This book, written by authors representing 12 countries and five continents, is a collection of international perspectives on distance learning and distance learning implementations in higher education. The perspectives are presented in the form of practical case studies of distance learning implementations, research studies on teaching and…

This review of four different computer-assisted instruction algorithms concludes that current authoring guides are more concerned with "user orientation" than with instructional principles, and advocates the application of a design model based on Gagne's information processing model of instruction. Nine references are listed. (MER)

Discussing the advantages of self-paced and leader-led instruction, the author presents a 23 item questionnaire which measures factors to be considered before selecting the type of instruction. The questionnaire considers areas such as trainee population, course objectives, instructional design, administrative procedures, and developmental…

This paper is intended to provide the instructional technologist already possessing some understanding of expert systems with some insight into two of the many steps involved in the design and production of such systems: knowledge acquisition and knowledge structuring or representation. It is also intended to help technologists to see how they…

A college psychology teacher enamored of instructional technology examines what techniques and applications have worked, which ones have not worked well, and what might work with some modification. Topics include various audiovisual aids, strategies for designing instructional materials, and creation of new forms for computer-enhanced classroom…

Focusing on the role of the educational developer, the 19 essays in this collection provide a forum for educational developer practitioners: (1) to share their practices and insights; (2) to explore what it means to be an educational developer and instructional designer, and to give some philosophical reflection of the role; and (3) to clarify the…

A study among college students investigated the effects on the developing knowledge system of the second-language learner of two different types of instruction: instruction as manipulation of output, and as structured or focused input processing. Results support the input-processing perspective and the salience of the role of input. (43…

With the advent of new technologies, more convenient and effective ways of learning are being adopted. However, despite the growing advancements there remains a lack of literature in applications of using these technology teaching approaches. This book offers in-depth analysis of new technologies in blended learning that promote creativity,…

Summarizes differences between face-to-face and distance learners at Fernuniversitat (West Germany) in terms of demographics, motivation, study conditions, and personal consequences, in order to provide some empirically derived insights into the psychological consequences of distance learning for learners. (MBR)

Evaluates four authoring systems used to develop computer aided interactive video: The Instructor, InfoWriter, IDeAS, and ProCAL2. The information provided includes hardware requirements, compatibility with videotape and/or videodisc, instructional options available, user data-management capabilities, procedures for logging tapes, and access for…

A discussion of the Linguistic Coding Deficit Hypothesis presents an overview of the theory; describes five prototypes of second-language learners, each illustrated by a distinct language processing profile; and examines how the ability to identify prototypes can help teachers interpret student difficulties and design instruction to address them.…

Six instructional design principles are recommended to enable students with learning disabilities to comprehend and compose expository materials. The instructional principles are illustrated using the compare/contrast text structure. Charts provide examples and clarification of the strategies. (SW)

Twenty-five eleventh grade classes were taught two social studies concepts, sovereignty and comparative advantage, using written or oral methods. Methods differed in their use and sequence of examples to explicate definitions. Finds using examples increased concept attainment. Suggests sequence was important for the more complex, relational…

Describes study that compared the achievement of high and low ability eighth-grade students working cooperatively during computer-based instruction. Homogeneous and heterogeneous grouping based on ability are explained, posttest results are analyzed, and implications for instructional design are discussed. (23 references) (Author/LRW)