--- 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]> ------------------ 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]