Upsides to the AT approach are flexible pacing and autonomy for the learner, specifically in the ISS phase. One can rewind or fast forward a tape at one's own discretion. The downside is lack of instant feedback. Depending on how an AT is set up, the learner may or may not have access to immediate assistance. Discussions are saved for GAS or SAS. Like PSI, the ISS component of AT requires an amount of self-discipline on the learner's part.
To address Kulik and Cohen's analysis of AT compared to conventional learning, I do not find it surprising that AT either equals or slightly surpasses conventional methods in many respects. I might attribute this to the fact that not only does AT include synchronous, face-to-face time in GAS and SAS, there's an added dimension of ISS which relieves some students of the stress of face-to-face environments. However, I do not believe courses or programs can be completely automated. While role of the instructor has evolved to become more of a facilitator in online education, it would be harmful to take human interaction and discussion completely out of the equation.
Regarding material for learning foreign languages, I've observed that many commercial products are AT in nature. Foreign language study guides available in bookstores, for example, may be composed of a CD and textbook. The CD is usually a recording of one or a few narrators who may be bi-lingual. They give prompts for the learner to repeat a phrase or sentence. In the short term, this type of exercise gives the independent learner a chance to develop and practice the basics. But progress could plateau as the learner becomes more intellectually demanding. There are typically beginner, intermediate, and advanced levels for the study guides. Forking off to disciplines beyond "advanced" is something I have not noticed. Needless to say, there is more to learn beyond the "advanced" level, which could delve into more specific areas like language for business, creative writing, public speaking, etc. Learner needs should be anticipated and considered, and it could mean switching to a different learning system altogether.
References:
Kulik, J. A., Kulik, C. C., & Cohen, P. A. (1979). Research on audio-tutorial instruction: A meta-analysis of comparative studies. Research in Higher Education, 11(4), 321-341.
I have to say that I agree 100% with your statement: "it would be harmful to take human interaction and discussion completely out of the equation". While I think A-T tools can supplement and support learning, I think you cannot get at higher learning outcomes easily without that interaction.
ReplyDeleteGinny,
ReplyDeleteI thought your explanation about seeing the AT model in action in museums was a good comparison. The lack of immediate feedback is definitely a downside of the model compared to the PSI model. I think that the Small Assembly Sessions would be somewhat equivalent to the immediate feedback. Within these sessions the instructor/assistant along with classmates can help with understanding the readings and recorded sessions. Foreign language would be an excellent way to utilize the AT method. I believe that when using this model with languages that it is important to have the independent session as well as the small assembly sessions.
Hi Ginny,
ReplyDeleteTwo things stood out to me in your post:
1) You related the A-T system to talk about how museums provide guided tours. I didn't initially make this connection but it has got me thinking more about it. The new Hunt Library that is being constructed on NC State's Centennial Campus will house a number of interesting spaces for various kinds of learning and collaborative work - one of the questions we have now is how the users will interface with the spaces - and perhaps one way to think about this question will be to consider the A-T model.
2. You mentioned advanced levels of language learning might encompass specific registers like business communication. I have seen some of these products in the library catalog but have not taken a close look at them yet, though I am curious to check them out. Are you aware of any particularly good products for this specific area of business communication? Either for ESL or for English speakers to learn other languages?
Thanks, Barb. I wonder if the ISS component of AT programs could potentially have the same issues as online programs with isolation and dissonance. For this reason, the GAS and SAS components would be important. I think a big part of learning comes from social interaction since it helps to exchange ideas and expand upon existing knowledge.
ReplyDeleteThanks, Charlotte. I do feel it is a good strategy to balance between independent and group sessions. Some students may need to review material more often than others and recorded sessions give them the opportunity to do that.
ReplyDeleteHi Hyun-Duck, so the Hunt Library will have rooms designed for specific uses? If so, that would be interesting.
ReplyDeleteIt does make sense that university libraries would have such resources. Commercially, I have not found very many products that support advanced language levels. But just today I had a conversation with a parent whose children I tutor in Chinese, and she mentioned a language program that was formed by Duke partnering with Rosetta Stone http://tip.duke.edu/rosetta/. I plan on looking into this. If the program is successful, this company could potentially create more products geared towards higher learning.