aterial, Michael Scriven made the important distinction between formative evaluation and summative evaluation. Both are important in examining learning material. Seldom is either done, to the scale that is necessary to assure excellent learning materials. With both types of evaluation, the computer can play a major role in gathering the data. Student responses, particularly when not analyzed by the learning program, can be stored and sorted for later analysis. Human evaluators may also be involved. For material available in several languages, which aims at a worldwide market, it is important to evaluate it in each of the countries involved. HOW WILL HIGHLY INTERACTIVE COMPUTER-BASED COURSES BE USED? The new highly interactive courses discussed here allow many new possibilities. They could be used in the conventional institutions of today, or in new forms of institutions derived from ones that already exist, or they could imply new institutions, particularly based on distance learning. Some of these possibilities will be reviewed in the next sections. Existing Institutions The highly interactive courses discussed here could be used in conventional institutions such as schools and universities, in whole or in part. Then they simply replace the course already available. But since these courses stress mastery learning, they should be much more effective than the replaced courses. New Forms of Institutions A major advantage of highly interactive courses is that they make new forms of learning institutes possible, forms that let us attempt solutions to the major problems of education reviewed earlier in this paper. The idea of new structures for schools and universities is not new, but still a rare occurrence. The example in the next section dates from 1968 and was suggested by George Leonard. Then we will consider the role of highly interactive courses in distance learning. George Leonard...
