A real world comparison of the effectiveness of satellite training and classroom trainingWhetzel, Deborah L.;Felker, Daniel B.;Williams, Kristen M.
doi: 10.1007/BF02300422pmid: N/A
Abstract Businesses and educational institutions use satellite technology to transmit information for a number of purposes, including training. This study assessed the effectiveness of a satellite training program for achieving various learning requirements ranging from recognition and recall of information to the performance of a specific job procedure. This study also compared satellite training with traditional classroom training for two courses in which the same material was taught using both media. Results showed that learning occurred using the satellite medium and that there were slight but statistically significant differences between satellite and classroom instruction for learning job-related skills.
Color research and its application to the design of instructional materialsPett, Dennis;Wilson, Trudy
doi: 10.1007/BF02300423pmid: N/A
Abstract This paper is divided into three major sections: Color as Seen—Physiological; Color as Seen—Psychological; and Color and Learning. The first section deals with color adaptations and the effects of color on acuity and relates these to the design of instructional materials. The second section covers color meanings and preferences, as well as color harmony and the relationships of these factors to the design of instructional materials. The third section provides an overview of research on color and learning. It includes the effects of color on attention, search tasks, other objective and non-objective measures of learning, and the use of color for cathode ray tube (CRT) displays. Although the measurable effects of color may be slight, colored materials are preferred and they are used almost universally. Therefore, designers of instructional materials need to use color wisely by paying attention to the physiological and psychological effects of color and the effect of color on learning.
A conceptual framework for the development of theories-in-action with open-ended learning environmentsLand, Susan M.;Hannafin, Michael J.
doi: 10.1007/BF02300424pmid: N/A
Abstract Open-ended learning involves learning processes that are mediated by the unique intentions and purposes of individuals. Open-ended learning environments (OELEs) have been touted to support the building and evolving processes associated with self-directed learning. OELEs provide technological tools and resources for manipulating and exploring concepts. Whereas previous research has provided descriptions of OELE designs and case studies, little insight exists as to the processes used by learners to build and evolve their understanding. This paper describes a rationale for, and conceptual framework of, learning via open-ended environments.
The dick and carey model: Will it survive the decade?Dick, Walter
doi: 10.1007/BF02300425pmid: N/A
Abstract Many instructional designers and numerous organizations have adapted the Dick and Carey model for use in their training functions. This article reviews the changes that have occurred to the model in the 20 years since its original publication, and identifies various influences that may determine whether it will continue to be useful in the years ahead. Consideration is given to alternative instructional design textbooks and the potential decline in interest in instructional design within academic programs. The influence of constructivist theory on the 1996 version of the Dick and Carey model is described, and the long term impact of constructivist and objectivist models on public education and business and industry is assessed.
Integrated learning systems: An application linking technology with human factors and pedagogical principlesFischer, Marla J.
doi: 10.1007/BF02300426pmid: N/A
Abstract The development of integrated learning systems (ILSs) holds great promise for enhancing the instructional process and for improving student learning. This article describes an application of an ILS that takes into account learning theory research, principles of instructional design, and other factors related to human learning. The application presented utilizes IBM's “Advanced Technology Classroom” to verify the efficacy of integrated learning systems from both a student-user perspective and the perspective of instructors in a university setting.
Skills and knowledge needed by television production specialists in distance educationTelg, Ricky
doi: 10.1007/BF02300427pmid: N/A
Abstract The purpose of this study was to examine what distance education-related skills and knowledge television production specialists had to learn in order to perform their jobs. The purposive sample for this study consisted of 12 full-time television production specialists who develop live, interactive, video-based educational programs at American universities. However, prior to employment at their respective universities, these television production specialists had no experience or educational background in the field of distance education. Qualitative methods were used to collect data. The analysis gave rise to the finding that television production specialists had to learn skills in two major areas—technical skills and personal/interpersonal skills—and knowledge of instructional design methods.
Computerized prompting partners and keystroke recording devices: Two macro driven writing toolsReynolds, Thomas H.;Bonk, Curtis Jay
doi: 10.1007/BF02300428pmid: N/A
Abstract Recent research into composing processes has focused on instructional intervention strategies that promote effective composition practices within computerized writing environments. The field of computers and composition has benefitted both from advances in computing tools and developments in learning theory. The innovative computer tool discussed in this paper uses the macro-command language of a full-featured word processor to enact strategic support designed to help writers with their written work. From a theoretical standpoint, this tool created a writing environment based on Vygotskian theory of mediated learning and was grounded in an instructional strategy known as “procedural facilitation.” To evaluate the effectiveness of this computerprompting tool, a second macro application was used to log student keystrokes, thereby tracking student writing development, revisionary practices, and keystroke reactions to the prompting partner. Students using the prompting tool enacted divergent and convergent thinking assistance that appeared at the bottom of their computer screens while the system saved a process record of their keystrokes. Procedures for creating macro-driven prompting programs and keystroke-logging devices are discussed. Additionally, a catalog of prompts and summary of keystroke-mapping benefits are provided. Finally, our research using the macro-driven prompting partner and keystroke-register tool is detailed.