This paper is designed to cause the reader to perform deep cognitive processing in the domain of computer based education (CBE) by presenting a conceptual structure of the CBE domain, by providing references to research, and by discussing decisions to be made during the development of CBE materials. (Author/STS)

This project represents the first year of a proposed two-year program to develop FEHR-PRACTICUM (Formative Evaluation and Heuristic Research), a computerized game which simulates experience in a research evaluation assistantship or practicum. In the game teams of from two to five players are given the task of finding the "best" among several…

After a critical review of the papers on Computer-Assisted Instruction (CAI) of several prominent educators, recommendations are proffered for CAI systems improvements prior to new research. These include replacing the typed message with an inexpensive cathode ray tube, developing the student interface as an efficient and pleasant carrel which…

The role of evaluation in the development of evolutionary procedures is briefly described and highlighted. Four aspects of evaluation technique which distinguish efficient from inefficient CAI programs are identified. Evaluation of products is also characterized. Findings of a continuing survey of students via questionnaire as to the value of…

Outlines fruitful areas of information and instructional technology (IIT) in education research: pedagogy of online environments; simulation, visualization, and modeling; mind-tools or cognitive tools; assessment tools; wireless computing; tools for learning communities; tools for project work and authentic tasks; integration of media, tools, and…

Presents results of an analysis of distance education research as reflected in "The American Journal of Distance Education" and "Distance Education." Examines the types of research published in the two journals using the categories: primary research, conceptual-theoretical articles, literature reviews, evaluation, how to, and…

This paper calls for a close examination of the interface between technology and education. First, it examines previous research in the field of instructional technology. Secondly, it critiques the current body of research, dominated by those in a rather separate field, educational technology. The bodies of research are compared, and a critical…

Reports results of a survey conducted to determine perceptions of the barriers to distance education. Sixty-four barriers were determined from a review of the literature and clustered into the following 10 factors, based on survey responses: administrative structure; organizational change; technical expertise; social interaction and quality;…

This digest briefly reviews connections among the literature on the adoption of innovations, technology integration, and the value of reflection in encouraging educators to explore the integration of new educational technologies into their current teaching practices. An approach to prompting reflection is described, which uses structured guidance…

Presents six research abstracts from the ERIC (Educational Resources Information Center) database. Topics include: effectiveness of distance versus traditional on-campus education; improved attribution recall from diversification of environmental context during computer-based instruction; qualitative analysis of situated Web-based learning;…

This paper offers precise definitions of distance learning and distance education, and their interrelationship. First, a single definition of learning is proposed, and then the concept of learning is broken down into three subcategories: instruction, exploration, and serendipity. Each is defined and the concepts of distance learning and distance…

A review of research in distance education indicates that results are consistent in that there is no significant difference in achievement contributable to the delivery system. This "no significant difference" perspective represents a very narrow vision of the research actually occurring in distance education. This paper attempts to examine the…

Traditional views in instructional technology are often based upon the application of scientific knowledge. An alternative paradigm, post-modernism questions whether science alone offers the best approach to teaching and learning. Post-modernism offers alternative perspectives on the theory and practice of instructional technology; however, its…

The sixth in a series, this article presents an interview with Dr. Todd Hoover, Associate Professor of Curriculum Instruction and Educational Psychology at Loyola University Chicago, whose work has included designing developing, and assessing major initiatives for the integration of technology into learning and teaching. (AEF)

Presents the results of an analysis of more than 800 articles associated with technology to determine whether valid research results exist to support the growing use of technology in education. Argues that the support given to technology in education is largely based on unfounded and anecdotal evidence. (Author/AEF)