Provides an overview of the transition from traditional, programmed instruction to computer-assisted instruction, including concepts and history affecting instructional environments. Describes the focus of articles that follow, including methods for navigating and learning from hypermedia systems; point and query interface; story-based learning…

Describes the construction of a model of computer-assisted instruction using a qualitative block diagram based on general systems theory (GST) as a framework. Subject matter representation is discussed, and appendices include system variables and system equations of the GST model, as well as an example of developing flexible courseware. (Contains…

Rules of thumb for assessing the costs of developing a training course are provided for instructor-led, self-study, and computer-based courses. (JOW)

Discussion of computer simulations as a form of computer-assisted learning (CAL) focuses on a framework for domain representation for an Intelligent Simulation Learning Environment (ISLE). Topics discussed include knowledge related to computer simulations; formalization of domain knowledge; and the conceptual domain model. (19 references) (LRW)

Describes some of the basic concepts and terminology associated with second-generation instructional design (ID2), including knowledge acquisition and analysis, transaction analysis, and transaction authoring. An example is presented to illustrate how ID2 would apply in the development of a computer-based instructional program for learning how to…

Undergraduate control groups (n=45) completed textbook grammar exercises; experimental groups (n=53) used self-paced tutorial/drill-and-practice software. Although students using computer-assisted instruction (CAI) made significant improvement, they had reservations about the method. CAI combined with instructor interaction seem to be a feasible…

Highlights some of the more important issues that affect the education of exceptional learners, including shared responsibility, transition, technology, and special health. (SR)

Discussion of the development of intelligent tutoring systems (ITS) using expert systems and hypertext focuses on the Physics Tutor, a prototype ITS built with off-the-shelf software to test the utility, practicality, and generalizability of the ITS concept. Expert models and student models are explained. (Contains 27 references.) (LRW)

New applications of computer-assisted training being developed include telecommunications, artificial intelligence, soft skills training, and performance support systems. Barriers to acceptance are development time, costs, and lack of human contact. (SK)

Describes the creation and use of macros for simple computer-aided instruction using the Open Access integrated software from SPI (Software Products International, UK). Sample screen displays are included. (MES)

Examines problems of existing courseware authoring systems and suggests the use of knowledge-based techniques. A prototype knowledge-based representation language called GTE (Generic Tutoring Environment) is described that could form the basis of a full authoring environment, including generic tasks and instructional methods, domain knowledge, and…

Two groups of 9- to 11-year-olds were asked to find and correct spelling errors, one using a typewritten story and a dictionary, the other viewing the story on a computer monitor and utilizing a spell-checker program. Although error detection rates were higher in the spell checker group than in the dictionary group, efficiency and spelling…

Discusses the use of Microsoft Excel software and provides examples of its use in an online statistics course at Golden Gate University in the areas of randomness and probability, sampling distributions, confidence intervals, and regression analysis. (LRW)

Describes the development of "SuperMacLang, the 1990s version of the MacLang authoring system. An analysis of various features of the program explains the ways in which certain aspects of collaboration and funding affected developer and programming decisions. (Author/VWL)

A survey of 306 undergraduate and graduate students, focus groups, and lecturers' reports evaluated a Web-enabled distributed learning system. The system was popular with students, flexible, self-paced, and empowering; technical support difficulties generated frustration. There was less interaction than desired and a lack of instant feedback and…