--- Forwarded Message from "J. Scott Payne" <[log in to unmask]> ---

>Date: Thu, 04 Nov 1999 11:36:09 -0800
>To:  Language Learning and Technology International Information Forum             <[log in to unmask]>,        Recipients of LLTI digests <[log in to unmask]>
>From: "J. Scott Payne" <[log in to unmask]>
>Subject: Effectiveness studies - Tech. Enhanced learning
>In-Reply-To: <[log in to unmask]>

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The notion of effectiveness is rearing it's head once again as distance
learning moves into the spotlight.  With respect to CALL, Patricia Dunkel
(1991) has a great lit review of effectiveness studies in CAI & CALL
(pre-Web).  

Based on the findings from 1000+ studies conducted on CAI/CALL, one could
draw several conclusions:
1.  Technology is better.
2.  Face-to-face classroom instruction is better.
3.  Both technology-mediated and classroom-based instruction in their
myriad of configurations are essentially equivalent - the "no significant
difference" phenomenon Brown & Wack (1999 -
http://www.horizon.unc.edu/TS/reading/1999-05.asp).
4.  We still don't really understand what we are measuring.
5.  We don't have adequate instruments and techniques to measure what we
want to measure.

It is my hunch that numbers 4 and 5 may currently account for a large
portion of the variance.  Drawing on studies conducted in the pre-Web era
may also not prove to be very helpful, since most of that technology was
self-study based and not about networked communication.

It is clear that on-line learning is different from classroom learning.  As
a profession, I think we need to focus on understanding these altered
dynamics before we start drawing comparisons and counting beans.

J. Scott Payne
Washington State University
Email: [log in to unmask]