Four studies examined the effectiveness of user-adaptive computer-aided instruction that explicitly models the cognitive processes of composing for developmental writers, and is integrated with classroom composition instruction. The four school-year studies were designed to build on each other, each informing design improvements to a writing tutor named Reading and Writing in a Supportive Environment (R-WISE) as well as informing subsequent research designs. The first year study ( N = 852) compared traditional classroom controls with R-WISE treatment classrooms. The second year study ( N = 1,151) compared students using R-WISE with students using a word processor. The third year study ( N = 1,277) measured the effect of the teacher's instructional style, and the level of student control over the R-WISE software, on student performance. The fourth year study ( N = 617) replicated previous studies. The treatment groups for the four studies each posted significant gains over controls on most holistic and analytical measures of writing quality. The results of testing multiple design factors of R-WISE demonstrated the efficacy of long-term evaluation and enhancement of user-adaptive writing software in a field-based context.

A Computer Tutor for Writers (CTW) was designed to provide procedural facilitation to high school students while they learn the skills and knowledge associated with composition writing. Four previous year-long studies helped identify how to facilitate specific elements of the writing process. The CTW was designed to combine lessons learned from these previous studies, and provide a comprehensive support system in which students could complete classroom writing assignments. Additional factors influencing the design of the CTW were field input from high school English teachers, cognitive research into the writing process, and the cognitive apprenticeship instructional strategy. A test and evaluation of the CTW conducted during a full school-year with regular writing classes produced writing achievement gains of up to one letter grade above control groups (N = 471). Teachers and students reported that the CTW appeared to improve both the ability of students to follow a complete writing process and their ability to achieve related learning objectives.

T raining organizations today have more options for delivering instruction than ever before. With the expansion of broadband communication capabilities over the Internet, online e-learning training solutions are very appealing. How can training organizations best take advantage of this opportunity? What types of training solutions are most effective in a distributed online environment? Many organizations are now responding to the opportunity for online training by blending their technology solutions with traditional classroom training. These blended solutions allow existing organizations to move into hybrid learning environments that include a significant role for e-learning alongside traditional training and instruction.A blended approach allows for greater variety in meeting learner needs. Portions of a course most suited for live treatment are handled in the classroom, while portions suited for online treatment are handled through web-based mechanisms. With this approach to training, online and onsite interventions complement each other. But a combination must be accomplished through careful consideration of how to meet learning objectives, take advantage of technology capabilities, and support e-learning technologies. Smith and Dunn (1991, p. 172) point out that the focus of mixing instructional technologies should be to meet training needs: " …[T]he key to the human uses of educational technology resides in the intelligent mix of activities, the use of the technologies to amplify the quantity and quality of information available…." With careful planning, a well-designed blended approach can provide a highly effective training solution to human performance issues.The potential rewards of a successful blended approach are significant; however, the challenge of creating an effective blended training solution is also significant. For example, given the high costs generally associated with onsite training programs, one of the primary drivers behind blended approaches to training is often cost savings. Consideration must be given during the planning stages to the cost issues of the blended approach, including costs associated with the design, development, and delivery of instruction as well as the requisite student support. An instructional and development approach that considers these issues early in the design stages of the project is critical to the successful generation of a blended training solution. A well-conceived development and implementation plan can reduce the risks associated with blended training by ensuring that all stakeholder needs and concerns are properly addressed during the course design. This article documents a blended online and onsite approach that led to increased student learning and performance gains in a major military training course.

A multi-stage study of the practices of expert courseware designers was conducted with the final goal of identifying methods for assisting non-experts with the design of effective instructional systems. A total of 25 expert designers were involved in all stages of the inquiry. A model of the expert courseware design process was created, tested, and refined through four try-outs. The final version of the model included instructional design task descriptions and electronic worksheets. The study revealed a common expert process that included the use of rapid prototypes, an opportunistic method of applying 14 key instructional design tasks, 8 success factors related to courseware design, and design guidelines for 10 preferred instructional strategies for courseware.

Electronic performance support is an expanding area within the field of performance technology. This article reviews and classifies the literature, both conceptual and case‐based, in order to assess settings for use, initiating factors for development, and general features of the various systems. Identification of each article reviewed is presented in a matrix of categories that can be used to point those interested in specific aspects of this complex topic to the most pertinent information for their own needs. A general summary of findings follows.