Computer Assisted Instruction at Stanford

has been conducting a program of research and development in computer assisted instruction. For a review of the early work in CAI conducted a t Stan-ford University, see Chapter 1 of Suppes, Jerman and Brian (1968). Currently, both tutorial and drill-and-practice programs are in operation in the areas of elementary mathematics, logic and algebra , spelling, beginning reading, and elementary Russian a t the college level. A brief description of the programs now in operation in each area follows. The logic and algebra program is a three-year sequence. Last year, 195 students completed the first year of the sequence, and two students completed both the first and second years. Students who completed the first year are continuing with the second-year course this year. Others are beginning the first and third year. The student terminal is a teletype machine located in the school building. Each teletype terminal is cynected by telephone line t s a computer complex on the Stanford compus. Figure 1 shows the system configuration and lists the number of terminals for Kentucky, Mississippi, Tennessee, San Francisco, and Ravenswood, California. Logic and algebra lessons are given a t all locations except Thrs article is part of the current serles on leading centers of activity in computer assisted instruction. 22 Ravenswood, San Francisco, and a few local schools. This is the only program aimed mainly at very bright students and is offered as a supplement or enrichment to the regular mathematics program beginning at grade 5. In September, 1967, 30 students at Stanford University enrolled in a course of computer-based elementary Russian for credit. The control class received regular classroom instruction, attended the language laboratory, and submitted written homework assignments. In the computer-based class, regular classroom instruction was eliminated and work a t Model-35 teletypes with Cyrillic keyboard and audiotapes with earphones was substituted. Students received instruction at the computer-based terminals for a period of 50 minutes per day, five days a week, throughout the entire academiG year. At the end of the first year, the computer-based students performed at a statistically significantly higher level. Perhaps equally as important as the superior performance was a smaller drop-out rate for the computer-based section than for the regularly taught sections of the course. The first-year program has been revised and a second-year course written. Both are now in operation , with 41 first-year and 19 second-year students enrolled. During the 1967-68 school …

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