Abstract
Development and sale of computer-assisted instructional supplements and course management system products are increasing. Textbook sales representatives use this technology to market textbooks, and many colleges and universities encourage the use of such technology. The use of course management systems in education has been equated to the use of enterprise resource planning software by large businesses. Research findings about the pedagogical benefits of computer-assisted instruction and computer management systems are inconclusive. This study describes an experiment conducted to determine the benefit to students of using course manage-ment systems. The effects of cognition, learning styles, and computer attitude were considered and eliminated to better isolate any differences in performance. Student performance did not improve with the use of the technology.
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