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The purpose of this paper is to establish the effects of computer‐assisted instruction (CAI) on the attitude of students studying mathematics.

CAI in mathematics, as an alternative to traditional instruction (TI), is investigated using a sample of students in Iran. The sample consists of second grade female students of maths/science in two high schools of Hashtgerd. The study is carried out over four weeks in May 2008. The effects of the independent variable (CAI) are studied in one high school while in a second high school in the region, a control group is used to measure the effects of TI.

The findings reveal that CAI increases the learning level of students and improves their attitudes toward mathematics compared with TI.

The scope of the study is limited to a sample of students from two high schools in Iran. Thus, the results are indicative rather than conclusive. More work needs to be carried out involving a larger sample not confined to the Iranian setting to produce more conclusive findings.

New technologies and software featuring CAI should be implemented and used in the teaching process, especially for those courses which contain abstract concepts like mathematics. For example, simulated software could help teachers utilize simulated objects, concepts, and problem solving paths in a virtual environment.

The study adds to the literature on the utility of CAI and is original in that it is one of the few carried out in an Iranian setting.

Universitas Terbuka (UT) is a distance education institution that implements communication technology in various ways. In accordance with the implementation of this technology, UT uses both printed and non-printed materials designed as selflearning materials. These learning materials provide students not only with explanations of a subject but also with instructional learning purposes, examples, practices, summaries, formative tests, feedbacks, and learning instructions. Computer Assisted instruction (CAI) as a technology based learning material can be used as a supplement to the main learning material. For instance, Operation Research is mainly delivered to students through modules but it is completed by the CAI program. In order to improve the quality of the CAI program, an evaluation is needed, especially the evaluation that invites students' opinion. It is important to ask the students how the CAI program can help them comprehend a topic and which part of the program should be improved. The aim of this study is to figure out whether there are differences between students' expectation and students' perception toward the quality of the CAI program, namely the Operation Research. Some questionnaires were given to 41 respondents in Jakarta. Purposive sampling was chosen as a sampling technique with a criterion that each respondent has passed Operation Research Subject examination. From 30 questionnaires sent back and analyzed it can be concluded that there are some differences between students' expectation and students' perception toward the quality of the CAI program.

The aim of this paper is to examine the moderating role of information communication technology (ICT) competencies in enhancing knowledge transfer and mitigating the effects of two key knowledge barriers, namely knowledge stickiness and knowledge ambiguity, thereby increasing the firm's innovation competitive advantage.

The study is carried out in the context of the healthcare industry in Taiwan. A total of 160 questionnaires were distributed to hospitals and 112 usable responses were received, representing a response rate of 70 percent. Hierarchical regression analysis was used to analyze the data.

The results show that ICT competencies do enhance knowledge transfer inside hospitals. Although knowledge stickiness and knowledge ambiguity have negative effects on knowledge transfer, the negative effects can be moderated by ICT competencies (defined in terms of competencies in computer‐assisted instruction, interactive videoconferencing, and hand‐held technology).

Among the three ICT competencies, computer‐assisted instruction and hand‐held technology have the largest and smallest effects on the relationship between knowledge barriers and knowledge transfer. The results also allow decision makers for forward‐looking allocation of ICT competencies.

The study presents a valid model that comprises the antecedents, moderators (three specific types of ICT competencies), and consequences of knowledge transfer for innovation competitive advantage of healthcare organizations.

The study explored the effect of information and communication technology-assisted instruction (ICTAI) on civic education (CE) students' academic performance and the effect of gender on students' performance. Specifically, the study addressed the facilitating effect of ICTAI on students' scholarly performance.

This study utilised the quasi-experimental approach. A sample of 255 senior secondary school students was the analysis unit. A teacher-made performance test was used as an instrument for the study. The data were analysed with descriptive statistics for the research questions, and hypotheses tested with paired sample t-test statistics.

The study results indicated that ICTAI improved student scholarly performance. The study also proved that gender had an impact on student academic performance.

