Your search found 19 results.

Descriptors:
Foreign Countries; Life Satisfaction; Computer Assisted Instruction; Adult Learning; Adult Education; Older Adults; Surveys; Interviews; Educational Technology; Program Effectiveness; Educational Games; Computers; Computer Literacy

Abstract:
The purpose of this study was to investigate senior Chinese adults' potential acceptance of computer game-based learning (CGBL) by probing their perceptions of computer game play and their perceived impacts of game play on their learning of computer skills and life satisfaction. A total of 60 senior adults from a local senior adult learning center in Lishui, China participated in this study. Multiple data collection methods were applied, including a survey and a follow-up interview. The interview data was reported as a descriptive story to augment the survey findings. Results of the study disclosed that most participants perceived computer game play positively. They believed playing computer games contributed to their learning of computer skills and improved their life satisfaction. (Contains 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Extension Education; Information Technology; Technology Uses in Education; Delivery Systems; Blended Learning; Models; Intermode Differences; Program Implementation; Interdisciplinary Approach

Abstract:
A hybrid Extension project is introduced that uses a traditional Extension delivery model without the complete infrastructure of Cooperative Extension Services. The absence of this local organizational support and infrastructure necessitates new thinking regarding how Information Technology (IT) can support this project and hybrid Extension projects in general. The reciprocal relationship between offline and online tasks and how an Internet portal can serve as a centralized location for project continuity is offered as one solution. How IT facilitates the implementation of hybrid Extension projects such as this one can further promote the interdisciplinary adoption of the Extension model. (Contains 1 table and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Distance Education; Content Analysis; Technology Uses in Education; Technology Integration; Educational Technology; Literature Reviews; Virtual Classrooms; Meta Analysis; Educational Practices; Educational Research

Abstract:
The three-dimensional (3D) virtual world is one of the current innovations that has been discussed extensively as the potential medium for online distance education. Despite the heated discussion on the possible applications of 3D virtual worlds for distance education, empirical studies were hard to locate, and little has been written about how these studies were conducted and what was found in general. The purpose of this content analysis was to investigate studies on integrating 3D virtual worlds into distance education and how these studies were conducted. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Instructional Design; Career Development; Career Education; Case Studies; National Surveys; Context Effect; Industrial Education; Course Descriptions; Course Evaluation; Educational Technology; Competency Based Education; Best Practices; Research and Development

Abstract:
The competency requirements, content, culture, and value systems of business and industry career environments can differ significantly from that of the higher education context where instructional design and technology (IDT) students receive their formal training. Therefore, faculty should consider how they might provide flexibility in their programs to allow IDT students to experience the contexts in which they choose to work following graduation. The article reports on the results of a case study of an exemplary IDT program identified through a national survey. The emphases and preparation practices of faculty in the case study program were noted to provide an example of how one program successfully prepares its graduates for a variety of career environments, and specifically for a business and industry environment. By studying the successes and challenges of specific programs, new or existing programs may gain ideas for building or re-working existing programs to better meet the needs of students desiring contextualized preparation for different career environments. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Instructional Design; Educational Technology; Web Sites; Educational Practices; Information Sources; Intercollegiate Cooperation; Graduate Study; Benchmarking; Program Evaluation; Program Descriptions; Educational Resources; College Programs; Access to Information; Information Technology; Program Development

Abstract:
The IDT (Instructional Design and Technology) Program Information Tool is an online information sharing system which has been created to allow programs in the field of instructional design and technology to share their program policies and procedures with one another easily so as to help each program review those practices and perhaps adapt (or adopt!) those which they see as useful. Currently, more than 25 IDT programs in the United States have used the tool. The primary purpose of this paper is to describe the IDT Program Information Tool and to encourage other programs to join in this information sharing effort. (Contains 5 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Performance Based Assessment; Teaching Methods; Educational Technology; Instructional Design; Curriculum Based Assessment; Classroom Techniques; Computer Assisted Instruction; Discussion (Teaching Technique); Behaviorism

Abstract:
Rooted in behavioral theory, particularly the radical or selectivist behaviorism of B.F. Skinner (1953, 1954, 1966, 1968, 1974), the direct instruction (DI) approach to teaching is now well into its third decade of influencing curriculum, instruction, and research. It is also in its third decade of controversy. Our purpose is to present the DI model with the notion that the designer can and should use the model effectively based on appropriate assessment of the learners, content, context, and task at hand. To accomplish our goal, we begin with a general discussion of the basic DI framework, followed by a summary of the major DI models that have been used in live instructional contexts. We then shift to a review of how DI has been used in technology-based learning environments. Finally, we conclude with a look into the future of DI. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Instructional Design; Career Development; Job Performance; Performance Technology; Work Environment; Context Effect; Educational Change

Abstract:
Instructional Design and Technology (IDT) professionals practice their skills in a broad range of career environments and job roles. The resulting collection of competency lists and wide range of practice environments, coupled with the frequent changes that have always characterized the field, produce complexity that is difficult to communicate to IDT students. However, students need to understand these complex aspects of the field so that they can make informed decisions about their career goals and educational direction. This review of the current literature looks at the current issues impacting practice and preparation. It concludes that the path professional academic preparation programs choose will depend on their orientation to instructional design and performance improvement, and whether they see themselves as preparing students for specific career environments or are pursuing a generalist program. (Contains 2 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Distance Education; Instructional Design; Content Analysis; Delivery Systems; Instructional Materials; Feedback; Models; Curriculum Development; Needs Assessment; Course Content; Educational Objectives

Abstract:
Though distance education can be a different educational experience from more traditional classroom instruction, it is, nonetheless, founded in instructional systems design (ISD). As such, the creation of effective distance courses should be based on a theoretical model that takes into account considerations specific to distributed learning environments. This article discusses an instructional design model that addresses such issues, as supported by the distance education literature. Unlike other ID models, however, this model is founded on the notion of pragmatism, due to the intensive nature of the logistical and technological systems that must be in place for distance education to function. This is not to say that pedagogical concerns are secondary, but those designing and implementing distributed learning experiences must realize the driving force that pragmatic issues will be upon their programming. This instructional design model is proposed out of necessity to identify the unique influences of distributed learning environments on the design process, and to suggest considerations that differ from the creation of traditional face-to-face instruction. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Wellness; Needs Assessment; Distance Education; Online Courses; Health Promotion; Computer Uses in Education; College Students; Access to Health Care; Access to Information; Physical Health; Mental Health

Abstract:
As more opportunities for enrolling in online courses and programs become available, ensuring the quality of such educational experiences will continue to increase in importance. One factor determining quality concerns the student support services available to distance learners. Unfortunately, these services are often underdeveloped or overlooked, especially those support services associated with the "extracurricular needs" of distance learners. The inclusion of wellness resources within the instructional design of an online course is one approach attempting to meet the challenge of providing such services to learners. The purpose of this study was to determine which student support service resources should be included in an Online Wellness Resource Center (OWRC) available within an online course. A needs assessment was conducted to determine whether learners perceived a need for access to wellness resources. Finding that they did express this need, the assessment then identified the specific wellness resources to include in an OWRC. (Contains 1 figures and 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Clinical Diagnosis; Comparative Analysis; Computer Assisted Instruction; Higher Education; Pathology; Problem Solving; Veterinary Medical Education

Abstract:
Describes the result of implementing the Problem List Generator, a computer-based tool designed to help clinical pathology veterinary students learn diagnostic problem solving. Findings suggest that student problem solving ability improved, because students identified all relevant data before providing a solution. (MES)

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