Abstract
Case studies of five academic departments employing computer-assisted learning (CAL) function as basis for the set of speculative statements that conclude this work. These statements, or hypotheses, relate to auricular roles of the various CAL modes and serve as possible foundation for further qualitative or statistically-oriented research dealing with the influence of computer-assisted learning technology on the college curriculum. This work treats questions identified as pertinent through a survey of both the literature addressing college curriculum development issues and that reporting on studies investigating postsecondary applications of CAL. The study examines findings in each of the five cases individually and then seeks, through collation of case data, to identify possible trends.
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