Proceedings of Selected Research and Development Papers Presented at the National Convention of the Association for Educational Communications and Technology [AECT] (21st, Houston, Texas, February 10-14, 1999).

Subjects addressed by the 65 papers in this proceedings include: challenges for emerging instructional designers; instructional technology clinical experience; color coding and field dependence; effects of visualization on cognitive development; effects of learning structure and summarization during computer-based instruction; individually-guided education and problem-based learning; World Wide Web-based menus; computer-based training design; instructional principles for self regulation; a systems approach new technology adoption; navigational structure on the Web; impact of navigational models on task completion in Web-based information; multidimensional knowledge structures; relationships between navigational patterns and informational processing styles of hypermedia users; integrating science/mathematics curricula using computer-mediated communications; dual-structure instructional systems approach; effects of metacognitive training; evaluating narrative simulation for potential to impact bias; evaluation theory in problem-based learning; equivalency theory and distance education; instructional design for distance education; using multimedia to counter stereotypes; accessibility of Web-based instruction for students with disabilities; audio in computer-based instruction; distributed cognition, activity theory, and cognitive tools; learner-teacher interaction and time spent by teaching faculty on distance education; effects of faculty motivation in distributive higher education; impact of instructional grouping on navigation and student learning in a Web-based environment; CD tutorials and microworlds; designing instruction for the technology-supported K-12 classroom; instructionist versus constructionist Web-based collaborative learning environments; models for Web-based instruction; multiple instructional design models; strategies for learner involvement; comparison of generative learning strategies; a decision model for problem selection in problem-based learning; relationship between teachers and instructional designers; goals, agency beliefs, and emotions in Web-assisted learning; historical analysis of problem-based learning; secondary teachers' professional uses of computers; technology courses at colleges of education; improving motivation in distance education; designing instruction for critical thinking dispositions; screen miniatures in content-based software; psychological factors influencing Web navigation; effects of goal intentions on problem solving and reading comprehension in generative hypertext processing; project-based learning with the Web; maximizing bandwidth; interactive strategy for mental models learning; using scenarios in instructional design; educational technology doctoral dissertation research, 1977-98; using groupware to support collaborative activities in distance learning; influence of designer/contextual variables on incorporation of motivational components; the ARCS (Attention, Relevance, Confidence, Satisfaction) model; technology, teaching, and learning in Iowa high schools; discourse analysis as a tool for understanding user navigation models; person-environment interaction in the virtual classroom; asynchronous/synchronous performance solutions; and designing online instruction using multidisciplinary approaches. An author and keyword index is included. (MES)