Please use this identifier to cite or link to this item: http://bura.brunel.ac.uk/handle/2438/1734
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dc.contributor.authorStanton, NA-
dc.contributor.authorPorter, LJ-
dc.contributor.authorStroud, R-
dc.coverage.spatial7en
dc.date.accessioned2008-02-29T09:27:07Z-
dc.date.available2008-02-29T09:27:07Z-
dc.date.issued2001-
dc.identifier.citationInnovations in Educational & Teaching International 38(2): 175-182en
dc.identifier.urihttp://bura.brunel.ac.uk/handle/2438/1734-
dc.description.abstractComputers have the potential to be exploited as one of the most exciting examples of instructional media. Yet designers often fail to realize this potential. This is, in part, due to the limitations of hardware and software and, in part, due to the lack of good theory developed through conclusive research. Good examples of computer-based learning may owe more to the imaginative flair of the courseware designer than they do to the application of explicit design guidelines and good learning theory. This paper will therefore consider a variety of issues that may be blocking theoretical development and draw conclusions for future courses of action. This starts with a statement of the problem, first by considering the macro and micro issues, and then by looking at a recent call for help in ComputerBased Learning Environment (CBLE) design. Next, the contribution of instructional design theories will be presented together with a way forward for investigating the issues. Finally the implications for future progress are presented.en
dc.format.extent112208 bytes-
dc.format.mimetypeapplication/pdf-
dc.language.isoen-
dc.publisherTaylor & Francisen
dc.subjectCBTen
dc.subjectErgonomicsen
dc.titleBored with point and click?en
dc.typeResearch Paperen
dc.identifier.doihttp://dx.doi.org/10.1080/14703290110035446-
Appears in Collections:Ergonomics
Dept of Design Research Papers

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