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The requirement to keep pace with the rapid advance of technology and the associated explosive growth of knowledge in every field, coupled with frequent employee turnover, has placed increased pressure on the training and education fields to meet the demand. Emerging communication technologies have enabled alternative methods for delivering training via distance learning that are being rapidly adopted by academia and industry. While distance learning has been demonstrated to be an effective and efficient tool for increased access it also requires greater emphasis on instructional design and instructor training to obtain satisfactory results. Based on a growing body of literature and actual field experience with alternative delivery methods, specific guidelines for designing and developing distance learning courses are recommended. The new communication technologies offer an exciting opportunity to educators and trainers for creating radical new learning environments that take optimal advantage of the new capabilities contained in the computer and communication technologies. In addition, a new model is proposed that integrates the behaviorist and constructivist approach to acquiring knowledge.

In a laboratory setting, this study examined the effect of image size and refresh rate of those images on the subjects' abilities to recall content, and subjects' perceptions of source credibility. The results suggest that larger images and faster refresh rates do not increase content retention. Further analysis revealed that larger, more realistic televised lectures do not significantly enhance source credibility along the dimensions of attention, confidence, relevance, or satisfaction. This study lends evidence to the notion that Internet based course delivery, using small, slow images may be as effective in terms of learning outcomes and satisfaction, as high bandwidth networks.

To answer the numerous questions concerning interaction in distance learning, a better definition of the variable interaction is needed. This study attempts to qualify the concept of interaction by applying various dimensions such as AMOUNT, TIMELINESS, METHOD, SPONTANEITY, and QUALITY. In turn, these dimensions of interaction lend themselves to the creation of a taxonomy for research and evaluation purposes.

This study develops a model of instructional design that incorporates the affective domain as an integral component. The model combines Keller's ARCS model of motivation for learning with the five phased military instructional design model. The proposed model provides a framework for organizing instructional principles, strategies and techniques concerning the affective domain and furnishes a theoretical base to aid in formulating research hypotheses and collecting empirical data. Attention to the affective domain is particularly important for technology based instruction that removes teacher/ student interaction from the lesson delivery. This model should be helpful because it provides for the systematic consideration of the affective domain in every aspect of the instructional design process. The study concludes with recommendations for additional research needed to operationalize the model for use by instructional designers.