The roles of task, learner, and mentor in a successful project-based instructional technology (IT) internship program were studied in light of contemporary motivation theories. Interns in four different locations were asked to apply their academic experiences in constructing real projects at work under the supervision of their site mentors and academic advisor. Data included tape-recorded intern interviews, status-review notes, e-portfolios, mentor interviews, and mentor evaluations. Data were collected over 6 semesters, from 18 different cases, 4 of which are highlighted here. The study considered the roles of task, learner, and mentors as they are needed to make the most of project-based internship programs. Implications for the design and development of internship and capstone programs, and specifically successful student performance in internship programs, are considered.

No abstract

This article focuses on the instructional design process of a nonimmersive virtual reality (VR)-based learning environment. The learning environment is intended to complement the current novice car driver instruction program, focusing solely on cognitive skills, in Malaysia. This article elaborates on how we designed and developed the learning environment based on a relatively new constructivist instructional model, the reflective, recursive design and development (R2D2) model (Willis, 1995;Willis & Wright, 2000). We describe the design and development processes of the various components of the learning environment into the single-path prototype, and later to the alpha, and beta versions, based on three guiding principles: (a) recursive, nonlinear design; (b) reflective design; and (c) participatory design. This article also highlights the experience that we foresee as useful or transferable for future design and development efforts. More important, the development of this learning environment provides evidence on the feasibility of employing a constructivist instructional model to guide the instructional design process of VR-based learning environments.

This study measured the effect of specific white space features on learning from instructional Web materials. The study also measured learners' beliefs regarding Web-based instruction. Prior research indicated that small changes in the handling of presentation elements can affect learning. Achievement results from this study indicated that in on-line materials, when content and overall structure are sound, minor differences regarding table borders and vertical spacing in text do not hinder learning. Beliefs regarding Web-based instruction and instructors who use it did not differ significantly between treatment groups. Implications of the study and cautions regarding generalizing from the results are discussed.

No abstract