You are here:

Psychological Foundations of Instructional Design for Emerging Computer-Based Instructional Technologies: Parts I and II
ARTICLE

,

Educational Technology Research and Development Volume 37, Number 2,

Abstract

These two articles discuss the contributions of behavioral and cognitive psychology to the design of computer-based instruction (CBI) and describe an integrated meta-model for use with instructional systems design (ISD) called ROPES + (Retrieving, Orienting, Presenting, Encoding, and Sequencing). Highlights include motivation, information processing, and knowledge representation. (149 references) (LRW)

Citation

Hannafin, M.J. & Rieber, L.P. (1989). Psychological Foundations of Instructional Design for Emerging Computer-Based Instructional Technologies: Parts I and II. Educational Technology Research and Development, 37(2), 91-114. Retrieved June 20, 2019 from .

This record was imported from ERIC on March 21, 2014. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.