The use of various forms of technology to enhance instruction has been on the rise throughout colleges and universities in the United States, including increased use of technology in traditional classrooms, increased enrollment in distance education courses, and increased use of two-way interactive video or teleconferencing (Van Dusen, 1998). Several researchers have found that enhancing instruction with technology leads to greater levels of learning and achievement among students than traditional instruction (Kulik & Kulik, 1986; Bayraktar, 2002; Timmerman & Kruepke, 2006). The purpose of the study was to examine the effectiveness of using technology to enhance statistics instruction, using meta-analytic techniques. Specifically, the focus was to determine whether or not various uses of technology differentially affect statistics achievement and attitudes among undergraduate or graduate students. Also, the relationships between effect size and several intervention and methodological variables across studies were examined. The mean achievement effect size from 46 studies was found to be 0.239, indicating that technology was modestly effective in improving students ’ statistics

Web-based financial commentary, in which experts routinely express market-related thought processes, is proposed as a means for college students to learn vicariously about financial markets. Undergraduate business school students from a regional university were exposed to expert market commentary from a single financial Web site for a 6week period. When compared to a control group, students in the experimental group were found to possess higher levels of financial market awareness. Degree of engagement, as approximated by measures of project exposure time and effort, was significantly related to market awareness. Finance majors were found to be more engaged in the process than nonfinance majors. Although this study should be considered exploratory in nature, findings support the notion of using Web-based vicarious learning processes in financial education. Future research can extend the generalizability of these findings, as well as shape vicarious learning mechanisms for use across business disciplines.