I__. - International Military Testing Association

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Eouinment, Procedure and Data Analysis
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Each student was provided with an IBM XT computer with 20
megabyte hard disk, color monitor and printer. Software and
courseware loaded on each computer consisted of: (1) a
specially developed course management system and communications
package; (2) computed-assisted instruction and tests; (3) word
processing package; (4) spreadsheet.
Communication software for asynchronous computer
conferencing was provided through U.S. Army Forum, Office of the
Director of the Army Staff. The host computer was located at
Wayne State University and used the CONFER II conferencing
software system. I
The course was conducted from September, 1988 to April,
1989. Students were mailed all their computer equipment with
written assembly and operation instructions and course
materials. In addition they were provided with a toll free
"hot line" telephone number for resolving hardware/software
problems. The first lessons to be completed were self-conducted
and designed to familiarize the student with the operation of
the computer and software. Scores for computer training were
not included in overall course grades.
Part-time instructional staff were provided the same
equipment and software as the students. In addition they were
given a 40 hour training course on operating the hardware/
software, instructional responsibilities and
teaching/motivational techniques. Instructional staff and
researchers met together to conduct this training using a
combination of lecture and hands-on practice with the computer.
There were four types of data collected: (1) test,
practical exercise and homework scores: (2) pre- and post course
student perceptions of their amount of knowledge on the course
topics: (3) course completion: (4) cost of converting and
executing the course. Comparisons of the resident to the ACC
course were made using multivariate analysis variance procedures
for a two-group design.
Results
As shown in the top of Table 1, there was no reliable
difference between the test scores of students in residence
versus ACC. A comparison of the students' self ratings of their
level of knowledge before and after the course, showed that the
ACC group had significantly greater gains in their perceived
amount of learning, as shown in the bottom of Table 1.
Completion data showed that 95% of resident students completed
the course compared to 64% of the ACC students.
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