Describes BACEIS (Behavior, Attitudes, Cognition, Environment viewed as Interactive Systems), a comprehensive theoretical model that includes internal and external factors affecting the development, retention, and transfer of thinking and learning skills. Uses of the model in instructional design, to guide research, and to critique existing…

Examines the use of Quality Function Deployment (QFD) methods for the design, development, and delivery of courses and programs through distance education. Topics discussed include problems in implementing QFD; implementation of QFD in training design; and QFD's contribution to service quality improvement in distance education. (Contains 28…

Summarizes data on doctoral dissertations completed in instructional design and technology programs from 1977-88, including the number of dissertations completed at each of 46 universities and faculty members who chaired the dissertations. Results indicate large numbers of students are concentrated at a few institutions with a relatively small…

Examines issues in the controversy between constructivists and instructional systems design (ISD) that were raised in an earlier issue. Students' prior knowledge is discussed, the development of prepackaged instructional materials is considered, transfer of training and prior learning are discussed, and the need for greater attention to research…

Discusses instructional gaming and examines the impact of Thomas Malone's theory of intrinsically motivating instruction. Relevant literature is reviewed to establish common threads, and implications of the gaming literature for future study of gaming and instructional design are suggested. (Contains 25 references.) (LRW)

Design of an advanced diploma course for adult educators illustrates that learning is taught by constructing a sustained, varied task through which the capacity to perceive and interpret learning processes is challenged, expanded, and articulated. (SK)

Explores training transfer issues through the following questions: Why should transfer be measured? When? Who should measure it? How? and Which instructional and performance technology techniques can enhance transfer? (SK)

Provides an overview of blended science instruction. Discusses central rationales, the historical development of blended instructional plans, and a review of the current proponents and forms of such instruction. Compares and contrasts primary varieties. Explores some of the challenges facing those who plan on an integrated teaching focus. (SJR)

Describes some of the training and development jobs most in demand in today's labor market, including instructional designers, multimedia developers, change agents, and executive job coaches. (SK)

Twelve graduate students in an instructional-design course completed guided reflections on seven course components. Regression analysis of pre/posttests showed that reflection had no significant impact on performance. However, 83% felt it helped them recall, understand, and apply principles. (SK)

Presents strategies for making instruction more emotionally sound based on the FEASP (fear, envy, anger, sympathy, pleasure) approach. Highlights include the roles of emotions in cognitive instructional design, in motivational design of instruction, in affective education, and in emotional education; and a framework for Emotional Design of…

Examines the critical components of effective "practice" in the fields of instructional technology and human performance technology, as well as barriers to successful practice. Describes how to cope with these obstacles and ensure inclusion of relevant practice in instructional programs. Concludes with a true story that illustrates how…

Examines the effect of group size in problem-based learning on the problem-solving skill, self-directedness, and technical knowledge of 72 students in a dental education program. Discusses results of pretests and posttests, students' reactions, and implications for instructional design. (Contains 34 references.) (Author/LRW)

Describes the author's research to identify and describe effective and satisfying pedagogical designs to provide guidance in making technological delivery choices for professional communication distance education. Reviews research questions asked and describes her use of both qualitative and quantitative methodologies to compare two Internet-based…

The success of corporate instructional design projects depends on how well the practitioner performs in the field under specific circumstances. Benchmarking is one of the major business strategies for continuous improvement. A thorough inquiry into how exceptional corporate instructional designers function lends insights into the instructional…