During the past three decades, interest in computer-based instruction (CBI) has grown dramatically. Enhanced power, increased availability of peripheral devices, and developments in hypermedia have created extraordinary capabilities. At the same time, there have been significant, though largely unexploited, advances in research, theory, and practice. Collectively, these advances offer the potential to redefine learner-computer interaction. A rationale for, and description of, computer-mediated learning environments—multifaceted, integrated systems that promote learning through student-centered activities—are presented in this article.

Emerging Technologies, ISD, and Learning Environments: Critical Perspectives

For more than two decades many science educators have hoped that computer technology would substantially help teachers provide students with efficient and effective opportunities to learn both science’s products and processes. This article is a review of the impact upon science learning of classroom and laboratory uses of computers in grades K–16 as revealed by published, peer-reviewed research during 1998–1995. Although these investigations have moved the field steadily forward, technology in science education is still an emerging field and the research on its impact on learning is still of an almost preliminary nature. Many of the studies examined a small number of variables and employed short-term interventions; at least one-third pitted instructional delivery media, rather than instructional methods, against one another. The annual proportion of research reports on computer-assisted instruction has steadily declined since the years 1988–1991, in favor of the use of such programs as microcomput...

Assessing the Impact of Computer-Based Learning in Science

Computer-based instruction (CBI) was considered the technological phenomenon to revolutionize education and training. Today, the Internet and computer technology are reported to have significantly altered the education landscape (Johnson & Aragon, 2002). The rapid advances in technology, the need for lifelong learning, and the growth of nontraditional students have encouraged the use of the computer as a method of instructional delivery. Evaluating the effectiveness of CBI as a whole technology is very difficult. The inability to measure effectiveness is attributable in part to the fact that CBI is not just one component, but a complex range of services and activities carried out for instructional and learning purposes (Gibbons & Fairweather, 2000). 
This study presents a theory of critical components that impact the effectiveness of computer-based instruction for adults. The theory was developed to provide a framework for research to explain or predict effective learning by adults using a desktop computer. The five conclusions drawn from this research are: (1) the characteristics of self-directedness and computer self-efficacy of adult learners play an important role in designing CBI for adults; (2) learning goal level impacts instructional design strategy and instructional control component of CBI design; (3) external support and instructional support are needed to provide a positive CBI experience; (4) CBI design is interwoven with the units of self-directedness, computer self-efficacy, learning goal level, instructional design, and external support; and (5) the theory draws together the isolated variables researchers consider important in adult learning process and aligns them to provide effective CBI.

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A theory of effective computer-based instruction for adults

Service-learning is an educational practice that has been used successfully in many disciplines, and is defined as ‘a credit-bearing, educational experience in which students participate in an organized service activity that meets identified community needs and reflect on the service activity in such a way as to gain further understanding of course content, a broader appreciation of the discipline, and an enhanced sense of civic responsibility’ (Bringle, R. and Hatcher, J., A service-learning curriculum for faculty. Michigan J. Community Service-Learning, 1995, 2, 112–122). This research examines a first-year biological engineering design course that incorporated a service-learning project. Students participated in a survey and in focus groups to explore how well the service-learning project helped them to meet EC 2000 a–k objectives. Results showed that the service-learning project was a useful teaching method for accomplishing the learning objectives set forth by the instructor and by the Accreditation ...

Service-Learning in Engineering: A Valuable Pedagogy for Meeting Learning Objectives.

Training applications using interactive multimedia capabilities are growing in number. The approach followed to produce these multimedia applications is essentially the same (analysis, design, development, implementation, and evaluation) regardless of the instructional delivery system. Data from research studies, combined with development experience, provide insight into “what works best” for this particular delivery system, thus producing the most effective multimedia training in the most efficient manner. This article addresses the procedures for storyboard development and provides specific guidelines for designing interactive multimedia courseware. Guidelines are presented for increasing interactivity, determining extent of learner control, determining most appropriate use of feedback, preparing visual elements (video, text, graphics and animation), audio elements, and programming. All of the guidelines presented in this article are based on data from research studies. The research studies and other literature that support the guidelines are specified by topic in the references.

Storyboard Development for Interactive Multimedia Training.

This chapter proposes supplementing traditional assessment strategies with innovative and authentic ways to evaluate students’ performance on intended learning outcomes.

Authentic Assessment of Knowledge, Skills, and Attitudes

Presentation sequence and example difficulty: their effect on concept and rule learning in computer-based instruction

Engaging General Biology Students with Learning Contracts

Service learning is a method under which students learn and develop through active participation in thoughtfully organized activities that are conducted in and meet the needs of a community. Service learning is integrated into and enhances the academic curriculum of a freshman Introduction to Mechanical Engineering course by providing the context of teaching and learning design. The emphasis is on experiential learning, and service is a by-product of the learning experience. At the University of South Alabama, Service Learning is implemented by a partnership between the SECME (Southeastern Consortium for Minorities in Engineering) program of the Mobile County Public School System in Mobile, Alabama and the Mechanical Engineering Department. First-year mechanical engineering students are formed into design teams, and each team is paired with two middle-school teachers serving as customers for the design projects. The design teams design, produce and test an instructional module and manipulate(s) that promote a thematic approach to mathematics and science instruction and hands-on learning in middle-school classrooms. Course content and implementation plan are described in the paper, and results of student and teacher assessment will be presented at the conference.

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Brenda C. Litchfield

Papers

Authentic Assessment of Knowledge, Skills, and Attitudes

Presentation sequence and example difficulty: their effect on concept and rule learning in computer-based instruction

Engaging General Biology Students with Learning Contracts

Integrating Service Learning into Introduction to Mechanical Engineering

Science quest: a multimedia inquiry-based videodisc science curriculum