Seven hundred university students in a chemistry laboratory course received computer based instruction (CBI) in one of two forms, "interactive" or "passive." Laboratory performance was significantly better for students who used the "interactive" form. (Author/MER)

The methodology and results of a study measuring the effectiveness of computer managed instruction in comparison with conventional classroom instruction at the University of Texas at Austin are reported. The module studied was an educational psychology statistics package presented to two sections of CMI and two sections of lecture/discussion…

Evaluates the effectiveness of computer assisted instruction for teaching biostatistics to first year students at the UCLA School of Dentistry. Results do not demonstrate the superiority of CAI but do suggest that CAI compares favorably to conventional lecture and programed instruction methods. (RAO)

Compares PLATO and non-PLATO student performance in an introductory computer programing course at the University of Illinois. Results indicate that PLATO students would recommend PLATO to friends, that the drop rate was higher for PLATO students than for non-PLATO, but that performance was equal for both groups. (RAO)

Outlines research conducted at Brigham Young University to identify effective, efficient computer-based drill and practice instructional strategies for teaching paired associate or multiple discrimination tasks. A sophisticated computer-based drill and practice is contrasted with a simple flashcard strategy. Research supporting the sophisticated…

Investigated the learning outcomes of 83 nursing students randomly assigned to a computer assisted instruction (CAI) group or to a group taught with printed programmed instruction (PI). Findings suggest that CAI can be as effective as more traditional instruction in teaching both factual content and application of learned material. Fourteen…

Describes a study of 36 college juniors at the University of Minnesota in Minneapolis to contrast how well students learn new concepts from working with a partner versus working individually on a computer-based lesson. Highlights include types of feedback chosen and an analysis of verbal interactions. (Author/LRW)

Details the development and system design of a computer-based instruction (CBI) program designed to provide tutorial training in diet modification as part of renal therapy and provides the results of a study that compared the effectiveness of the CBI program with the traditional lecture/laboratory method. (EAO)

Describes two classroom experiments that investigated the effects of using projected-display computers: the first compared teaching a course using a projected display with teaching the course in a computer lab; and the second compared using a computer and projected display with standard lectures. Effects on test scores are discussed. (three…

Reviews previous research to compare the instructional effects of multiple-try feedback (MTF) forms to single-try feedback forms and no feedback in both traditional and in computer-based instruction. Interaction between students' prior knowledge and the number of feedback trials is examined, and future MTF research is suggested. (Contains 59…

This study developed and tested a computer-based job aid and compared soldiers' task performance using computer-based and conventional media to learn military procedures. Of the tasks taught via both methods, the computer-based aid produced more accurate performance of a simpler task, while no differences were observed for the more complicated…

Ninth-grade learners used one of three versions of an interactive video lesson on basic economics theory, one based on knowledge strategy, one on context strategy, and a control version without embedded questions. Results indicated context strategy was as effective as knowledge strategy for teaching declarative knowledge and more effective for…

Describes study of Army aviation students who were enrolled in training program that was designed to compare the effects of two strategies of error remediation during computer-based instruction (CBI). Treatments for the two experimental groups and a control group that had no CBI are described, and results of pretests and posttests are discussed.…

Addresses the implicit assumption that instructional media represent meaningful experimental variables independent of instructional content or strategy. Results of computer-based instruction (CBI) studies (both well-designed and flawed) and meta-analyses are reviewed to support the authors' position that this assumption is invalid, and new…

Critiques comparative research and evaluation methods used to assess effectiveness of interactive video and proposes alternative models of research design that go beyond comparative analysis into understanding and control of the effective dimensions of interactive video, i.e., controlled correlation; instructional events, cognitive psychology, and…