Alexander J. Romiszowski

The hypertext/hypermedia solution—but what exactly is the problem?

We have come a long way in the last thirty or so years, from the general acceptance of the behaviorist definition of learning as a “specific change in behavior or capacity to behave”, to cognitivist formulations that lay stress on the aquisition and internal organization of knowledge in the learner’s mind. Recently, the development of schema theory has put particular stress on the internal organization of knowledge. Learning is seen “as a process of change in the way that the individual views something, rather than the mere aggregation of facts,” as Peter Whalley states in his chapter.

Hypertext’s Contribution to Computer-Mediated Communication: In Search of an Instructional Model

“Collaborative creativity” is one of the tenets of the belief-structure of many Hypertext enthusiasts. Indeed, one particularly fruitful area of application for hypertext systems has turned out to be the collaborative annotation of student papers by both faculty and students is also something that many proponents of hypertext advocate and (occasionally) practice. One of the more long-lived working hypertext environments — Intermedia at Brown University — was specifically designed to support this sort of collaborative educational activity (Yankelovitch et al. 1988; Landow, 1987).

Shifting Paradigms in Education and Training: What is the Connection with Telecommunications?

The main argument in this short paper is that distance education will not only be used more in the future, but it will eventually become the principal mode of higher education, continuing education, and human resources development, some time soon in the 21st century. If this will indeed be so, then we had better have effective and efficient means of education at a distance. The predominant correspondence‐course model has limitations which have so far reduced the overall use of distance education methods both in overall quantity and to certain types of content. Advances in telecommunications will be both the driving force for more use of distance education and the provider of methodologies and models for its more effective use. The important role of computer‐mediated‐communication methodologies, as the result of the synergy of telecommunications and information technologies, will be emphasised.

Delivery Systems for Corporate Training in the Future

This chapter is about delivery systems for corporate training in the future. First, we will describe electronic networks and human resources development. The next section is about the changing face of human resource development. Subsequently, we answer the question why to use hypertext for electronic seminars and cases. Next we will describe seminars and case studies in a hypertext environment. Finally, we will give some future directions.

Attitudes and Affect in Learning and Instruction

Abstract The theme of this paper is based on the argument that effective learning of an intentional nature, depends on the initial presence of a predisposition to attend and participate in the learning activity and is only truly effective if the results of the learning experience include, in addition to any cognitive, psychomotor or interpersonal objective, an increased predisposition to the valuing of the objective or to its use in the future. Thus, the lower levels of the Krathwohl‐Bloom taxonomy are of importance at the beginning of any learning activity and the higher levels should also be significantly influenced by the end of the experience. This taxonomy gives us a methodology for the measurement and evaluation of affective objectives, as does the concept of ‘approach’ and ‘avoidance’ behaviours (Mager 1968). However, the literature has much less to offer in respect of systematic approaches to the development of affective objectives and to their achievement in the instructional process. There is ev...

Editorial: Debating the links between education, training and national growth—An exercise in the design of compelling arguments, or affect versus intellect

The article discusses the social role of higher education in Africa and analyzes debate questions and strategy on the link between education, vocational training, and economic development. Other topics include the economic growth of South Korea, labor skill training in Brazil, and rules and procedures for debates.

Robert Glaser 1921‐2012

An obituary is presented for Robert Glaser, founding director emeritus of the University of Pittsburgh Learning Research and Development Center (LDRC) and psychology professor.