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Psychological foundations of instructional design for emerging computer-based instructional technologies: Part II

  • Instructional Development
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Abstract

Although considerable research has been published concerning learning and cognition in general, little impact has been reported on the design of computer-based instruction (CBI). In addition, CBI designs have been influenced negatively by technocentric perspectives, where technological capabilities dictate lesson activities, rather than a more reflective view on the relationship among learner, learning task and performance requirements, and the selective use of media capabilities. Attempts to extrapolate the relevance of non-CBI research and theory to advance a comprehensive and integrated view of the design of CBI have been rare. An integrated meta-model derived from both CBI and non-CBI research and theory is presented in this article.

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Authors and Affiliations

  1. the Center for Research and Development in Education Computing, The Pennsylvania State University, 16802, University Park, PA

    Michael J. Hannafin

  2. the Educational Technology Program, Texas A&M University, 77843, College Station, TX

    Lloyd P. Rieber

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  1. Michael J. Hannafin
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  2. Lloyd P. Rieber
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Hannafin, M.J., Rieber, L.P. Psychological foundations of instructional design for emerging computer-based instructional technologies: Part II. ETR&D 37, 102–114 (1989). https://doi.org/10.1007/BF02298294

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