The Use of Computers in the Management of Learning: an Evaluation of Student Reaction in the Teaching of Introductory Economics

Abstract

This paper describes, first, the benefits that computers may generate in the recording and management of student progress in the field of higher education. It is claimed that frequent assessment with instant feedback to students enhances their learning and simultaneously provides tutors with detailed knowledge of individual progress. Experience, however, is critical of this belief and it is argued that the use of computers to obtain these benefits is misplaced and that the same results can be obtained by more conventional methods. Secondly, the paper describes an experiment designed to measure how students on their first year of a CNAA degree in economics react to the use of frequent and regular assessment with rapid feedback. The results suggest that students welcome this form of assessment and benefit from a knowledge of their progress.