The author advocates a total systems approach to instructional development in universities and outlines three currently advocated schemes for establishing the locus of responsibility for instruction.'' (Author/AK)

A brief look at the theoretical basis for individualizing instruction and at some possible approaches to individualization. (AK)

The author argues that properly designed and properly implemented instructional systems are neither incompetent, nor inefficient, nor inhumane." (Author/AK)

A coordinated instruction system can provide greater flexibility in an atmosphere of rapid change. This would include greater use of instructional media, work experience programs in the community, provision of special services to the disadvantaged, and articulation agreements which allow transfer from lower to upper division technical degrees. (MN)

The author outlines the main features of the Instructional Design model and advocates it as a practical system for improving instruction at any level. (SJL)

Highlights the findings of a study by the Association for Supervision and Curriculum Development on the effects of declining enrollment on instructional and supervisory programs, reviews the ramifications of P.L. 94-142, and suggests new instructional arrangements for coping with an era of retrenchment. (Author/WD)

Technical education programs can be made more meaningful with a systems approach to planning, such as the method employed by a postsecondary educator in Texas. (Author/JH)

Argues that individualized instruction is financially and logistically unfeasible and socially undesireable. Suggests that the group-centered classroom is a more desirable instructional approach, and presents nine arguments in its favor. (JG)

Examines issues related to theory and instructional systems design: the utility of theory; differences between descriptive (scientific) and design (goal-oriented) theories; the value of multiple theoretical perspectives; the inadequacy of current instructional design theories; and new directions needed in instructional theory, emphasizing the…

Discusses new interactive training technologies; considers risks of adopting a new technology; and presents the conceptual framework of technology life cycle analysis that provides timing information for the adoption of a new technology that should be used in addition to cost-benefit analysis and technical analysis. (LRW)

Explores the relationship between virtual reality (VR) stimulation and perceptual equivalence. Topics include perceived realism; creating a virtual illusion; displayed realism; and VR as an instructional technology. (Author/AEF)

Analyzes the philosophical assumptions underlying instructional systems technology (IST). Cognitive and behavioral learning theories are discussed, their effects on IST are considered, the philosophical paradigms of objectivism and constructivism are compared, applications of constructivism are described, and implications of constructivism for IST…