Implementation problems of Computer Based Training within the U.K. Government's Youth Training Scheme

• Published in: Computers and education 1988, Vol.12 (1), p.179-183
• Main Authors: Laubli, Marlene M., Hinton, Terry
• Format: Article
• Language: English
• ISSN: 0360-1315; 1873-782X
• DOI: 10.1016/0360-1315(88)90075-9

With the introduction of the computer as an educational medium, Self[1] amongst others, has argued that four classes of people are now involved in Computer Base Training (BT): the medium designers, the material designers, the teachers, and learners. The degree of control is potentially, therefore, shared among all four. The extent to which this actually happens varies considerably and to a large degree depends on the users' (teachers' and learners') understanding of how to use such technology, as well as how it may or may not contribute to their overall educational objectives. Over the past four years, the authors have been examining two Government-funded projects concerned with the development and transferability of CBT within the Youth Training Scheme. In both projects. a case study approach was adopted for the purposes of our research. Our study has shown that within this particular learning milieu, there is a fifth class involved in this notion of ‘shared control’; the computer system's administrator or instructor. We have noted that the latter plays a significant role in determining how CBT is used within training. As the perceived expert, he or she is responsible not only for the provision of technical support, but also for the selection of, and access to, courseware. In this paper, we illustrate how CBT has been introduced into two different training contexts, our ease studies, and discuss the implications for the ultimate implementation of CBT as a training medium within youth training programmes.