The seven stages in the system development process are discussed in the context of implementing basic arithmetic drill and practice exercises on a computer-based system: (1) feasibility study; (2) requirements definition; (3) alternative specifications; (4) evaluation and selection of an alternative; (5) system design; (6) development and testing;…

Previous work assessing the effectiveness of computers in education has gone no further than acknowledging a network of interconnected variables (comprising a system) which contribute to computer impact and describing its component parts. An impact systems model developed by Glasman and Bibiaminov (1981) has been adapted to facilitate measurement…

An extensive computer based education system (CBES) built around the IBM Coursewriter III program product at Ohio State University is described. In this system, numerous extensions have been added to the Coursewriter III language to provide capabilities needed to implement sophisticated instructional strategies. CBES design goals include lower CPU…

This study summarizes recent achievements in the expanding development of man/machine communications and reviews current technological hurdles associated with the development of artificial intelligence systems which can generate and recognize human speech patterns. With the development of such systems, one potential application would be the…

A university level course in systems analysis with close contact and massive use of computer time was designed. The objectives of the course were primarily to teach social science graduate students, mostly from economics and agricultural economics, the basic methodological and quantitative tools of systems analysis and design. It was designed to…

This paper examines some of the applications of computers in education, focusing on the political and people problems involved. Through this approach it is hoped that superintendents, principals, data processing specialists, and scholars might develop a better awareness and understanding of how to assess the use of computers in school systems. The…

The process used in the design and evaluation of modules of instruction with the PLATO IV Computer System for stimulus display and response recording is described. Steps in the instructional design process are listed as problem identification and task analysis, identification of entry characteristics, development of performance objectives,…

This paper oriented for new researchers entering the field of CAI research discusses the research experience in this area, outlines some of the important computer requirements of CAI research, and proposes a conservative computer development strategy to meet those requirements. The development of PLATO and TICCIT are described as examples of the…

This paper describes the intelligent advisor system, named CODAMA, used in teaching a university-level systems analysis and design course. The paper discusses: (1) the use of CODAMA to assist students to transfer theoretical knowledge to the practical; (2) details of how CODAMA is applied in conjunction with a computer-aided software engineering…

This paper examines instructional technology as a means to achieve improvement of instruction and learning. Emphasis of recent research on technical and mechanical aspects of instructional systems is criticized because means and materials take precedence over learning objectives. It is concluded that the entire educational system, not just the…

The Canadore College Continuing Education Division model for innovative individualized and personalized programs contains several subsystems: analysis of current continuing education, identification of criteria, evaluation of the old model, design of the new model, simulations, evaluation of the new model, and implementation of the new model. The…

A graduate distance course on Information Systems Analysis and Design was designed and delivered under the guidance of the following four philosophies: (1) an effective education is a learner-centered education; (2) distance students are more likely to experience situated learning and problem-based learning; (3) enforced learning should enable…