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Cost-effectiveness of alternative approaches to computer-assisted instruction

Author: Henry M Levin; David Leitner; Gail Meister; Educational Resources Information Center (U.S.)
Publisher: Stanford, CA : Stanford University ; [Washington, DC] : U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, [1986]
Edition/Format:   Book   Microform : National government publication : Microfiche : EnglishView all editions and formats
Database:WorldCat
Summary:
Operating on the premise that different approaches to computer-assisted instruction (cai) may use different configurations of hardware and software, different curricula, and different organizational and personnel arrangements, this study explored the feasibility of collecting evaluations of cai to evaluate the comparative cost-effectiveness of several alternative cai approaches. The analysis on which these  Read more...
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Details

Material Type: Government publication, National government publication, Internet resource
Document Type: Book, Internet Resource
All Authors / Contributors: Henry M Levin; David Leitner; Gail Meister; Educational Resources Information Center (U.S.)
OCLC Number: 26704008
Notes: Distributed to depository libraries in microfiche.
Reproduction Notes: Microfiche. [Washington, D.C.?] : Supt. of Docs., U.S. G.P.O., [1991]. 1 microfiche.
Description: 1 volume
Responsibility: Henry M. Levin, David Leitner, Gail R. Meister.

Abstract:

Operating on the premise that different approaches to computer-assisted instruction (cai) may use different configurations of hardware and software, different curricula, and different organizational and personnel arrangements, this study explored the feasibility of collecting evaluations of cai to evaluate the comparative cost-effectiveness of several alternative cai approaches. The analysis on which these evaluations are based was carried out in four stages: (1) a search was initiated for evaluations of different approaches to cai that could be used for cost-effectiveness purposes; (2) each of the evaluations was reviewed in order to select those that met the criteria established for the study I.E., a single focus on cai, common objectives, acceptability of evaluation methods, and availability of information for assessing costs; (3) effect sizes for the criterion of concern were estimated; and (4) the costs of each intervention were estimated. Analysis of eight k-12 cai programs, in which the common educational outcome was that of reading and/or mathematics achievement, indicated great variation in effect size from study to study, and led to the conclusion that specific approaches to cai and the realities of implementation account for differences in effectiveness. Data on the costs and effect sizes of each of the cai programs selected for the study are provided in tables throughout the text and in the appendix of the report. (24 references) (gl).

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