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Computer assisted instruction (CAI) is a powerful technology that librarians have been quick to discover. However, surprisingly little quality software exists for library applications. Librarians are faced by the necessity of designing their own software to support specific objectives. The design and production of CAI software involves numerous steps, which are discussed in this article.

Computers and computer‐assisted instruction are being used with increasing frequency in the area of health science student education, yet students’ attitudes towards the use of e‐learning technology and computer‐assisted instruction have received limited attention to date. The purpose of this study was to investigate the significant predictors of health science students’ attitudes towards e‐learning and computer‐assisted instruction. All students enrolled in health science programmes (n=2885) at a large multi‐campus Australian university in 2006‐2007, were asked to complete a questionnaire. This included the Online Learning Environment Survey (OLES), the Computer Attitude Survey (CAS), and the Attitude Toward Computer‐Assisted Instruction Semantic Differential Scale (ATCAISDS). A multiple linear regression analysis was used to determine the significant predictors of health science students’ attitudes to e‐learning. The Attitude Toward Computers in General (CASg) and the Attitude Toward Computers in Education (CASe) subscales from the CAS were the dependent (criterion) variables for the regression analysis. A total of 822 usable questionnaires were returned, accounting for a 29.5 per cent response rate. Three significant predictors of CASg and five significant predictors of CASe were found. Respondents’ age and OLES Equity were found to be predictors on both CAS scales. Health science educators need to take the age of students and the extent to which students perceive that they are treated equally by a teacher/tutor/instructor (equity) into consideration when looking at determinants of students’ attitudes towards e‐learning and technology.

The computer is every day looming larger on the professional horizon of every librarian. Instruction librarians, too, must confront the realities and potential of the computer in their efforts to bring the library into the pedagogical mainstream of their institutions. Reference Services Review takes this opportunity to offer three different perspectives on how the computer relates to library instruction. Carol Tobin, Princeton University, discusses the impact that access to online bibliographic databases has on the instructional program of a library; Harriet Tippet, Lawrence University, addresses word processing applications for producing instructional materials and the use of the computer as a management tool for library instruction data; and Patricia Culkin and Elizabeth Walker focus on computer assisted instruction.

A project was undertaken to determine the appropriateness of providing subject‐based courseware in an academic library's software center or microcomputer lab. The courseware was intended to provide remedial instructional support to re‐entry students in selected subjects. For this project, college algebra became the chosen subject because there appeared to be widespread local agreement that a number of adult students needed remedial instruction in college algebra. The question of the appropriateness of CAI in the library remains open. This service seems to be a viable one for academic libraries to offer. Success would be dependent on wide ranging cooperation involving the library, teaching faculty, computing staff, and instructional technologists.

The main thesis of this paper is that Information and Communication Technologies (ICTs) hold tremendous opportunities for enhancing the quality and coverage of public goods in developing countries. Within this context, the paper examines, through a SWOT analysis, the opportunity for using Computer‐Assisted Instruction (CAI) to enhance the quality and coverage of education delivery in Guy ana at the General Secondary School (GSS) level. Its main conclusion in this regard, is that through the use of CAI, the negative effects which the shortages of trained teachers have on the quality of education delivery at the GSS level, can be reduced if not eliminated. Noteworthy, CAI can be used to support Conventional Teacher‐Centered Instruction (CTCI). In addition, it can serve to reduce urban‐rural inequal ity in terms of access to quality secondary education. The paper considers, however, that these opportunities must be predicated on an understanding of the character istic weaknesses of the education system and the related possible threats to effective application of ICT to education delivery. Of import are the informal dynamics that inter‐play in the use of certain ICT in schools, namely computers; the risk of erosion of local educational materials and tools for learning given current indigenous capacity weaknesses and the increased marketability of trained teachers for the foreign market where the application of ICT to learning occurs on a higher level. However, this paper suggests that with prudent policy approaches, the weaknesses can be overcome, the threats can be minimised and therefore the opportunities can be accomplished. In this regard, this paper concludes with policy recommendations.

