Trainers interested in enhancing computer-assisted instruction with graphics should ask (1) What are the training objectives? (2) What technologies serve these purposes? and (3) What is the most cost-effective alternative? (SK)

A case study of what one company did to increase the productivity of its sales force and generate cost savings by using computer-assisted instruction to teach salespeople at regional offices. (Editor)

Defines computer-based learning terminology. Describes six modes of computer-assisted instruction (tutorial, drill and practice, instructional game, modeling, simulation, problem solving); three modes of computer-managed instruction (testing, prescription generation, recordkeeping); and computer-supported learning resources (information storage…

The author states that neither cutting-edge nor conventional instruction is the right choice for all training demands. A close look at the learning tasks and learner abilities at hand will reveal the most appropriate, most productive method for meeting specific needs. (CT)

Describes how the nuclear industry uses Web-based training, thereby reducing costs. Provides details of the savings in travel time, class time for teachers and students, and recordkeeping. (JOW)

The author discusses advantages and disadvantages of computer-based training. She covers the search for high quality courseware, computers' effects on cognitive processes, the difference between classroom and computer-based training, using simulations, control of the learning experience, and the value of repetition. (CH)

The Army's Job Skills Education Program is a computer-based instructional program that teaches basic academic skills in a job-related context. Its transferability to the civilian workplace provides another tool for enhancing workplace literacy. (SK)

Describes an approach to bridging the gap between a packaged computer-based training program and desired course goals and objectives. (JOW)

The authors propose three forms of interaction for computer-assisted interactive video: reactive, coactive, and proactive. The three relate to the degree of control that the user has over program content and structure within the capabilities of the technology. Each design is explained at length. (CT)

Discusses the videodisc market, its popularity in health care training, internally generated videodisc software, interactive computer-based training, interrupted video, advantages of interactive video, do-it-yourself video training, individualized interaction, video's impact on traditional education, and video's future. (CT)

Using a computer for interactive training opens up a whole new range of capabilities which would otherwise be prohibitively expensive. This article reviews procedures for developing programs and introduces ideas for exploration. (JOW)

The author discusses using computer-based coaching to help employees apply their training on the job. He distinguishes between coaching and computer-based training and provides some examples. Some issues that training managers must consider before implementing computer-based coaching are presented. (CH)

Consists of four views regarding assessment of the need for new types of educational technology within human resource development programs. Makes recommendations on questions to ask when considering implementation of computer-assisted instruction, interactive video, or telecommunications. (CH)

Four key areas in the design of computer-based training are transfer of training, interactivity, development of problem-solving skills, and stimulation of learner interest. (SK)

Discusses why computer assisted instruction did not work in many classrooms, how older people have fought the new technology, and why implementation of computer technology as part of training has been slow. Also examines uses of the videodisc and microcomputer and the trainer's role. (CT)