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dc.contributor.authorReed, B.J.
dc.date.accessioned2006-04-11T20:39:59Z
dc.date.available2006-04-11T20:39:59Z
dc.date.issued1996-09
dc.identifier.other1996 .R251
dc.identifier.urihttp://hdl.handle.net/2092/346
dc.descriptionvii, 115 leaves. Advisor: Charles Greenwood.en
dc.description.abstractInteractive technology – encompassing a variety of teaching tools that have in common the attempt to engage the learner in beneficial response to content materials – is the focus of this qualitative study based on content analysis of four interactive programs. The programs selected for review were all designed for adult learners in or training for professional roles. Interactive programs included in this study are compact disk-interactive (CD-i) with full motion video and CD-i without full motion video (one program with a study guide, one without); and a textbook packaged with workbooks and study aids, but currently no CD-i. Programs were compared on the basis of utilization of unique characteristics, individualization to learners, level of cognitive involvement, interactivity style, and feedback style. This study sought to establish the instructional strategies employed by these interactive programs and how those strategies compare to methods suggested by standards based on current research literature. In addition, a formative analysis was conducted on the textbook/no CD-i package, editing materials as needed to create interactive portions of a developing computer-assisted instructional program.en
dc.format.extent8880481 bytes
dc.format.mimetypeapplication/pdf
dc.language.isoen_US
dc.publisherDrake Universityen
dc.relation.ispartofseriesDrake University Theses, School of Education;1996
dc.subjectAdult studentsen
dc.subjectInteractive multimediaen
dc.subjectProgrammed instructionen
dc.subjectInteractive videoen
dc.subjectComputer-assisted instructionen
dc.titleInstructional Design Strategies Utilizing Interactive Program Materials For Adult Learners: A Content Analysisen
dc.typeThesisen


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