Intended to aid in the design of computer systems that promote efficient learning and performance, this study compared the effects of using hard copy and online format tutorials on the learning activities of 48 undergraduate students in either design or engineering. The tutorials, which provided instruction on the use of the equipment and basic drawing functions of an IBM CADAM workstation for computer-aided design, contained identical content except for format modifications necessary to accommodate the different presentation modes. The study methodology is discussed, and a summary is provided of the study procedure, which involved two sessions during which students learned a total of four lessons, immediately after which they were tested, and a third session during which a retest was administered. Study results indicate that the online learners spent more time in learning than the hard-copy learners, primarily as a function of spending more time reading the tutorial. However, although the online tutorial resulted in more efficient performance on the immediate tests, performance on the retention test was less efficient, suggesting that, although the online presentation yielded greater short-term storage of information, less information was transferred to long-term memory. The text is supplemented with 13 tables, and 14 references are provided. (KM)