Describes the general principles of a nonexperimental learning theory-based courseware evaluation which calls attention to instructional sequences in the courseware to determine if the sequence is programed around learning principles. The results of using this type of evaluation for two computerized training devices are summarized. (MBR)

Describes a methodology for student involvement in courseware evaluation and for utilizing student reactions in purchasing and implementation decisions. The evaluation forms used in a survey of 2,308 Indiana students are presented, and the results of that survey are discussed. (18 references) (CLB)

Defines basic concept courseware as educational software dealing with language concepts for young children, details problems with current courseware evaluation systems, and outlines contents of the basic concept courseware evaluation form included in the appendix. Teacher evaluation and learner evaluation of the courseware are included. (12…

Develops generalizations for empirical evaluation of software based upon suitability of several research designs--pretest posttest control group, single-group pretest posttest, nonequivalent control group, time series, and regression discontinuity--to type of software being evaluated, and on circumstances under which evaluation is conducted. (MBR)

Discusses some of the problems of implementing computer-aided learning (CAL) in a university environment and describes a centralized CAL service agency that was created at the University of Nijmegen, The Netherlands. Courseware development and implementation are described, and CAL research and evaluation are discussed. (16 references) (LRW)

Explains the University of Minnesota Learning Software Design Competition, focusing on its goals and emphasis on innovation. Describes the review process to evaluate and judge the software, lists the winners, identifies a new class of educational software, and outlines plans for future competitions. (Author/LRW)

Provides a conceptual framework for evaluating Automated Instructional Design (AID) and Computer-Assisted Instruction (CAI) systems. Evaluation systems including personal, pedagogical, product-oriented, user-oriented, and context-oriented methods are discussed. Figures representing components of the evaluation process are presented. (Contains 25…

Explains goal-based scenario (GBS) learning environments. Topics discussed include defining educational requirements; characteristics of a GBS, including hardware and software; an example of a GBS currently in operation to teach client consulting skills, including user reactions; assessing learning; the use of simulation; and the roles of the…

Discusses problems in the use of performance support systems in higher education. The following issues are addressed (1) development, including software development, collaboration with users, and instructor skills; (2) access, including physical environment limitations; (3) training for students and faculty; (4) student resistance; (5) teaching…

Discusses the use of computers in college classrooms as presentation systems, as structured laboratories, to modify traditional lectures, and for self-paced instruction. Classroom dynamics are discussed, needed curricular modifications are considered, appropriate evaluation techniques are suggested, and problems are examined, including a lack of…

This basic plan for implementing educational software in the classroom incorporates a research design for evaluating its effectiveness. A study of fifth grade classrooms using game and tutorial software for spelling and fractions is used as an example. Topics discussed include software selection, selecting groups of comparable ability, and use of…