Author Description

Nowadays, it is widely accepted that CAL/CBT can be used effectively. However, there are still several drawbacks and shortages existing such as the overall low quality of the courseware. As a step towards improved quality courseware, this study presents a list of basic instructional factors to be included in the formative and summative evaluation of courseware. It offers a set of quality factors discriminating between good and poor quality courseware throughout its production, and summarizes the results of an empirical study which was conducted to investigate the impacts courseware and student characteristics have upon learning achievement.