A comparative study of the impact of integrated learning systems on students' time-on-task

Time-on-task has long been thought to be an important predictor of student learning and achievement. Thus, it is important to understand the extent to which computer-based instruction (CBI), in general, and more specifically, computerized integrated learning systems (ILSs) affect students' time-on-task behavior. This study reports data from a year-long, 14-school national study in which rigorous time-on-task measures were used to compare students' engaged time in three primary situations: (1) an ILS used in a computer laboratory configuration; (2) an ILS used in a distributed configuration (work stations distributed throughout a school's classrooms); and (3) regular classroom instruction in which no ILS was used. The results indicate that students using the ILS spend more time actively engaged in the learning tasks than students in the non-ILS classroom. This appears to be a very robust finding, occurring regardless of whether or not there is an adult present. It appears that the ILS provides a highly motivating learning environment that engages and maintains student attention. The level of on-task behavior is significantly higher than that found in more typical classroom settings. Further, the ILS showed a significant advantage in increasing time-on-task with at-risk students. Implications of this study for further research are also discussed.