A case study of what one company did to increase the productivity of its sales force and generate cost savings by using computer-assisted instruction to teach salespeople at regional offices. (Editor)

The author states that neither cutting-edge nor conventional instruction is the right choice for all training demands. A close look at the learning tasks and learner abilities at hand will reveal the most appropriate, most productive method for meeting specific needs. (CT)

The authors propose three forms of interaction for computer-assisted interactive video: reactive, coactive, and proactive. The three relate to the degree of control that the user has over program content and structure within the capabilities of the technology. Each design is explained at length. (CT)

Discusses the videodisc market, its popularity in health care training, internally generated videodisc software, interactive computer-based training, interrupted video, advantages of interactive video, do-it-yourself video training, individualized interaction, video's impact on traditional education, and video's future. (CT)

Using a computer for interactive training opens up a whole new range of capabilities which would otherwise be prohibitively expensive. This article reviews procedures for developing programs and introduces ideas for exploration. (JOW)

Consists of four views regarding assessment of the need for new types of educational technology within human resource development programs. Makes recommendations on questions to ask when considering implementation of computer-assisted instruction, interactive video, or telecommunications. (CH)

Discusses why computer assisted instruction did not work in many classrooms, how older people have fought the new technology, and why implementation of computer technology as part of training has been slow. Also examines uses of the videodisc and microcomputer and the trainer's role. (CT)