Search results for author:"Russell T. Osguthorpe"
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Educational Technology Vol. 29, No. 6 (1989) pp. 7–17
Describes the development of the field of instructional science through a hypothetical dialogue. Topics discussed include programed instruction; behavioral psychology; learning theorists; cognitive psychology; concept learning; military training;...
Educational Technology Vol. 18, No. 2 (1978) pp. 24–8
Suggests an R&D process which has demonstrated its utility as a means of allowing researchers to communicate more effectively with both users and administrators (or funders). (Author/DAG)
Educational Technology Vol. 25, No. 9 (1985) pp. 42–47
Describes two studies designed to identify and validate principles of effective microcomputer manual design. In the first, instructional science students rated design principles of four computer manuals using a computer manual checklist; in the...
Journal of Special Education Technology Vol. 8, No. 3 (1987) pp. 43–54
The study evaluated the feasibility of using two commonly available peripheral devices (Apple Graphics Tablet and Power Pad) and specially developed software to help 12 moderately and severely retarded individuals to use written communication (Rebus ...
Journal of Research in Childhood Education Vol. 5, No. 1 (1990) pp. 73–84
This study involved 103 kindergartners, 52 of whom received instruction on a picture-word processor system. Results indicate that students who received the picture-word processor instruction responded enthusiastically to the system and did...
Educational Technology Research and Development Vol. 53, No. 2 (2005) pp. 84–98
This article reports a theoretical examination of several parallels between contemporary instructional technology (as manifest in one of its most current manifestations, online learning) and one of its direct predecessors, programmed instruction. We ...
Quarterly Review of Distance Education Vol. 4, No. 3 (2003) pp. 227–33
This discussion of blended learning environments covers: (1) background; (2) why the term "blended" is used, and what can be blended; (3) goals of blended learning environments, including pedagogical richness, access to knowledge, social interaction,...
TechTrends: Linking Research and Practice to Improve Learning Vol. 47, No. 3 (2003) pp. 45–47
Discusses results of a survey of instructional design professionals that was conducted to determine how they spend their time. Highlights include job titles; undergraduate and masters degrees; faculty positions; design work; project management and...