  This paper examines the educational impact of the implementation of "Changes
in Energy and Momentum" from the Tutorials in Introductory Physics in five
different instructional settings. These settings include (1) a completely
computer-based learning environment and (2) use of cooperative learning groups
with varying levels of instructor support. Pre- and post-tests provide evidence
that a computer-based implementation falls significantly short of classroom
implementations which involve both collaborative learning groups and
interactions with a teaching assistance. Other findings provide insight into
the importance of certain elements of instructor training and the appropriate
use of the tutorial as an initial introduction to a new concept.
