One of the key trends in learning technology in recent years has been the growing interest in simulations and serious games. Much of the research into simulations and serious games has tended to focus on aspects of fun and engagement rather than on what is happening in the process to cause transferable learning. Much of it has been based on small…

Many recent models of learning and instruction center learning on real-world tasks and problems to support knowledge application and transfer. Among these models are problem-based learning and task-centered learning, two different approaches to learning that are often mistaken for one another. However, there are important distinctions between…

This study examined the "Contemporary Issues in Technology and Teacher Education" (CITE) online journal for trends in topics, article type, authorship, and citations for the decade 2001 to 2010. Revealed trends were compared with CITE's stated aims and scope, in addition to the trends for its print counterpart, the "Journal of…

The rapid growth of technology has made online tools available for education. The ability to discern the characteristics of these tools and to use them appropriately for educational purposes has become increasingly critical. Weblogs and discussion forums are among those up-and-coming tools that have great potential in supporting learning. They…

Outlines positive and negative features of the lecture method and the resource-based learning method, recounts a personal experience with the responsive lecture, and discusses its potential. (MBR)

In this article, evaluation theory will be described. Traditional research methodology will serve as a basis for comparison and as a point of departure." (Author/AK)

Reports a study that investigated the interactions of selected learner aptitudes and two instructional treatments, the lecture method and a videotaped presentation. Learner aptitudes utilized in the study involved measures of seven cognitive factors, Scholastic Aptitude Test (SAT) scores, and the college grade point average (GPA). (Author)

Discusses four models of needs analysis: Kaufman's "Needs Assessment," Coffing's "Client Need Assessment," Lee's "Needs-Assessment," and Harless'"Front-End Analysis." A matrix comparing these models is included. (RAO)

The main thesis is that the "no-significant-difference findings" are due to the incomplete specification of the set of input variables. It is suggested that the world must recognize the influence of non-educational components of learner inputs. (DAG)

Describes the differences between traditional computer-based training (CBT) and electronic learning environments using the principles of activity theory. Concludes that an e-learning environment developed on the principles of activity theory characterizes the workplace because it provides a contextual-community perspective that is lacking in…

Discusses the best-known examples of slow-scan television; its development; its relationship to other types of visual media; its effectiveness as an instructional method; its use in teleconferencing; slow-scan television systems and their uses; factors of slow-scan picture quality, frame frequency, and bandwidth; origination and display…

Reviews the use of media comparison studies in the field of educational technology, argues that they are weak and inappropriate, and recommends a new focus on the issues of instructional methods and learner characteristics. Discusses intra-medium studies and aptitude treatment interaction studies as better alternatives. (LRW)

Effective use of visual illustration entails consideration of specific instructional purposes, method of presentation, student characteristics, type of objectives, and cuing techniques. (LS)

Considers the role and effectiveness of virtual reality in simulation-based training. The theoretical and practical implications of verity, integration, and natural versus artificial interface are discussed; a three-dimensional classification scheme for virtual reality is described; and the relationship between virtual reality and other…

Reviews four different approaches to evaluation--decision-oriented, applied research, value-oriented, and systems-oriented--and suggests how each may be applied to the evaluation of instructional programs. Nine references are listed. (Author/CHC)