Evidence collected on the effectiveness of four educational technologies is briefly reviewed. The authors conclude that there is reasonable evidence that computer-assisted instruction can have at least a modest effect on improving learning and probably more when its instructional approaches are properly matched to instructional objectives, that…

Discusses the concepts of instructional theory and their application in the design of instructional and training packages, particularly computer-assisted instruction programs. (12 references) (CLB)

Managed Instruction with Computer Assistance (MICA) used a teacher-designed math curriculum as a pilot project for a computer managed instruction (CMI) system designed to provide a means of implementing individualization. (DAG)

Describes the inadequacies of the current software for computer-based instruction, and presents a framework of instructional components to guide the design of such software. A taxonomy of design considerations is then discussed, including instructional context, strategies, and technical capabilities that can be used to enhance instruction. (4…

Presents an instructional development model that incorporates formative evaluation techniques, and explores the possible application of the model in developing computer-assisted instruction courseware. Advantages and disadvantages of this approach are identified and implications for research on formative evaluation are discussed. (31 references)…

Explores two issues--deciding where a computer-assisted learning agency belongs in the vertical organizational structure of an educational institution, and defining the staffing needs of such an agency. Factors affecting both issues are discussed. (RAO)

Discussion of computer input devices focuses on the keyboard, mouse, and touchscreen. Related research is reviewed concerning user preference and performance; advantages and disadvantages of each device are described; guidelines for selection are discussed; and suggestions for future research are offered. (19 references) (LRW)

Logical communication structures organize basic telecommunications services to meet the aims and requirements of groups working on the Internet. This article clarifies logical communication structures within an educational context and illustrates how the communication requirements of work or study groups correspond to a variety of…

Delineates the differences between simulators and training devices, and discusses the possibility of inadequate training when simulators are used as training devices. Guidelines for appropriate training device development using a behavioral learning approach are presented. (13 references) (CLB)

Based on the premise that educators should identify instructional problems before they use microcomputers for instruction, this article shows how needs assessment and instructional design relate to the decision. A three-phase questioning process is suggested to help determine when and where to use computer assisted instruction. (MBR)

Discusses and defines immediate and delayed feedback as they apply to computer-assisted instruction and testing. A research classification matrix is presented to provide a framework for classifying existing feedback studies and to guide future research, and a sample bibliography classified according to the matrix is given. (31 references) (LRW)

Presents a taxonomy describing various uses of artificial intelligence techniques in automated instructional development systems. Instructional systems development is discussed in relation to the design of computer-based instructional courseware; two systems being developed at the Air Force Armstrong Laboratory are reviewed; and further research…

Reviews the current status of intelligent tutoring systems and summarizes the literature that evaluates these systems. Discussion highlights the problems of inadequate models, the lack of protocol analysis in systems design, and flaws in testing methodologies. (20 references) (CLB)

Examines desirable functional features of hypermedia; describes its instructional uses and limitations; and discusses research issues, including learner control principles, the selection of information representation forms, the use of hypermedia as a knowledge base for computer-based instruction (CBI), and the development of intelligent…

Describes two experiments on computer-assisted instruction (CAI) interaction in which interactional analysis is utilized to provide information on the interaction of students with microcomputers. It is suggested that interactional analysis is the key to improving the design and application of CAI materials. (MBR)