Discussion of computer-based online help systems for instructional software focuses on three types of learner support: for optimizing use of a computer program; for learning content; and for monitoring and enhancing learning. Proposes a multi-dimensional model of learner-support space defined by the intrusiveness of the delivery methods and…

Presents an instructional development model that incorporates formative evaluation techniques, and explores the possible application of the model in developing computer-assisted instruction courseware. Advantages and disadvantages of this approach are identified and implications for research on formative evaluation are discussed. (31 references)…

Reconsiders and affirms the general model of factors that influence the portability potential of educational software by summarizing the articles in this special issue. Factors that received the most attention include software design and development; overall instructional approach; teacher training; and cultural assumptions. Areas for further…

Considers several perspectives on interaction strategies for computer-aided learning; examines dimensions of interaction; and presents a model for the design of interaction strategies. Topics include pacing; navigation; mental processes; cognitive and physical responses; the role of quality and quantity; a conceptual approach; and suggestions for…

Discussion of the portability of educational software focuses on the software design and development process. Topics discussed include levels of portability; the user-computer dialog; software engineering principles; design techniques for student performance records; techniques of courseware programing; and suggestions for further research and…

Discusses the nature of interactive video, its educational use, evidence for its effectiveness, and the design of interactive video courseware. Use by the military and industry is also described, studies comparing video with other instructional methods are reviewed, and areas for further study are suggested. Ninety-four references are provided.…

Describes two studies that compared university students' judgments about the readability and studyability of two sets of computer screens: a set of model displays and a set of real screens copied from computer-assisted instruction programs. Relationships among viewers' preferences and field dependence/independence, conceptual style, and gender…

Discusses the application of spelling research findings to the design of computerized instructional spelling programs. The need for individualization is stressed; lesson size, content, and time devoted to instruction discussed; three cognitive models with appropriate instructional strategies for each are presented; and further research needs are…