This research examines high school students' performance on an interactive multimedia tutorial for learning physics concepts in conjunction with their individual differences. Performance was compared between the initial portion of the tutorial where students learned concepts and the final portion where they applied the concepts. (Author/LRW)

Proposes that there is a need for a specially trained group of English-as-a-Second-Language (ESL) literacy tutors for college and university tutoring and writing centers. Argues that literacy tutors with a sufficient background in linguistics and second language acquisition would be better equipped to handle non-native speakers' requests for…

Discusses results of a survey of University of Southern Colorado faculty members that was conducted to determine their needs and opinions regarding library research instruction. Highlights include interest in an online library research skills tutorial; the need for professional development opportunities for faculty; and faculty opinions regarding…

Discusses computer mediated communication in higher education and describes use of the bulletin board within WebCT as a tutorial environment in which to discuss prescribed readings. Considers whether a computer-based tutorial setting can be used as a tool for learning and as a tool for delivery of information; and discusses course evaluations and…

Two experiments involved an intelligent tutoring system for the Carnegie Mellon University Lisp Tutor using production system theories of transfer and analogical problem solving. Results suggested that acquisition of cognitive skills is facilitated by high degrees of metacognition, which includes higher level monitoring of states of knowledge,…

Most studies on feedback compare elaborated feedback types presenting knowledge on the correct response (KCR) immediately together with further information to simple feedback types providing knowledge of result (KR) or KCR. This study uses bug-related tutoring feedback (BRT-feedback) offering strategic information for error correction, but no…

Describes a study of elementary school students grades three though six that compared two methods of keyboarding instruction, one that used a tutorial computer program and one that involved the teacher and lesson plans. Results indicate the more teacher-intensive method was more efficient and effective than the computer program. (LRW)

Argues that a controlled study of Supplemental Instruction (SI) sessions in college chemistry showed that participants benefited from SI sessions to an extent that cannot be explained only by their higher levels of motivation. Reports that SI includes services such as one-on-one, drop-in, and group tutoring. (Contains 11 references.) (AUTH/NB)

Introducing new software to students can be done effectively if teachers provide a brief introduction; show a finished project; build a chunk of the finished product; give student pairs the steps to complete their own chunk and coach as needed; and give students a computer-based tutorial, guiding them through the same procedure. (PEN)

Describes the use of a barcode reader, rather than a computer, to control an interactive videodisc for presentations and self-paced tutorials. Highlights include hardware and software used; remote and direct communication; a HyperCard-based program to make barcodes; and converting an existing program. (LRW)

Relates how C. A. Boneau's research identified the Top 100 terms and concepts of psychology. Describes a computer-assisted exercise for introductory college-level classes to teach these terms through computer tutoring. Discusses the development of the program, its implementation, and its evaluation. (CFR)

Provides a classification, review, and critical analysis of instructional systems available on the Web that can be used by students to learn programming. Reviews drill and practice systems, tutorial systems, and simulation systems and analyzes them according to established standards for instructional design. (Author/LRW)

Considers how to meet the challenge of providing students in large college courses with effective library instruction and describes librarian cooperation with faculty in the development of a Web tutorial and supplementary course materials to deliver library instruction. Explains how the tutorial was incorporated into the class syllabus and…

Four experiments supported the hypothesis that, when learning to use equipment such as computers, if the material to be learned has an intrinsically high degree of interaction between elements, then learning might be facilitated by not having the equipment present. Thus, an analysis of intrinsic and extraneous cognitive load can lead to…

Discussion of problems involved in evaluating computer-assisted learning resources focuses on evaluation strategies for interactive tutorials on the World Wide Web that were developed at the University of Leicester (United Kingdom). The questionnaire that was ultimately used to provide subjective feedback on user responses is appended. (Author/LRW)