Examines the problems encountered in engaging teachers in the specification and selection of media options in the instructional design process. Present inadequacy is traced to: (1) specific theoretical deficiencies in available models, (2) the evolutionary state of research, and (3) the reluctance of teachers to commit themselves in this area.…

Elements of computer use in teaching are explored. They include equipment expense; availability of quality software; development of interactive instruction; use of graphics, color, flashing, and sound; learner response; and feedback. (CT)

Discusses the learning needs of handicapped children and how educational television (ETV) programs can help to fill these needs. Research in this area is used to point out some of the reasons why ETV does not reach its full potential and suggest why these problems keep recurring. (Author/LLS)

This study conducted to determine the effectiveness of using the Instructional Strategy Diagnostic Profile to revise self-instructional materials that teach abstract concepts examined three sets of materials: the original set, the set with improved consistency rating, and the set with improved consistency and adequacy ratings. Forty-six references…

Social work educators surveyed reported differential success in implementing key instructional development elements--success in specifying objectives and developing related assessment procedures, obstacles in building bridges to competence through instructional design. Aids in matching learners to learning environments are outlined. (MSE)

Discusses factors which influence how people learn through television, including the organization of teaching, the programs, and the learner. A theoretical framework is proposed to identify or predict those variables which are likely to influence the effectiveness of a television program. (CHC)

This investigation of the effect of stimulus environment design on the probability of desired attitude learning provides a rationale for attitudes as reinforcement or reward values and discusses the roles of human models, group discussion, simulation, visual and verbal mediations of experiences, frequency of exposure, media selection, and learning…

One of the greatest needs in curriculum development today is for balance, not only in the goals, content, and objectives of the curriculum, but also in the learning theories that teachers apply to their methods and media of instruction. A student learning guide based on a mixed theory approach is presented. (Author/CMV)

Examines the implications of cognitive psychology for some of the fundamental components of instructional development. Behaviorism and information processing are compared in their relationships to instructional design, and potential changes for such ideas as objectives, evaluation, instructional taxonomies, content analysis, and instructional…

In order to approach instruction in a systematic manner, a number of factors must be considered. These include the instructional model to be used; individual student learning skills, styles, and preferences; and learning activities. (LRA)

Three models were conceptualized for facilitating student-directed learning: teacher-guided, group-planned, and individual-oriented. Undergraduates in an educational psychology course were studied using the Involvement Behavior Questionnaire and the Inquiry Fluency Task. All three experimental treatments encouraged student involvement. The…

This theoretical model for message design directs the designer to design a block of time that optimizes the information load and message complexity within the constraints of the receiver's abilities and experience, the requirements of the source, and the capabilities and limitations of the medium. (Author/JEG)

Junior high school and college students participated in three experiments that explored the effects of postquestion treatments on learning from slide/tape presentations. Results seem to indicate that inserted postquestions can increase the learning of question relevant information without impairing learning efficiency. (Author/JEG)

A lab study was conducted to test the effect of different kinds of instruction in copying tasks, which are considered to be a fundamental function in the area of psycho-motor skills. The study was organized as a two-way design with 24 eight-year-old Ss. (Editor)

Setting high standards will not cause excellent student performance. Standards must be set for the everyday work teachers expect of students. Work-design standards are needed to protect students from pointless teacher-generated work. Greater coherence and focus for learning will occur if secondary schools are designed backward from worthy tasks…