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There is only one problem. Positive findings are scarce. Teachers looking for evidence whether group teaching, video tutorial of CAI is a more effective method will typically find answers like ‘there is no difference’ (Taverner et al., 2000). A recent review of 135 studies of technological interventions since 1928 identified that each and every study showed no significant effect on the outcome of interest(Russell, 2000). Even placebo type studies of teaching critical appraisal skills,where the control group received no relevant instruction, typically show small and non-significant effects (Norman and Shannon, 1997).
In short, abundant literature in a diversity of fields, shows that it makes little difference to student outcomes, in terms of test scores, whether teaching in higher education follows method X versus method Y. We should not be surprised at this finding. Already in 1968 Dubin and Taveggia reported on numerous published studies of comparative educational methods that reveal contradicting,disappointing results. They searched for research comparing lectures with group discussion (56 studies), supervised independent study with face-to-face instruction (74 studies), unsupervised independent study with face-to-face instruction (25studies), supervised with unsupervised independent study (12 studies). Studies in favor of one method were mostly balanced by a near equal number of studies in favor of the alternative method, if the results were standardized. The reviewers conclude that “no particular method of teaching is measurably to be preferred over another when evaluated by student examination performances” (Dubin and Taveggia, 1968).