An Appraisal of Computer?Assisted Learning in the United Kingdom

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Abstract
Developments in computer‐assisted learning (CAL) are reviewed under a framework of teaching modes which contrast behavioural control, discovery‐type learning and teaching through rational argument. These modes relate computer‐based tutoring, simulation and teaching of problem‐solving skills to research in educational psychology and to techniques of program design. The developments themselves largely feature the National Development Programme in CAL (NDPCAL) and show a wide variety of program types and subject applications. The assimilation of these materials within conventional teaching schemes and their transfer to other institutions is also discussed. Following NDPCAL there is a need for consolidation and for program designs which take a closer account of research findings and which use a greater knowledge of the student's capabilities in operating their commands, comments and decision rules.

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