics which was also easy to distribute. As a
result, more businesses became involved in developing educational software. The new products were attractive and
many students enjoyed using them. Nevertheless, they were expensive. In addition, they were often perceived to be just
a different way of learning or testing the same things. Teachers who disliked using computers were largely able to ignore
them or confine them to self-study.

3 By contrast, it was difficult to ignore the arrival of the Internet, which heralded a new phase in CAL and had a
huge impact on education. Although slow links and download times characterized the early days of the Internet, the
development of broadband technology provided much speedier access. The Internet provides an alternative to
textbook-based learning and access to authentic, up-to-date online resources. Furthermore, it offers students a way to
communicate with each other, and with the outside world. They can even publish their work on the Web for others.
Now CAL is more than a 'bolt-on’ to traditional teaching. It requires new skills, such as the ability to find information,
evaluate websites, or to collaborate with others via a network.

4 CAL not only influences how and what students learn: it also affects where they learn. Many courses now
incorporate a virtual learning environment (VLE), which is a set of computer-based teaching and learning tools used to
teach distance-learning programmes or to support face-to-face courses. VLEs are similar to websites in many ways. Like
websites, they run on a server and can be accessed via an Internet connection. VLEs contain a number of components
which, typically, would include the following. Firstly, there is an administrative element providing course information,
such as student tasks and how to get help. Secondly, there are the learning resources used to deliver the course,
including materials designed by the teacher, or links to sources of information. Thirdly, there is a range of assessment
tools which can be used to chart progress during the course. VLEs also have communication tools, such as e-mail, for
students to contact, or correspond with, their teachers or their peers.

5 Clearly, CAL is set to play an important role in education in the future. Some people even believe that it will
eventually replace the need for teachers or classrooms. However, it is more likely that VLEs are the future of computer-
assisted learning. This means that subject teachers are faced with a new challenge. They will not only need to be experts
in their field, for example history or French, but they will also have to become confident users of new technology.
Summarize the main points of the reading passage above in just one paragraph.

The use of computers in education started in the 1960s, primarily in computer-related subjects due to their complexity.
However, with the introduction of graphical user interfaces (GUIs) in the 1980s, computers became more user-friendly,
which enhances human-computer interaction. This advancement led to the growth of computer-assisted learning (CAL),
prompting many educational institutions to invest in it. By the late 20th century, CAL software had evolved with the
inclusion of CD-ROMs and multimedia elements, making learning more engaging for students, though often costly. Some
educators perceived it as merely an alternative method of teaching the same material, which slowed its widespread
adoption. The emergence of the Internet revolutionized education by enabling broadband access to updated resources
and creating opportunities for students to interact, collaborate, and share their work online. As a result, CAL became
more deeply integrated into traditional learning. Virtual Learning Environments (VLEs) now facilitate both remote and
in-person education by offering course details, study materials, assessment tools, and communication features like email
and discussion forums. While CAL will continue to be a key component of education, rather than replacing teachers, it
will require them to develop technological proficiency alongside their subject knowledge.