First Published in 1987. Routledge is an imprint of Taylor & Francis, an informa company.
Table of Contents
Contents: R.M. Gagn , Introduction. R.A. Reiser, Instructional Technology: A History. R.M. Gagn , R. Glaser, Foundations in Learning Research. B.H. Banathy, Instructional Systems Design. R. Kaufman, S. Thiagarajan, Identifying and Specifying Requirements for Instruction. P.F. Merrill, Job and Task Analysis. C.M. Reigeluth, R.V. Curtis, Learning Situations and Instructional Models. S. Tobias, Learner Characteristics. M.L. Fleming, Displays and Communication. G.C. Nugent, Innovations in Telecommunications. C.V. Bunderson, D.K. Inouye, The Evolution of Computer-Aided Educational Delivery Systems. R.D. Tennyson, O.C. Park, Artificial Intelligence and Computer- Based Learning. E.L. Baker, H.F. O'Neil, Jr., Assessing Instructional Outcomes. R.M. Morgan, Planning for Instructional Systems. R.K. Branson, G. Grow, Instructional Systems Development. E. Burkman, Factors Affecting Utilization.
"This volume of a state of the art in the field of instructional technology is an exciting and extraordinary informative contribution to modern aspects of teaching and learning of knowledge organization. This book can be recommended to all scientists faced with problems of teaching, human learning and the mediation of knowledge independent on their place within the processes of education and related subjects."
"There is little doubt that the book will become one of the definitive texts in the field of instructional technology, and should become an essential component of all academic educational libraries. There is also little doubt that its pages will be rifled by successive generations of education, educational technology, and educational psychology students, who will find much essay, seminar, and thesis fodder contained therein! The book is logically structured, well written, and comprehensively referenced, and also contains separate author and subject indices that greatly enhance its usefulness as a reference and source volume."
—Applied Cognitive Psychology
"His sentences seem to flow from a bottomless reservoir of experience toward the common vision he articulates ... a superb reference on research and theory related to conditions for effective instruction ... another milestone book."
—Journal of Instructional Development