Foremost among many recent trends in education has been a surge of interest in small group instruction. Questions remain concerning the relative educational value of small group computer assisted instruction (CAI) or CBT (broadly defined as instructional use of computers). This paper presents the results of an investigation of 55 works on this topic. The works include previous review articles, comparisons of small group versus individualized CBT, investigations of the relative impact of different grouping strategies, and observational and questionnaire surveys of small group CBT use. The 55 works are presented in the following groups: 10 review articles, 20 comparison studies, 16 grouping studies, and 15 survey studies. Some overlap between comparison and grouping studies does occur. Consistent effects were not found for either small group or individualized use of computers on students' academic achievement or retention scores. Small group learning did lead to a more efficient use of the computers. In addition, positive social interactions among students were typically found for small group CBT activities. Small group CBT can thus seemingly help educators and trainers meet the contemporary challenge of using computers with dwindling financial resources. (57 references) (DB)