Discusses the pros and cons of using computer-assisted instruction for training and the difficulty in evaluating various programs. (JOW)

Discusses the design and development of training programs that take advantage of the capabilities of computers and/or computer-driven video systems and the capabilities of interactive training. (JOW)

Although microcomputers are being used everywhere, their use in education and training has only begun to be explored. More balanced information about their advantages and limitations is needed before informed decisions about their use can be made. (SSH)

Elements of the ideal match between adult learning and the computer are discussed: (1) autonomy, (2) utility, (3) integration, and (4) security. (CT)

Describes how computer games can be adapted and used for training. Discusses elements of a well-designed computer-based training course. (JOW)

Knowledge-based expert systems used as job aids or job coaches can cut the amount of training time significantly and reduce training costs. (SK)

Describes how and why one company made a commitment to distance learning on the Internet and highlights factors to consider when making this decision. (JOW)

Describes the development of corporate intranets (internal computer networks) and their potential use in training. Discusses computer-based training and how intranets are presently used more as tools than as training delivery systems. Includes a list of Internet-based resources. (JOW)

This guide to using computer authoring aids to develop interactive instructional programs covers types of aids, languages, costs, mainframes, and key considerations. A sampling of resources with manufacturers' names and addresses is included. (SK)

Describes learning objects, also known as granules, chunks, or information nuggets, and likens them to help screens. Discusses concerns about how they can go wrong: (1) faulty pretest questions; (2) missing links in the learning object chain; (3) poor frames of reference; and (4) lack of customization. (JOW)

The authors attempt to answer the questions how long?, how many?, and how much as they pertain to the development of training materials. The answer they found most often was "it depends." (CH)

Presents an overview of advances in technology-based learning aids and how they can affect training. It discusses five modes of computer-aided instruction applications, creating your own programs, and four types of learner responses to anticipate. (CT)

Knowing how to use authoring software does not guarantee effective multimedia instruction. Developers should focus on good product definition, design, and content and on skill building. (SK)

Describes "Looking Glass," the Financial Services Industry, and other simulations for management training seminars. The article examines how the games teach decision making and allow participants to become involved. It also discusses the future of computer-based training and the costs of such programs. (CT)

Discusses the market for computer-based training (CBT) programs, the distribution and marketing of these programs, why CBT is different from other training products for corporate customers, evaluating CBT programs, the competition between CBT and video, and corporations wanting customized training programs. (CT)