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Most computer-based training (CBT) research has ignored variables other than the software itself. Yet there are other factors which can influence achievement. This study explored the impact of instructor-student interaction when students worked CBT in pairs. Compared to an earlier study in which instructor interaction positively influence achievement when students worked CBT individually, instructor interaction had no effect on achievement. Evidently, many if not all of the social functions served by the instructor in the traditional classroom can be provided by a CBT team partner. Implications of these results, to include the role of the instructor and the responsibility of the software developer, are discussed.

To reduce attrition in an entry-level programming class, students who performed poorly on the first exam were matched with interested alumni. All alumni were located in cities other than the university and could only communicate with their mentorees by e-mail, mail, phone, or some other means. In general, no guidance was given to the mentors, but they were told that they could give any advice on programs or course material. The program produced a significant reduction in both overall course attrition and also for the at-risk students. Such results can have a positive impact on both students and an academic program.