Efficiencies When Designing for CBT Thesis

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3). Units can be arranged and rearranged, either automatically or by the learner's choice, to suit the needs of the user. Conceivably, no lesson plan needs to be the same for the same user, and every lesson can be tailored to the learning style and existing skill set of the student.

A learning object's reusability conveys an additional advantage even over traditionally segmented lesson plans: students can use the material to reinforce their knowledge in an individualized manner, and emphasize parts of the lesson plan that they require to learn and not 'waste time' on familiar content. In some applications, the student can have additional control over the presentation and the content of the instruction.

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In other applications, 'smart' computers can actively redesign the content, based upon student responses, and "automatically and dynamically compose personalized lessons" (Wiley 2002, p. 11).

This computer-generated guidance might seem preferable, given that the users of CBT, especially younger students still in school, might not be the best judges of what skills they should emphasize in their customized lesson plans. A lack of fulfillment of standards is always a concern, as is the question of whether the same 'chunks' of learning, organized in different ways, really yields the same learning result.

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