The study explored the effect of information and communication technology-assisted instruction (ICTAI) on civic education (CE) students' academic performance and the effect of gender on students' performance. Specifically, the study addressed the facilitating effect of ICTAI on students' scholarly performance.

This study utilised the quasi-experimental approach. A sample of 255 senior secondary school students was the analysis unit. A teacher-made performance test was used as an instrument for the study. The data were analysed with descriptive statistics for the research questions, and hypotheses tested with paired sample t-test statistics.

The study results indicated that ICTAI improved student scholarly performance. The study also proved that gender had an impact on student academic performance.

Not all the students in intact classes that were used for conducting the study/research, and the background and gender of research assistants were not considered, and these could have affected the result of the study. The study implications are that this study is a piece of deeper ingenuity and innovation that provides an additional source of information to study. The study provided proof that innovative activity-based instructions such as computer-assisted instruction (CAI) boost students’ performance.

On the instructor, the study findings demonstrated the significant effect of ICTAI on the scholarly performance of CE students. Consequently, this study contends that CE instructors/teachers can benefit from the implications of these findings by comprehensively understanding that ICTIA usage enhances student performance and, thus, improves the students' performance. Additionally, the study's findings proved that gender affected students' performance when instructed with ICTAI. The study implies that CE instructors/teachers should pay special attention to students' gender, specifically female students, as gender affects the improvement of students' CE performance when instructed with ICTAI.

The study findings contribute to the literature on academic improvement and performance of CE students by enhancing the understanding of the effect of ICTAI on students' scholarly performance. The study recognises the existing gaps in previous literature and vivid understanding of the effect of ICTAI on students' performance and gender as a mediator.

The purpose of this paper is to establish the effects of computer‐assisted instruction (CAI) on the attitude of students studying mathematics.

CAI in mathematics, as an alternative to traditional instruction (TI), is investigated using a sample of students in Iran. The sample consists of second grade female students of maths/science in two high schools of Hashtgerd. The study is carried out over four weeks in May 2008. The effects of the independent variable (CAI) are studied in one high school while in a second high school in the region, a control group is used to measure the effects of TI.

The findings reveal that CAI increases the learning level of students and improves their attitudes toward mathematics compared with TI.

The scope of the study is limited to a sample of students from two high schools in Iran. Thus, the results are indicative rather than conclusive. More work needs to be carried out involving a larger sample not confined to the Iranian setting to produce more conclusive findings.

New technologies and software featuring CAI should be implemented and used in the teaching process, especially for those courses which contain abstract concepts like mathematics. For example, simulated software could help teachers utilize simulated objects, concepts, and problem solving paths in a virtual environment.

The study adds to the literature on the utility of CAI and is original in that it is one of the few carried out in an Iranian setting.

This paper presents a new solution for conceptually modeling the training‐domain knowledge of intelligent computerassisted instructional (ICAI) systems. Various cognitive demands from learners impose various modalities of presenting and structuring the knowledge to be taught. This paper is presenting a theoretical framework allowing to develop coherent, flexible models for the training‐domain knowledge of an ICAI system. A case study and an authoring‐system are also presented, in order to describe the main features of the modeling methods. This new approach in ICAI systems’ domain‐knowledge structuring and representation can offer a solution to the problem of adapting the instructional system interaction to users with different learning styles and needs.

Increasing educational costs have led to pressures for increased educational productivity. Although the basic parameters of educational productivity are difficult to define precisely, computer‐assisted instruction (CAI) looks to offer the possibility of reduced instructional costs on the one hand, and increased output from the educational system on the other. Such increased output includes the ability of CAI procedures to extend educational facilities to persons and groups to whom they would otherwise probably be denied, and thus represents a role for CAI in increasing equality of educational opportunity. There is, however, a number of key questions concerning CAI and its interrelationship with the traditional educational structure which must be answered, and some of these questions are enumerated.

Authorware is a sophisticated computer application that is ideal for computer‐assisted instruction. The application is at once powerful yet easy to learn. The Iowa State University Library has used Authorware extensively for its mandatory library skills class. This article focuses on Authorware features and the methods for learning it, and describes a process for creating a tutorial using this application.