CBI EXAM 2 UPDATED ACTUAL QUESTIONS AND
CORRECT ANSWERS
Question:
1. 1. How might computer-based instruction solve some of the problems of traditional instructional
methods? Be sure to give multiple examples highlighting the drawbacks of other methods for workplace
settings. (57-58)
Answer:
1) CBI enforces active engagement. Textbook and training manuals are learner paced, but they can't
enforce active responding. Trainees can easily bypass attempts at interaction with no immediate
consequence and can peek at the answers. Even if a response is made, textual material doesn't offers
programmed differential consequences. CBI program can be designed so that the progression is prevented
until learners make an appropriate response.
2) CBI is learner paced. Lecture and workshops are instructor paced and group instruction hurts slow and
fast learners. CBI includes mastery criteria to ensure learner can demonstrate before moving to the
subsequent material.
3) Less expensive than one-to-one training. Can be impractical and costly. CBI is cheaper than this but still
contains many of the benefits.
Question:
2. 2. What is the problem with many "interactive" programs? Include the textbook comparison (58)
Answer:
The learner has control over the pace and sequencing of materials. This level of interaction is no more
advanced than a textbook, given that textbooks also allow learners to turn pages when ready and to skip
around between chapters.
Question:
3. 3. According to the authors, what is the one unique offering of computer-based instruction? Be sure to
explain each term within this answer. (58)
Answer:
The possibility of allowing economical, enforced, and demonstrative interactions.
- Economical Cost affordable and cheaper.
- Enforced A response is required before the learner can continue in the program. Ex. Pressing a button,
clicking "yes." (comprehension not necessarily required)
- Demonstrative An individual must differentially respond to instructional stimuli (comprehension is
required)
Question:
4. 4. What type of CBI research was and was not included in the review? There are three separate issues
you should be mentioning. (59)
1st issue
, Answer:
Much CBI research focuses on inferred behaviors/processes and variables outside the control of the
programmer or IDer.
Only reviews interactive CBI research investigating variables that could be controlled by an instructional
designed (ex: feedback inclusion, response requirements).
This was done in part to operationally define concepts that will allow for replication, but also to focus only
on the variables that relate to improving instruction. (For example, discovering CBI is more effective with
self-directed learners tells developers and programmers little about how they should ALTER CBI. Instead
they are left simply to hope the recipients of the products are self-directed learners. These were chosen so
that variables that are under the developers and programmers' control can improve instruction and the
product itself.10
Question:
5. 4. What type of CBI research was and was not included in the review? There are three separate issues
you should be mentioning. (59)
2nd issue
Answer:
Much CBI research is also using social validation as the sole measure of success.
The review only includes studies that included an objective measure of performance given that
organizations are concerned with how training will improve organizational performance.
While learner preference is important, it shouldn't be the only measure of success. Popularity doesn't
equate with effectiveness.
Question:
6. 4. What type of CBI research was and was not included in the review? There are three separate issues
you should be mentioning. (59)
3rd issue
Answer:
Much CBI research include the one group pretest-posttest design and the untreated control group design.
Ultimately, the outcomes of these designs only tell us if CBI is better than nothing at all. They tell us little
about the relative effectiveness of CBI compared to other instructional approaches, which does not help
those in charge of training choose the most effective solution
This review will only examine comparative research between interactive CBI and another type of
instruction such as an alternative interactive CBI, noninteractive CBI, or non-CBI instruction
Question:
7. 6. Explain why computer-based instruction should not be treated as a cure-all for all organizational
problems (73)
Answer:
- CBI often requires a greater up-front investment for development and training materials
- Certain affective, motor, and interpersonal skills may not be well suited for CBI
- Computer programming hasn't reached a point where the correctness o complex learner answers can be
easily evaluated
- Individuals in a CBI learning environment may experience a reduction in both social and cultural
interactions
CORRECT ANSWERS
Question:
1. 1. How might computer-based instruction solve some of the problems of traditional instructional
methods? Be sure to give multiple examples highlighting the drawbacks of other methods for workplace
settings. (57-58)
Answer:
1) CBI enforces active engagement. Textbook and training manuals are learner paced, but they can't
enforce active responding. Trainees can easily bypass attempts at interaction with no immediate
consequence and can peek at the answers. Even if a response is made, textual material doesn't offers
programmed differential consequences. CBI program can be designed so that the progression is prevented
until learners make an appropriate response.
2) CBI is learner paced. Lecture and workshops are instructor paced and group instruction hurts slow and
fast learners. CBI includes mastery criteria to ensure learner can demonstrate before moving to the
subsequent material.
3) Less expensive than one-to-one training. Can be impractical and costly. CBI is cheaper than this but still
contains many of the benefits.
Question:
2. 2. What is the problem with many "interactive" programs? Include the textbook comparison (58)
Answer:
The learner has control over the pace and sequencing of materials. This level of interaction is no more
advanced than a textbook, given that textbooks also allow learners to turn pages when ready and to skip
around between chapters.
Question:
3. 3. According to the authors, what is the one unique offering of computer-based instruction? Be sure to
explain each term within this answer. (58)
Answer:
The possibility of allowing economical, enforced, and demonstrative interactions.
- Economical Cost affordable and cheaper.
- Enforced A response is required before the learner can continue in the program. Ex. Pressing a button,
clicking "yes." (comprehension not necessarily required)
- Demonstrative An individual must differentially respond to instructional stimuli (comprehension is
required)
Question:
4. 4. What type of CBI research was and was not included in the review? There are three separate issues
you should be mentioning. (59)
1st issue
, Answer:
Much CBI research focuses on inferred behaviors/processes and variables outside the control of the
programmer or IDer.
Only reviews interactive CBI research investigating variables that could be controlled by an instructional
designed (ex: feedback inclusion, response requirements).
This was done in part to operationally define concepts that will allow for replication, but also to focus only
on the variables that relate to improving instruction. (For example, discovering CBI is more effective with
self-directed learners tells developers and programmers little about how they should ALTER CBI. Instead
they are left simply to hope the recipients of the products are self-directed learners. These were chosen so
that variables that are under the developers and programmers' control can improve instruction and the
product itself.10
Question:
5. 4. What type of CBI research was and was not included in the review? There are three separate issues
you should be mentioning. (59)
2nd issue
Answer:
Much CBI research is also using social validation as the sole measure of success.
The review only includes studies that included an objective measure of performance given that
organizations are concerned with how training will improve organizational performance.
While learner preference is important, it shouldn't be the only measure of success. Popularity doesn't
equate with effectiveness.
Question:
6. 4. What type of CBI research was and was not included in the review? There are three separate issues
you should be mentioning. (59)
3rd issue
Answer:
Much CBI research include the one group pretest-posttest design and the untreated control group design.
Ultimately, the outcomes of these designs only tell us if CBI is better than nothing at all. They tell us little
about the relative effectiveness of CBI compared to other instructional approaches, which does not help
those in charge of training choose the most effective solution
This review will only examine comparative research between interactive CBI and another type of
instruction such as an alternative interactive CBI, noninteractive CBI, or non-CBI instruction
Question:
7. 6. Explain why computer-based instruction should not be treated as a cure-all for all organizational
problems (73)
Answer:
- CBI often requires a greater up-front investment for development and training materials
- Certain affective, motor, and interpersonal skills may not be well suited for CBI
- Computer programming hasn't reached a point where the correctness o complex learner answers can be
easily evaluated
- Individuals in a CBI learning environment may experience a reduction in both social and cultural
interactions
