COMPUTER‐ASSISTED INSTRUCTION AND INCREASED EDUCATIONAL PRODUCTIVITY

A.J. CROPLEY (Associate Professor of Psychology, University of Saskatchewan Regina Campus. He holds the degrees of B.A. (Adelaide) and M.Ed. and Ph.D. (Alberta). Professor Cropley has published extensively in educational and psychological journals)
P.F. GROSS (Principal Investigator, Harvard University‐Rockefeller Foundation Study of Urban Health Disorders, Cali, Colombia. He holds the degrees of B.E., M.E.Sc. (Sydney) and M.P.A. (Princeton))

Journal of Educational Administration

ISSN: 0957-8234

Publication date: 1 January 1973

Abstract

Increasing educational costs have led to pressures for increased educational productivity. Although the basic parameters of educational productivity are difficult to define precisely, computer‐assisted instruction (CAI) looks to offer the possibility of reduced instructional costs on the one hand, and increased output from the educational system on the other. Such increased output includes the ability of CAI procedures to extend educational facilities to persons and groups to whom they would otherwise probably be denied, and thus represents a role for CAI in increasing equality of educational opportunity. There is, however, a number of key questions concerning CAI and its interrelationship with the traditional educational structure which must be answered, and some of these questions are enumerated.

Citation

CROPLEY, A. and GROSS, P. (1973), "COMPUTER‐ASSISTED INSTRUCTION AND INCREASED EDUCATIONAL PRODUCTIVITY", Journal of Educational Administration, Vol. 11 No. 1, pp. 115-123. https://doi.org/10.1108/eb009692

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Publisher

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MCB UP Ltd

Copyright © 1973, MCB UP Limited

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