Not all the students in intact classes that were used for conducting the study/research, and the background and gender of research assistants were not considered, and these could have affected the result of the study. The study implications are that this study is a piece of deeper ingenuity and innovation that provides an additional source of information to study. The study provided proof that innovative activity-based instructions such as computer-assisted instruction (CAI) boost students’ performance.

On the instructor, the study findings demonstrated the significant effect of ICTAI on the scholarly performance of CE students. Consequently, this study contends that CE instructors/teachers can benefit from the implications of these findings by comprehensively understanding that ICTIA usage enhances student performance and, thus, improves the students' performance. Additionally, the study's findings proved that gender affected students' performance when instructed with ICTAI. The study implies that CE instructors/teachers should pay special attention to students' gender, specifically female students, as gender affects the improvement of students' CE performance when instructed with ICTAI.

The study findings contribute to the literature on academic improvement and performance of CE students by enhancing the understanding of the effect of ICTAI on students' scholarly performance. The study recognises the existing gaps in previous literature and vivid understanding of the effect of ICTAI on students' performance and gender as a mediator.

Computer assisted instruction (CAI) is a powerful technology that librarians have been quick to discover. However, surprisingly little quality software exists for library applications. Librarians are faced by the necessity of designing their own software to support specific objectives. The design and production of CAI software involves numerous steps, which are discussed in this article.

The following is an annotated list of materials dealing with information literacy including instruction in the use of information resources, research, and computer skills related to retrieving, using, and evaluating information. This review, the eighteenth to be published in Reference Services Review, includes items in English published in 1991. A few are not annotated because the compiler could not obtain copies of them for this review.

Information storage and retrieval through CD‐ROM technology has now been available to the library world for over three years. CD‐ROMs, which allow patrons to do their own searching, have become popular library tools among patrons because they are quick, convenient, and can offer a printed record of retrieved citations. However, as many first‐time users learn, despite the power of the search and retrieval methods of CD‐ROM, these systems can appear somewhat complicated to novices. And, if a library subscribes to more than one database, differences in retrieval software hinder the transfer of search methodology between systems.

The following is an annotated list of materials dealing with information literacy including instruction in the use of information resources and research and computer skills related to retrieving, using, and evaluating information. This review, the twenty‐first to be published in Reference Services Review, includes items in English published in 1994. A few are not annotated because the compiler could not obtain copies of them for this review.

Computers and computer‐assisted instruction are being used with increasing frequency in the area of health science student education, yet students’ attitudes towards the use of e‐learning technology and computer‐assisted instruction have received limited attention to date. The purpose of this study was to investigate the significant predictors of health science students’ attitudes towards e‐learning and computer‐assisted instruction. All students enrolled in health science programmes (n=2885) at a large multi‐campus Australian university in 2006‐2007, were asked to complete a questionnaire. This included the Online Learning Environment Survey (OLES), the Computer Attitude Survey (CAS), and the Attitude Toward Computer‐Assisted Instruction Semantic Differential Scale (ATCAISDS). A multiple linear regression analysis was used to determine the significant predictors of health science students’ attitudes to e‐learning. The Attitude Toward Computers in General (CASg) and the Attitude Toward Computers in Education (CASe) subscales from the CAS were the dependent (criterion) variables for the regression analysis. A total of 822 usable questionnaires were returned, accounting for a 29.5 per cent response rate. Three significant predictors of CASg and five significant predictors of CASe were found. Respondents’ age and OLES Equity were found to be predictors on both CAS scales. Health science educators need to take the age of students and the extent to which students perceive that they are treated equally by a teacher/tutor/instructor (equity) into consideration when looking at determinants of students’ attitudes towards e‐learning and technology.

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

The paper identifies and annotates periodical articles, monographs, and audiovisual material, in the area of library instruction and information literacy.

The paper provides information about each source, discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.

The information in the paper may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.