Abstract
In an earlier study involving a repeated measures design with one group of students receiving instruction via interactive two-way television, the investigators stated they would continue their studies during the Spring of 1983 where one of the authors would teach two different groups simultaneously, one group via two-way interactive television and the other group via in-person teaching. This article presents the data collected during the second study, discusses the findings, and then presents the proposition that it might be the participants' perception of the utility of two-way interactive television that makes the difference, not the mediated methodology.
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