ABSTRACT
The introduction of computer-based learning courseware (CBL) into the education process in higher education has arguably been driven by a desire to reduce teacher-student contact time in an attempt to achieve significant efficiency savings (Davies & Crowther 1995). The use of such courseware, however, is not necessarily a cheap option, for a number of reasons. First, a considerable investment in computer hardware, rooms to house the computers and technical support to maintain the facilities is required. Secondly, although the subsequent use of CBL courseware may be at minimal marginal cost, initial development costs can be considerable. Finally, efficiency defined solely from the educator’s perspective fails to recognize students’ involvement in the learning process. Efficient teaching may not represent efficient learning. In any case, even if the use of CBL courseware could lead to genuine efficiency savings, what is the impact upon the effectiveness of learning? Often, it would seem that designers of such courseware have been mesmerized by the novelty gimmicks and features inherent in the technology, and there is a general assumption that effective learning will inevitably occur provided students are equally mesmerized.
