The Center for Interactive Technology, Applications, and Research at the College of Engineering of the University of South Florida (Tampa) has developed objective and descriptive evaluation models to assist in determining the educational potential of computer and video courseware. The computer-based courseware evaluation model and the video-based courseware evaluation model provide information on over 300 items, 150 of which pertain directly to instruction (e.g., defining objectives, instructor skills, lesson characteristics, questioning and tutorial techniques, learner interactions, resource scope, and content assessment). Descriptive data were obtained in one of three manners: (1) a yes/no indication of whether or not a characteristic is found; (2) a 4-point ranking indicating the necessity of a characteristic to use the package effectively; and (3) a 4-point Likert-type scale revealing the extent to which a given characteristic is used by the courseware. Content validity was investigated by four experts evaluating 10 computer-assisted learning packages and five experts evaluating seven video-based packages. Reliability was investigated as each evaluator produced synthesized quality ratings for each course. Results suggest that both models provide fairly close agreement estimates and fairly reliable evaluations. An overview of 213 computer-assisted learning packages and 248 video-based training packages indicated that many developers have failed to take advantage of their inherent capabilities, with particular shortcomings in: management system capacities; the instructor's control of lessons; and the student's flexibility in moving through lessons. Nine figures and two tables contain study data. (SLD)