There is a host of research examining the equivalence of alternative modes of technology-facilitated educational delivery (such as computer-based or online instruction) and traditional classroom instruction. While various studies have promoted each of these modalities for specific populations or topic areas, the bulk of research supports relative equivalence between student learning as a result of any of these forms of instruction. Unfortunately, the majority of studies discuss “learning” as an outcome variable with little consideration to relevant components of learning such as depth of knowledge or level of understanding. The purpose of this study was to examine the educational impact (depth of knowledge) of different forms of instruction (computer-based, lecture, and readings) aimed at teaching basic, introductory-level concepts. Eighty-eight participants received informational material via computer, lecture, or a written article. Participants' knowledge of this material was assessed using three types of questions (multiple choice, fill-in-
the-blank, and essay) that examined three levels of understanding (rote, application, and evaluation) of material from an introductory-level course. The results indicated that computer-based instruction and readings produced a more evaluative understanding of the material than did lecture regardless of question type, but failed to detect significant differences in rote or application level understanding. In addition, computer-based instruction and readings were significantly more efficient means of instruction than lecture. The implication of these findings for educators is discussed.