Felix F. Kopstein

COMPUTER-ADMINISTERED INSTRUCTION VERSUS TRADITIONALLY ADMINISTERED INSTRUCTION: ECONOMICS,

Abstract : An attempt is made to assay the economics of computer-administered instruction (CAI) versus traditionally administered instruction (TAI) in controlling the structure of the learners stimulus environment in teaching and training situations. There is a discussion of the need for a sound, objective economic appraisal of the value to society as a whole of increments in the breadth and depth of education in the population, and of the influence of varying rates with which these increments are brought about. The necessity for reliable, objective information concerning cost data is emphasized. Projected cost/effectiveness comparisons based on the assumption of equal effectiveness for CAI and TAI are discussed for both civilian and military instruction. (Author)

Rational vs. empirical approaches to job/task descriptions for COBOL programmers

Perhaps the intent of this paper will stand out more clearly as figure when viewed against the background or context in which it first arose. While not directly relevant, the context is the development of a computer-administered instruction (CAI) course designed to produce competent COBOL programmers for the U.S. Army. To produce competent COBOL programmers one must specify what constitutes on-the-job competence and this concern led to the considerations to be set forth. Let it be noted clearly at the outset that these considerations obviously transcend COBOL as subject matter and training development as goal. Both are used here merely to provide a continuing illustrative framework. Because the primary concern here is with technique in the sense of practical (not formal) methodology, only simulated empirical data will be presented.