Reports the results of an experiment assessing the effectiveness of two different approaches to using simulation games in a marketing course. In one, the game was used as a supplement to the standard lecture/discussion format; in the other, it was used as the central delivery vehicle. Twenty-one references are listed. (Author/LLS)

Suggests that (1) research has not produced an algorithm for the selection of media formats, (2) more research is required on the effects of present technology, and (3) production decisions are influenced by many considerations. (Author/CMV)

Three types of stimulus materials (text, film, and live demonstration) were used to teach graduate students cardiopulmonary resuscitation; and verbal learning and a motor skill task were measured to determine the effectiveness of the different media. No significant differences were found among the three modes of instruction. (Author/JEG)

College students read, listened to, or viewed a presentation about the library. Some presentations included cartoons. Results suggest that the printed text without cartoons is just as effective as cartoons or audiovisual presentations. If enjoyment is a factor, cartoons or audiovisual presentations should be considered. (Author/JEG)

A study of corrective feedback testing, in which scoring is based upon the number of attempts needed to achieve the correct answer, is compared to single attempt testing. (RAO)

Summarizes the results of five studies dealing with screen design for computer-based instruction (CBI) and provides suggestions for their application as well as future directions for research. Chunking, text density, and screen density are discussed as variables in screen design, and current research is described. (33 references) (LRW)

Describes research that examined the role of online examples in a minimal manual on learning to use an interface construction toolkit called InterCONS. Highlights include the minimalist approach to designing user resources; user performance; the use of online examples versus printed examples; and user reactions. (Contains 18 references.) (LRW)

Explores the syntactic structure, cognitive functions, pedagogical features, and communicative characteristics of questions asked by graduate students in an asynchronous learning environment. Results show students used fewer syntactic forms and asked more rhetorical questions than in face-to-face classrooms and exhibited higher levels of…

Three-, 4-, and 5-year-olds performed Tower of London problems under spoken, manual, and combined (requiring both spoken and manual) response conditions. Preschoolers' solutions were most goal-focused when required to give only a spoken response, intermediately goal-focused when required to give both response types, and least goal-focused when…

We assess students' appreciation and use of various tools designed to extend effective learning beyond the classroom. For a given tool, results vary depending upon the overall pedagogical approach of the course.

This paper considers the influence of e-tuition using an asynchronous written conferencing package, "FirstClass," upon retention and success rates for Masters-level courses in a distance learning programme as compared with similar courses that were supported in a traditional manner using face-to-face tuition. The paper investigates the common…

Inquiry-based science instruction can provide a rich context in which to build literacy skills in the elementary grades. The authors discuss the benefits of incorporating reading, writing, and speaking into science instruction. They describe the results of research on two models for combining language arts and science--the Science IDEAS model and…

A survey was conducted of Master of Business Administration (MBA) students in an accounting class at a university in the Northern United States to compare students' assessments of course effectiveness and overall satisfaction with the course. One group of students were enrolled in a traditional in-class section, and another group in a…

The study evaluated the comparability of two versions of a certification test: a paper-and-pencil test (PPT) and computer-based test (CBT). An effect size measure known as Cohen's d and differential item functioning (DIF) analyses were used as measures of comparability at the test and item levels, respectively. Results indicated that the effect…

Teaching GIS is relatively simple, a matter of helping students develop familiarity with the software. Mapping as an aid to thinking is harder to instruct. This article presents a laboratory and lecture package developed to teach the utility of mapping in a course on spatial data analysis. Following a historical review of the use of surface…