Abstract.This paper describes two experimental studies that examine the difference between software training manuals for new users of a groupware software package. The manuals differed in terms of their elaboration of procedural, conceptual and usage information. It was expected that manuals with rich conceptual and usage elaborations would produce the best learning outcomes. No significant differences were found in the learning outcomes of subjects with either high or low levels of previous computer experience. The elements that influence the development of instructional manuals are analysed from the perspective of our findings. The paper suggests that examining the underlying relationships between procedural, conceptual and usage information is an important topic for understanding and evaluating design guidelines for instructional manuals. Research into the methods used to communicate this information may provide insight on the usage and development of instructional manuals.