This study involved three principal tasks. An instructional problem in adult literacy tutor training programs was analyzed. An instructional design intended to resolve the instructional problem through computer assisted interactive media (CAIM) technology was developed. A comprehensive and systematic CAIM training program was created and field tested.
The analysis process established that adult literacy tutors may not perform in ways they should because they may not have received comprehensive and systematic training. Further, the analysis established that conventional tutor training instructional designs and practices may not meet the needs of the volunteer tutor population in the areas of content, learning preference, and personal convenience. The potential for comprehensive and systematic training, using computer assisted interactive media as the instructional delivery system, was investigated.
Using a generic conception of instructional design and the Rhodes' (1992, Biehler & Rhodes, 1992) instructional design methodology, a process appropriate to the development of CAIM training for adult literacy tutors was completed. This process involved the examination of the instructional problem and problematic elements related to design context, content, setting, and clientele. Alternative resolutions to the problematic elements were examined and optimum resolutions chosen. These resolutions established CAIM as the most appropriate instructional delivery system for