Search results for author:"Andrew S. Gibbons"
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Educational Technology Vol. 33, No. 5 (1993) pp. 7–11
Discusses the development of computer-managed instruction (CMI) and possible changes for the future. Topics addressed include the management function; the current tutorial method that focuses on verbal learning; a closer relationship to performance...
TechTrends: Linking Research and Practice to Improve Learning Vol. 43, No. 3 (1998) pp. 27–32
Although the trend is for less documentation, this article argues that more is needed to help in the analysis of design failure in instructional design. Presents arguments supporting documented design, including error recognition and correction,...
Educational Technology Vol. 56, No. 4 (2016) pp. 34–37
This article asks five questions that lead us to the foundations of design practice in educational technology. Design processes structure time, space, place, activity, role, goal, and resource. For educational technology to advance in its...
Educational Technology Vol. 31, No. 11 (1991) pp. 7–15
The evaluator is an instructional system product that provides practice, testing capability, and feedback in a way not yet seen in computer-assisted instruction. Training methods using an evaluator contain scenario-based simulation exercises,...
Journal of Computing in Higher Education Vol. 28, No. 2 (2016) pp. 97–135
A theory of design layers proposed by Gibbons ("An Architectural Approach to Instructional Design." Routledge, New York, 2014) asserts that each layer of an instructional design is related to a body of theory closely associated with the...
Educational Technology Research and Development Vol. 52, No. 2 (2004) pp. 57–68
Notational systems, used in mature fields of study, are closely related to design languages. The future of a technological field depends on the ability to communicate ideas and changes with others in the field. Instructional technology is one field...
Educational Technology Research and Development Vol. 46, No. 2 (1998) pp. 110–16
Describes how a practical design question led to a reconsideration of the design process for problem-based instruction. Argues that this restructured process, called the "single-parse" design method, is of general value to designers. Discusses the...
Journal of Educational Computing Research Vol. 25, No. 4 (2001) pp. 417–26
Reports the results of research on effects of detailed feedback on problem solving within a computer-based simulation. Participants were 54 undergraduate students. Results indicated highest performance was associated with feedback based on an expert ...
Educational Technology Research and Development Vol. 46, No. 2 (1998) pp. 101–10
Reports the experience of one international organization, the National Institute of Information Technology (NIIT), a global corporation based in New Delhi, India, in attempting to reach the factory goal in the field of technology-based training....
Jay A. Bostwick; Isaac Wade Calvert; Jenifer Francis; Melissa Hawkley; Curtis R. Henrie; Frederick R. Hyatt; Janeel Juncker; Andrew S. Gibbons
Educational Technology Research and Development Vol. 62, No. 5 (October 2014) pp. 571–582
Some have argued for a common language in the field of instructional design in an effort to reduce misunderstandings and simplify a multitude of synonymous terms and concepts. Others feel that this goal is undesirable in that it precludes...