Describes model for evaluating computer-assisted instruction (CAI) that includes training needs; instructional objectives; types of learning; organization of program content; and the design of instructional modes. Also discussed are evaluation of CAI courseware and student-oriented review of courseware, and a condensed evaluation checklist is…

Discussion of expert and novice performance and the organization of knowledge focuses on a study that investigated the influence of mental models on performance differences between expert and novice service technicians who troubleshoot faculty generator sets. Behavioral and cognitive methods of analysis are described, and implications for…

Discussion of computer-aided publishing hardware and software emphasizes their impact on the production of printed learning materials, especially for distance education and self-instructional texts. Highlights include desktop publishing; electronic publishing; typographic design considerations; distinguishing textual features; implications for…

Examines the relationship between instructional technology and cognition and discusses interactions between the learner and instructional media. Models of the learning process are described, including reactive, proactive, and interactive models; examples of each are given; and their implications for instructional design are suggested. (LRW)

Discussion of effective inservice teacher training highlights minimal intervention training as an effective method for providing inservice education to teachers in isolated areas. Instructional design features for minimal intervention training are described, and five elements required for effective training aimed at changing teachers' classroom…

Identifies and summarizes important research in modern cognitive psychology that has implications for the design of computer drill and practice programs in education. Highlights include automaticity of subskills; interference present in a learning task; spacing of practice sessions; spaced review; capacity of short-term memory; and representation…

The use of taxonomic scales to assess the level of student cognitive development and thinking skills, and to structure instruction is discussed. One instructor's method is presented. Perry's taxonomy is graphically illustrated. Sources for five assessment instruments are listed. (CW)

Reviews research that indicates that effective adult education should focus on the immediate needs of the student and applies those findings to library instruction. Suggestions for instructional approaches that stress the practical aspects of library instruction and address the special needs of adult reentry students are offered. (21 references)…

Discusses the future of art education in relation to changing demographics, technologies, values, and art forms. Reiterates two basic theories of art education: a separate subject with a defined place in the curriculum or a decentralized approach in which teacher involvement in the planning process has priority. (GG)

The study examined student records to evaluate the mathematical performance of 220 children from 8 through 17 years of age diagnosed as having learning disabilities. Developmental patterns were identified and implications for instruction including specially designed instruction stressing problem solving were drawn. (Author/DB)

Describes the steps needed to develop a computer-managed learning system that is derived from a network-based curriculum such as the Program Evaluation and Review Technique (PERT). System components that are described include curriculum mapping, including objectives; lesson outlines; and a framework for evaluating students and instructional…

Examines the current state of research into the visual effects of screen designs used in computer-assisted instruction and suggests areas for future efforts. Topics discussed include technical elements and comprehensibility elements in layout design; single element and multiple element research methodologies; dependent variables; and learning…

Presents a systems model for developing instruction in the affective domain and offers a checklist for instructional design. Topics discussed include conducting a needs assessment; behavioral objectives; sequencing affective objectives; the relationship between affective and cognitive behaviors; selecting instructional procedures; and designing…

Discussion of software engineering for computer-based instruction (CBI) focuses on a model for instructional software development. Highlights include a multidisciplinary team approach; needs analysis; feasibility study; requirement analysis; prototype construction; design phase; implementation and development; testing and evaluation; and project…

Description of computer-based simulations focuses on the instructional functions of simulations and phases in the learning processes that should be activated by educational simulations. Highlights include a general model for simulation design; degree of learner control; complexity of the content; the role of the learner; and motivational…