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Human Resource Development Review
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A Theory of Effective Computer-Based Instruction for Adults

Janis S. Lowe

Louisiana State University

Elwood F. Holton, III

Louisiana State University

This study presents a theory of critical components that affect the effectiveness of computer-based instruction (CBI) for adults. The theory was developed to provide a framework for research to explain or predict effective learning by adults using a desktop computer. The five conclusions drawn from this theory are as follows: (a) the characteristics of self-directedness and computer self-efficacy of adult learners play an important role in designing CBI for adults; (b) CBI design is interwoven with the units of self-directedness, computer self-efficacy, learning goal level, instructional design, and external support; (c) learning goal level affects instructional design strategy and the instructional control component of CBI design; (d) external support and instructional support are needed to provide a positive CBI experience; and (e) the theory draws together the isolated variables researchers consider important in the adult learning process and aligns them to provide effective CBI.

Key Words: computer-based instruction • self-directed learning • theory building • computer self-efficacy • adult learning

Human Resource Development Review, Vol. 4, No. 2, 159-188 (2005)
DOI: 10.1177/1534484305276301
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