This 16-hour course was designed to teach the minimum computer literacy objectives set forth by a mandate from the Virginia Board of Education. The course also prepares teachers to use the word processor. The inservice package is comprised of five units: (1) introduction to the computer; (2) computer-assisted instruction; (3) computer programming…

A computer-assisted testing system (LEVEL3) was designed to provide frequent, meaningful, diagnostic feedback to basic medical science students. (JY)

Discusses differences between computer-delivered instruction and print-delivered instruction and the importance of the role of the instructional design process when adapting traditional teaching materials to newer media. The use of authoring systems for preparing materials and computer-managed instruction as a support for programed instruction are…

Describes a study of undergraduates that examined the effects of the levels of learner self-direction on the interaction and satisfaction in Web-based discussion groups. Results of statistical analyses indicated that learner self-direction does have an effect on activities in online discussion. (Author/LRW)

Discussion of the paradigm shift regarding the instructor's role as facilitator focuses on an action research conducted in a graduate course in which the presenter employed teaching strategies that encouraged students to learn collaboratively and independently from the instructor. Explains the use of computer-based applications, including Web page…

Investigates the integration of Computer-Assisted Language Learning (CALL) into the curriculum for occasional use, for independent study, for developing particular skills, and as the focus of a course. (Author/VWL)

This paper reports on a study which examines the extent to which specified cognitive, social, and metacognitive strategies, are used by language students when working with computer-based materials (CBMs), in self-study contexts outside of the language classroom; particularly in a self-access centre (SAC). Data were collected using questionnaires,…

This study seeks to establish which scientific reasoning skills are primarily domain-general and which appear to be domain-specific. The subjects, 12 university undergraduates, each participated in self-directed experimentation with three different content domains. The experimentation contexts were computer-based laboratories in d.c. circuits…

The use of computer aided testing can supply a training program with timely feedback of high-quality data that will assist instructors in keeping abreast of trouble points in instruction and supply students with rapid reinforcement. This rapid reinforcement is essential in learner oaced instruction. (DS)

A computerized study system that is being used in an introductory psychology course is described. A total of 2,000 multiple-choice test items have been catalogued by chapter and page number and stored on hard disk. The student selects the chapter to be reviewed and is given randomly selected test items. (RM)

Two methods in use at the University of Exeter are examined: the case study and computer assisted learning. They are successfully applied to seminar situations that allow staff to encourage the formulation and discussion of problems in an open-ended context from the start of the course. (LBH)

An innovative and cost-effective means of expanding curricular offerings for the rural school is the use of computer-assisted instruction, extension courses offered through correspondence, audiovisual courses, and videotape courses. (Author/MLF)

Discusses possible roles for self-access pathways to guide second-language learners, particularly in cultures that have no tradition of self-study. Suggests how pathways might influence the design and running of self-access centers and gives an illustration of how pathways were designed and employed in a center in China. Feedback is based on a…

Describes a series of evaluation criteria for self-instructional materials for adult learners that focuses on computer-assisted instruction and interactive video instruction. Five categories are included: (1) content; (2) instructional strategies; (3) instructional presentation; (4) documentation; and (5) technical aspects. (10 references) (LRW)