A distributed online curriculum and courseware development model (DONC[superscript 2]) is developed and tested in this study. Courseware development teams which may work in different institutions who need to develop high quality, reduced cost, on time products will be the users of DONC[superscript 2]. The related features from the disciplines of…

Mobile learning (m-learning) is a new trend in the e-learning field. The learning services in m-learning environments are supported by fundamental functions, especially the content and assessment services, which need an authoring tool to rapidly generate adaptable learning resources. To fulfill the imperious demand, this study proposes an…

Currently, e-learning systems are mainly web-based applications and tackle a wide range of users all over the world. Fitting learners' needs is considered as a key issue to guaranty the success of these systems. Many researches work on providing adaptive systems. Nevertheless, evaluation of the adaptivity is still in an exploratory phase.…

Instructional designers who are asked to convert existing training materials into computer-based training (CBT) must take special precautions to avoid making the product into a sophisticated page turner. Although conversion may save considerable time on subject research and analysis, courses to be delivered through microcomputers may require…

The design team approach to the development of computer based learning (CBL) courseware relies heavily on the effective communication between different members of the team, including up-to-date paperwork and documentation. This is important for the accurate and efficient overall coordination of the courseware design, and for future maintenance of…

Discusses repurposing content for computer-assisted instruction. Topics addressed include cost reduction; cost effectiveness; instructional quality and consistency; design issues; database design, including organizing information for repurposing and the use of courseware; and examples derived from multimedia and hypermedia applications. (LRW)

Discussion of online learning and standards for web-based and computer-based courseware focuses on learning objects, defined here as small, stand-alone units of instruction that can be tagged with descriptors and stored for reuse in various instructional contexts. Presents principles of learning object design and guidelines for assuring that…

Concludes that creating online instructional sites by hand with the help of an HTML editor is generally preferable to using "course-in-a-box" software because instructors can select the components needed to support their pedagogy and construct successful learning experiences for their students. (RS)

This response to a previously published article on the replaceability of media and instructional methods focuses on a study that uses a chemistry multimedia software package to examine cognitive processes in which learners interact with instructional designs and use media and methods to construct understanding. (nine references) (LRW)

Examines features to consider when redesigning instructional materials to electronic format from print. Topics discussed include physical presence; human-computer interface; resolution and screen size; online help; interactivity; motion and sound; and software tools. Examples of screen designs are included. (Contains 11 references.) (LRW)

Discusses producing effective instructional software using a balance of course content and technological capabilities. Describes six phases of an instructional development model: discovery, design, development, coding, documentation, and delivery. Notes that good instructional design should have learner/computer interaction, sequencing of…

Describes criteria developed to determine which of three existing computer-based training lessons could be repurposed into a multimedia format. Reasons for repurposing, types of criteria generated to determine the instruction's repurposeability, and lessons learned from the evaluation experience are covered. (Contains 13 references.) (KRN)