Evaluates six "open" (empty of content and customized by users) software programs using the literature-based characteristics of documentation, learner control, branching capabilities, portability, ease of use, and cost-effectiveness. Interviewed computer-knowledgeable individuals to confirm the legitimacy of the evaluative characteristics. (LRW)

This study of the application of cognitive style theory to the development of computer-based instruction explored two questions, i.e., whether computer-based courseware can be designed to address specific learner characteristics, and, if so, which characteristics. Several factors involved in the optimization of instruction are described: learner…

Outlines technological and cognitive considerations in the selection of authoring systems for writing computer-assisted instruction (CAI) lessons. Topics discussed include hardware selection; documentation; text display; screen appearance; branching and sequencing; text editing; graphics; animation; sound and voice input and output; student…

Describes study of health care employees that was designed to determine whether learning styles affect outcomes of learning with two computer-assisted instruction (CAI) design strategies, linear and branching. Use of the 4MAT Learning Styles Inventory is explained, and implications of the results for educators and courseware designers are…

Identifies desirable features that should be included in software for effective instructional computing use. Highlights include design of learning activities; curriculum role; modes of instruction, including drill and practice, tutorials, games, simulation, and problem solving; branching; menu driven programs; screen displays; graphics; teacher…