The findings of the ETS study of TICCIT in community colleges, which is described in a previous article in this issue, are compared with the results of a series of studies on the system conducted at the Brigham Young University. (RAO)

Describes instructional strategies available for videodisc courseware in terms of the amount of processing intelligence available and locus of sequencing control. The consumer videodisc is compared and contrasted to intelligent videodisc systems. (JEG)

Examines individual learning differences and adaptive learning in interactive World Wide Web learning environments, highlighting the dominant influence of emotions and intentions and their impact on learning. Explains learning orientations and the System for Intentional Learning and Performance Assessment (SILPA), an interactive Web learning…

A hierarchical learning task was designed and developed in accordance with an instructional design model to study questions concerning task structure, sequencing, and other instructional design variables. To provide control and generality, the learning task was based on an entirely imaginary science. (RH)

During the years 1968-1971, the Computer-Assisted Instruction Laboratory at the University of Texas at Austin has developed and implemented three major program designs for use in teaching English punctuation and usage. The initial design was a frame-by-frame approach in which each instruction was prepared by the author and coded separately. The…

The formative evaluation process described was designed to be used by Brigham Young University personnel in 1974 to evaluate and improve TICCIT programs and materials for community college credit courses. Involving the use of editorial judgment and data on student use, this process includes five levels of evaluation and revision: (0) materials are…

Both general and specific guidelines are proposed for the use of different types of graphics under specified conditions which would be relevant to various instructional applications of the videodisc. The general guidelines cut across several conditional variables--e.g., color, realism, motion--while the specific guidelines are directly related to…

Presents a history of Utah's WICAT Education Institute, and examines its role in the introduction of new delivery systems into educational environments. Several examples of institute projects are given, with emphasis on the development of programs which use computer and videodisc technologies. (MER)

A mainline CAI system is an individualized instructional system of major scope which uses the computer as a tool for instructional management and information transmission. Such systems are developed according to a design science approach and used as a less costly alternative to conventional instruction. In contrast, adjunctive systems have a much…

This study is the fourth in a series of studies that have attempted to examine the relationship between two separate aptitude factors--associative memory and reasoning--to various performance criteria in a hierarchical learning task utilizing computer-assisted instruction. Two clear effects seem to emerge from the data. During learning, the…

Two issues inhibit full utilization of computer-assisted instruction (CAI). The first of these issues concerns authorship of CAI programs. Should it be left with classroom teachers or given to specially trained instructional design teams? The latter approach is preferable for "mainline" systems (those systems that are specifically designed to…

Two experiments were conducted to investigate the relationships between individual difference variables and discovery vs. non-discovery instructional treatments in learning of an imaginary science. All subjects were able to learn the material, but presentation of examples and rules (non-discovery) led to more rapid learning. There was no…

An individualized instructional development training program was developed that allows teachers to enter at several points and move through the instruction in a way that suits their own particular needs and challenges. The program was designed for implementation on the TICCIT computer controlled television system, although it could be adapted to…

Students ask "why?" questions in the survey stage of using TICCIT lessons either because (1) they have holistic learning strategies, (2) they are searching for familiar bases upon which to attach new material, or (3) they desire to find out what relevance the lesson has for their future lives. In the design phase of TICCIT, an effort was…

The TICCIT command language is a synthesis between work in instructional psychology and cybernetics, and broadens the degrees of control available to students well beyond the capabilities of existing CAI systems. Student control commands manipulate important instructional variables and information is provided to guide the student's choice of…