Self-explaining is a domain-independent learning strategy that generally leads to a robust understanding of the domain material. However, there are two potential explanations for its effectiveness. First, self-explanation generates additional "content" that does not exist in the instructional materials. Second, when compared to…

This paper reports on the development of a website tool aimed at helping Spanish small and medium enterprises (SMEs) staff to write their commercial correspondence in English. It describes the steps involved in the tool system design process, making an emphasis on the methodological criteria and rational that guided us to develop the site. In…

It is argued that the view of nature and the relationship between human beings and nature that each of us holds impacts our decisions, actions, and notions of environmental responsibility and consciousness. In this study, I investigate the discursive patterns of selected environmental science classroom resources produced by three disparate…

Grid computing environments with abundant resources can support innovative e-Learning applications, and are promising platforms for e-Learning. To support individualized and adaptive learning, teachers are encouraged to develop various teaching materials according to different requirements. However, traditional methodologies for designing teaching…

THIS PAPER DESCRIBES THE DEVELOPMENT AND STANDARDS FOR MICROFICHE-- THE FLAT CARD FORM OF MICROFILM--FOR USE WITH EXISTING EQUIPMENT. (LH)

An experiment was conducted to determine if the use of rules to guide revisions has generalizable effects across programs and programers. The hypothesis was that pupil achievement would be greater for instructional programs revised according to specified rules than for unrevised programs. Each of 10 programers produced a self-instructional…

The parent of a young disabled child describes a tray pad she made for the child's wheelchair that provokes greeting responses of other people. (CL)

The experiment reported here sought to determine whether the use of rules to guide revisions has generalizable effects across programs and programmers, with the hypothesis that pupil achievement would be greater for first draft instructional programs revised according to specified rules than pupil achievement for unrevised programs." (Author)

Examines the possibility of physically placing the confirmation of responses made by students in programed instruction somewhere other than immediately after the question. (AA)

Looks at the need to clarify instructional objectives in order to achieve simplicity in instructional design. (AA)

A brief account of the advantages gained by the cooperation of the instructional resources office with the community relations office of a junior college district. (LS)