ABSTRACT
Recent critical assessments show that, despite decades of experimentation and costly implementation, CBE remains marginal, almost irrelevant, within public education (Holden, 1989; Becker, 1987), and of questionable effectiveness even within the less ambiguous contexts of military training (Schlechter, 1986; Orlansky, 1986). According to one recent assessment, 'although there are now an estimated 1.5 million computers in public schools — one for every 30 kids, nowhere can they be said to have transformed education (Hoiden, 1989, p. 906).' Research findings about the effectiveness of CBE, however defined, are 'inconclusive and contradictory' (Bozeman and House, 1988), 'not particularly encouraging' (Mecklenberger, 1989), and 'scanty' (Becker, 1987).
