Reviews current findings of empirical research on older adult learning, notes key differences in how older adults and young people learn, and suggests strategies that could be used to enhance the effectiveness and efficiency of instruction designed for the elderly. (33 references) (Author/LRW)

Argues that much software designed for children needing remedial education is inappropriate, and a more relevant approach can be found in cognitive learning theory. These issues are discussed with reference to application of principle derived from cognitive and language development model to software designed for children with severe language…

Argues that learning strategies represent new educational technology replacing media-based with learning- and knowledge-based conceptions. This is substantiated by tracing educational technology's intellectual revolution along the paths of psychological/philosophical foundations, research interests, prominent strategies, and orientation. The…

Discussion of interactive technologies and open learning focuses on computer supported cooperative work (CSCW), especially computer based message systems, and their effects on open learning. Topics discussed include cooperative learning; distance learning; individualized instruction; local area networks; group communication; and design principles…

Presents a model of the role of instructional feedback in learning a motor skill and identifies six levels of motor skill output, each of which has a characteristic type of feedback. The usefulness of several feedback techniques reported in the literature is discussed. (Author/LRW)

Discusses the relationship between philosophical ideas and practical applications of the educational philosophy of open learning. A general analysis model of open learning that examines this relationship is presented, openness as reflected in the literature of open learning is discussed, and implications for educational providers and users are…

Reviews concepts proposed by researchers in linguistics, psychology, philosophy, and artificial intelligence, who have applied their knowledge and skills to the study of human information processing--i.e., memory content, storage, encoding, and retrieval. Guidelines derived from theory for use by instructional designers and subject specialists in…

Traces the development of vocational training and distance education in Brazil, briefly describes distance education activities of several agencies, and discusses the use of programed instruction, the personalized system of instruction, training manuals, and training modules. Commercial educational technology services are briefly described and 14…

Discusses learner autonomy in traditional adult education and in adult distance education. Learning strategies are described, the teacher's role in each educational setting is examined, and examples of autonomy learning at a distance are given, one at the University of Surrey and one at the Open University in Great Britain. (32 references) (LRW)

Suggests programming structures of computer assisted instruction for teaching severely learning disabled students be related to an established educational model. Use of performance contoured programming (PCP), based upon behavioral model of precision teaching, is discussed and contrasted with cognitive programming approaches. PCP applications and…

An examination of the origin and content of general systems theory is followed by identification of the major characteristics of systems and brief discussion of use of models. Two ways of applying a systems model are identified and their appropriateness is assessed in relation to particular training circumstances. (55 references). (Author/MBR)

Examines issues in broad-based training in the context of transfer of training. Classical research findings on transfer are summarized and training policy implications are drawn. Transfer is reexamined relative to recent ideas in cognitive psychology, training methods to enhance transfer are suggested, and future research needs are addressed.…