A set of learning outcomes for an Instructional Programmer training program is presented along with a description of a project undertaken to develop the program and an information system for operational accountability. (Author)

This study was conducted to determine effects of highlight and question placement in computer assisted instruction modules on untrained and trained objective test scores and attitudes of higher education students. Question and highlight use was superior to straight text; questions were superior for increasing untrained scores, but students…

Describes a self-paced, computer-managed course on internal medicine for medical students at the University of South Dakota. The rationale for using a computer-based system is outlined, and the program is evaluated for cost-effectiveness, currency of information, curriculum goals and objectives, and student attitudes. (EAO)

Describes project which investigated the effects of computer-assisted instruction (CAI) with pharmacology undergraduates and documented significant instructional interactions, using three treatment groups--CAI, CAI with lecture, and lecture. No significant differences in learning, retention, or attitude toward CAI were found. It was concluded that…

Describes a study that was conducted to investigate the relationship between direction-following behavior and computer self-efficacy, participation in military training programs, and gender. Measurement instruments are described, implications of the results for instructional design are discussed, and recommendations for further research are…

Evaluates an axiomatic approach to subject matter structuring in an undergraduate computer course in Italy. A comparison of structured and non-structured courses shows that the structured approach improves the learning process. (Author/JJD)

This study contrasted college-level computer assisted instruction modules with various ratios of higher cognitive to factual questions and highlights to determine the effectiveness of highlights and question formats. Results indicate that, regardless of the ratio of higher cognitive to factual questions, modules containing questions are superior…

Describes a study of undergraduate education students that investigated the use of corrective feedback in computer-directed instruction (CDI) and examined how different levels of feedback interacted with cognitive levels (i.e., interpretation and memory) for the mastery of mathematics. Implications for instructional designers are suggested. (17…

This study of university students investigated effects of orienting objectives and instructional review on verbal information, concrete concept, and rule learning as determined by posttests measuring performance. Effectiveness of orienting objectives differed as a function of type of learning, but use of computer-controlled review was an effective…

Describes study that investigated the effects of well-designed computer-assisted instruction (CAI) versus poorly designed CAI on college students' computing behavior, quality of prewriting, and attitudes toward the instruction. Comparisons are made with paper versions of both CAI displays, and guidelines for CAI design are presented. (38…

This study investigated the efficacy of using the advance organizer as a device to improve medical students' understanding of a clinical case simulation on the microcomputer and to enhance performance on a posttest. Advance organizers were found to be effective and most consistent with Mayer's assimilation theory. (MBR)

Describes study of university students that investigated the effects of two direct instruction techniques in a computer-based algebra lesson: the cognitive routine (CR) and the Corrective Feedback Paradigm (CFP). Research design is explained, results are analyzed, and further research is suggested. (nine references) (LRW)

This study examined effects of orienting activities, processing opportunity, and varied lesson access times on college students' learning from interactive video. While practice remains dominant influence in effectiveness of interactive video, significant interactions were also found among access times, processing opportunity, and practice, and…

Three adaptive models encompassing variations of instructional support, incentives, and context of presentations were developed and validated through eight separate studies which compared the teaching of statistics under computer-managed instruction or teacher-managed systems. Results indicate instructional support adaptations were effective, but…

Discussion of implementation of computer-based educational innovations highlights a case study of undergraduate music theory students who had the option of using computer-assisted instruction. Barriers to successful implementation are described, including instructor attitudes, instructional style, curriculum planning, lack of peer support, program…