Computers have been an essential tool of insurance researchers for many years. Their use in teaching insurance, risk management, employee benefits, and similar subjects, both inside and outside of the classroom, inevitably will grow. As more and more households purchase microcomputers and as inexpensive software enhances accessibility, the percentage of students with pre-college computer exposure can be expected to increase rapidly.' This development may prove to be an embarrassment, however, for those persons in the teaching profession who are not prepared. A majority of students within perhaps the next ten years likely will have grown up using computers. They will see the computer as a multi-faceted source of services and will expect to utilize it for performing numerous routine, otherwise time-consuming chores. Most of them will be quite comfortable with machine applications, having turned to a computer for years as a personal secretary, an exacting instructor with endless patience, and a stimulating, challenging opponent in increasingly sophisticated games. Such students are unlikely to be either challenged or satisfied with many of the educational techniques common today. For example, professors who assign projects or problems requiring repetitive calculations may soon find themselves under considerable pressure to provide computer assistance for completing the assignments. Likewise, faculty soon may be routinely expected to arrange computer-based instructional support to reinforce concepts discussed in the classroom. Many insurance educators already have implemented teaching techniques which utilize the computer facilities at their institutions to varying degrees. As early as 1969, Howard [5] was calling for a consideration of machine capabilities by insurance faculty. Since that time, some of the innovations
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