Summarizes the different ways that computer systems can help us communicate; examines the social impact of computers, especially in education; and suggests that computers can enhance rather than hinder the interactions between people. (MP)

Computer-mediated communications attempt to overcome the isolation of distance education students and tutors. Technical and administrative barriers still must be overcome to reap the benefits of an "electronic classroom." (SK)

Explains how the different levels of instructional videodisc programs serve different teaching situations. Characteristics of the software and the hardware system required for its use are described; the role of the teacher is discussed; and levels of interactivity between the student and the computer are described. (LRW)

Describes the process required to learn to write Chinese ideographs, and investigates the possibilities for developing a computer-aided language learning tutor. Character stroke sequences are described; a modified keyboard for Chinese character entry is discussed; and interaction between the student and the tutor is examined. (11 references) (LRW)

As communities develop in cyberspace, distance education facilitators should recognize that, although community cannot be mandated, there are ways to foster a sense of community in distance learning environments: focus on human interaction, learning partnership, regular and consistent feedback, and course-based listservs. (SK)

Offers a starting point for focusing research on the value of computer-mediated interactions for language development in instructional activities. (Author/VWL)

Instructional designers who are asked to convert existing training materials into computer-based training (CBT) must take special precautions to avoid making the product into a sophisticated page turner. Although conversion may save considerable time on subject research and analysis, courses to be delivered through microcomputers may require…

Discusses on-line learning and whether it will become popular in Australia. Focuses on the availability of on-line courses, interaction in the virtual classroom, the need for direct contact, flexible learning, and learning outcomes. (Author/VWL)

This paper describes and critically analyzes several perspectives on interaction and computer technology, examines dimensions of interactions, and presents a framework for the design of interaction strategies. Traditional perspectives on interaction discussed are the operational and the functional. The operational perspective is described in terms…

Reviews characteristics of computer-based training (CBT) that make application of communication theories appropriate and presents principles from communication theory (e.g., general systems theory, symbolic interactionism, rule theories, and interpersonal communication theories) to illustrate how CBT developers can profitably apply them to…

Argues that, when using computers, teachers should look for ways to make positive student interaction an integral part of the activity. (FL)

Describes the design and development of an Internet-based distance education class at the University of Northern Iowa. Discusses collaboration with students, basic course design, conceptual and epistemological context of the course, delivery environment, and forms of interaction including electronic mail. (LRW)

Describes instructional transactions as patterns of learner interactions designed to enable learners to acquire certain kinds of knowledge or skill and identifies four primary components of an interaction shell: interactions and an interaction manager, instructional parameters, a knowledge base, and a resource database. Transaction shell authoring…

Suggests that a combination of technologies is needed to meet the needs of adult basic education students. Describes the attributes of video-based, computer-based, and interactive technologies that lend themselves to the individuation necessary. (SK)

Cheaper than teleconferencing, training via electronic mail offers a disciplined schedule for completing a course at students' convenience and interactivity in communicating with instructors and fellow students. (SK)