Robert Gagne...accelerated the development of instructional theory by specifying the conditions for both the establishment and the observation of eight kinds of learned behavior...Within this article two additional categories are added to Gagne's original eight...and the behavior and psychological conditions under which the behavior can be…

Reviews several taxonomic schemes for classifying types of computer applications in instruction, identifies which classifications may be called computer assisted instruction, and discusses drill and practice modes in detail within the perspective provided by these classifications. (DE)

A brief overview of research into learning and instruction is followed by a list of nine principles of learning and their implications for instruction. Four divergent examples of "reconceptualized content" are then presented as models to illustrate how individual content elements of instruction belong in a whole system. (EAO)

Describes special considerations to be accounted for by evaluator of computer assisted instruction (CAI) materials, outlines a recommended approach to formative evaluation of CAI (one-to-one evaluations, small group evaluations, field tests), and offers suggestions to evaluators of CAI concerning how process can be simplified. Five references are…

Describes the manner in which an analysis of Gagne's Domains of Learning will yield comprehensive behaviors that can serve as models for program and curriculum design. (Author/JJD)

Current strengths and weaknesses of instructional system design are summarized and the future of instructional design is discussed in areas of educational technology and futurism, changes in instructional design models, new research, and future changes in practice settings. Nineteen references are provided. (EJS)

Explains the components of the mastery learning model and discusses the model's curricular implications and problems. Condensed from "Mastery Learning, Fastback 154," published by the Phi Delta Kappa Educational Foundation, Bloomington, Indiana. (Editor/SJL)

This critical analysis of Merrill and Reigeluth's "elaboration model of instruction" briefly describes the theory, emphasizing sequencing and synthesizing; discusses its positive features; makes critical comments; and explores the relation between the elaboration model and cognitive theories of human learning and memory. Thirteen…

Explores several aspects of behaviorism, including its contributions to current educational practice, its recent unpopularity, and challenges to behavioral researchers in the 1980s. Seventy-two references are appended. (Author/LLS)

Reviews the current status of instructional design models and discusses the implications of trends in education, training, and society that are likely to influence instructional design in the 1980s. Five references are appended. (Author/LLS)

Summarizes television research findings and theories, discusses research problems, categorizes instructional television variables, defines and describes "task relatedness," and presents the results of a survey of instructional media professionals concerning their opinions on instructional television use and their reactions to the concept of task…