Even so, many faculty throughout the country are quickly and courageously experimenting with computer-enhanced instruction. To encourage more widespread use of computers, universities are embracing a number of concepts and programs aimed at both faculty and students. The availability of new methods has sparked the most thorough self-examination of teaching and learning experienced in the 20th century. When redesigning courses, the instructor-innovator must first identify how students learn, how the material is best conveyed and the essential role of the instructor. Only then is it possible to consider what approaches should be pursued.
Requirements vary by discipline, by subject matter, by professor, by student and by circumstance.
New teaching methods will be adopted most rapidly if faculty lead at rates appropriate for their individual disciplines. Information about computer-enhanced learning is most trusted when it comes from traditional sources, such as teaching colleagues, disciplinary associations and meetings, and library professionals. New methods should first be tested among smaller sets of learners. Like driving a car, most learning about computer use occurs by observing others. Information about computer-enhanced learning is most trusted when it comes from traditional sources.