June 1997 — Features
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The Future of Computers and Learning
Summative Evaluation
Summative evaluation compares this learning approach with others available. Thus, if the material is an algebra course for secondary school, the computer courses, assuming several are available, can be compared in great detail with text plus lecture courses in algebra. Large groups and many different courses are needed, and student characteristics must be carefully considered.
We are not looking for minor differences in learning between the several methods considered, but for major differences. One approach may not be best for everyone, and some sections may work better than others.
DELIVERY TECHNOLOGY
At least two delivery technologies seem feasible for the immediate future: CD-ROMs and networks. Perhaps both will be used. Materials can be designed so that either is possible. Both of these delivery technologies are about to change, with faster networks and larger CDs. Satellites may also play a role in delivery.
We need to consider both the instructional materials themselves, and the access to student databases. The decisions on what, if any, technologies are to be used may be dependent on economic factors; i.e., what is the cost of delivering the courses?
Compact Discs
Delivery of highly interactive course materials is possible today on CD-ROMs. The newer high-density CDs, about to appear now for video, will allow for more extensive video material and more courseware on a single disc.
Although some versions of Compact Disc are now rewritable, this technique will probably not be the best with a large mobile student body, as far as storage of student records is concerned.
Networks
So far there is very little highly interactive material available on the Internet or intranets. The early dominant language, HTML, d'es not lend itself to highly interactive courses. But newer languages, such as Java, should improve this situation. Speed may soon be a problem for highly interactive material, particularly if one computer is very heavily used for a single course. The new Internet 2 may alter some of these factors. Networks should be ideal for worldwide storage of student records. But for purposes of security, the World Wide Web format may not be the best one.
HOW WILL HIGHLY INTERACTIVE COMPUTER-BASED COURSES BE USED?
The new highly interactive courses discussed here allow many new possibilities. They could be used in the conventional institutions of today, or in new forms of institutions derived from ones that already exist, or they could imply new institutions, particularly based on distance learning. Some of these possibilities will be reviewed in the next sections.
