WorldCat Identities

O'Neil, Harold F. 1943-

Works: 96 works in 306 publications in 2 languages and 10,906 library holdings
Genres: Conference papers and proceedings  Bibliography  Abstracts 
Roles: Author, Editor, Other, Contributor
Classifications: LB1028.3, 370.152
Publication Timeline
Most widely held works by Harold F O'Neil
Cognitive and affective learning strategies by Harold F O'Neil( Book )

11 editions published between 1979 and 1982 in English and held by 583 WorldCat member libraries worldwide

Learning strategies by Harold F O'Neil( Book )

16 editions published between 1978 and 1981 in English and Undetermined and held by 563 WorldCat member libraries worldwide

Anxiety, learning, and instruction by Joan E Sieber( Book )

13 editions published between 1977 and 2009 in English and held by 478 WorldCat member libraries worldwide

First published in 1977. Routledge is an imprint of Taylor & Francis, an informa company
Computer-based instruction : a state-of-the-art assessment by Harold F O'Neil( Book )

12 editions published in 1981 in English and Undetermined and held by 435 WorldCat member libraries worldwide

Technology applications in education : a learning view by Eva L Baker( Book )

11 editions published between 2002 and 2016 in English and held by 399 WorldCat member libraries worldwide

"Technology Applications in Education: A Learning View is designed for professionals and graduate students in educational technology, training, assessment/evaluation, school administration, educational psychology, and military psychology. Bringing together researchers from school, laboratory, and industrial settings, the volume explores technology applications from a learning perspective, rather than from a hardware/software perspective."--Jacket
Web-based learning : theory, research, and practice by Harold F O'Neil( Book )

13 editions published between 2006 and 2013 in English and held by 393 WorldCat member libraries worldwide

Web-Based Learning: Theory, Research, and Practice explores the state of the art in the research and use of technology in education and training from a learning perspective. This edited book is divided into three major sections: *Policy, Practice, and Implementation Issues -- an overview of policy issues, as well as tools and designs to facilitate implementation of Web-based learning; *Theory and Research Issues -- a look at theoretical foundations of current and future Web-based learning; the section also includes empirical studies of Web-based learning; and *Summary and Conclusions -- highlights key issues in each chapter and outlines a research and development agenda. Within this framework the book addresses several important issues, including: the primacy of learning as a focus for technology; the need to integrate technology with high standards and content expectations; the paucity of and need to support the development of technology-based curriculum and tools; the need to integrate assessment in technology and improve assessment through the use of technology; and the need for theory-driven research and evaluation studies to increase our knowledge and efficacy. Web-Based Learning is designed for professionals and graduate students in the educational technology, human performance, assessment and evaluation, vocational/technical, and educational psychology communities
Motivation : theory and research by Harold F O'Neil( Book )

18 editions published between 1994 and 2012 in 3 languages and held by 382 WorldCat member libraries worldwide

Designed for professionals and graduate students in the personality/social, military, and educational psychology, and assessment/evaluation communities, this volume explores the state of the art in motivational research for individuals and teams from multiple theoretical viewpoints as well as their effects in both schools and training environments. The great majority of education and training R & D is focused on the cognitive dimensions of learning, for instance, the acquisition and retention of knowledge and skills. Less attention has been given in the literature and in the design of education
Procedures for instructional systems development( Book )

10 editions published in 1979 in English and held by 369 WorldCat member libraries worldwide

Issues in instructional systems development( Book )

6 editions published in 1979 in English and held by 347 WorldCat member libraries worldwide

Technology assessment in education and training( Book )

9 editions published in 1994 in English and held by 287 WorldCat member libraries worldwide

Workforce readiness : competencies and assessment by William J O'Neil( Book )

10 editions published between 1997 and 2014 in English and held by 248 WorldCat member libraries worldwide

Current economic difficulties and the challenge of competing in the world market have necessitated a rethinking of American approaches to the utilization of people in organizations. Management now recognizes a need to have workers take on more responsibility at the points of production, of sale, and of service rendered if the United States is to compete in rapidly changing world markets. This development means that much more is expected of even entry-level members of the American workforce. Thus, even more is expected of our high schools and colleges to provide this type of workforce
What works in distance learning : guidelines by Harold F O'Neil( Book )

14 editions published between 2005 and 2008 in English and Undetermined and held by 234 WorldCat member libraries worldwide

This book documents progress to date in what works in distance learning (DL). An overriding goal of this effort was to create a robust and clear set of design guidelines to support the next generation of DL training. The book is targeted mainly toward the research and program management communities. A companion book contains a set of lessons organized by guideline area. The lessons depict specific guideline areas in terms of how a particular guideline would look instantiated in a lesson
Computer games and team and individual learning by Harold F O'Neil( Book )

10 editions published between 2007 and 2008 in English and Undetermined and held by 215 WorldCat member libraries worldwide

Documents research on the impact of computer games on the learning of adults. Computer games and learning are characterized from a series of different theoretical and empirical viewpoints. Both civilian sector and military applications are presented. While effectiveness of game environments to support learning can be documented in terms of intensity and longevity of engagement (participants voting with their time), as well as the commercial success of the games, there is much less solid empirical information about what instructional outcomes
Technology assessment in software applications by Harold F O'Neil( Book )

10 editions published between 1984 and 2013 in English and held by 140 WorldCat member libraries worldwide

This volume offers an expansion of ideas presented at a recent conference convened to identify the major strategies and more promising practices for assessing technology. The authors -- representing government, business, and university sectors -- helped to set the boundaries of present technology assessment by offering perspectives from computer science, cognitive and military psychology, and education. Their work explores both the use of techniques to assess technology and the use of technology to facilitate the assessment process. The book's main purpose is to portray the state of the art i
An annotated bibliography for instructional systems development by Melissa Berkowitz( Book )

7 editions published in 1979 in English and held by 106 WorldCat member libraries worldwide

This annotated bibliography lists instructional development resources relevant to the Interservice Procedures for Instructional Systems Development Model (isd), a standardized model providing for the assessment of training needs; the design, development, and implementation of instruction; and the assessment of instructional quality. Following a literature search, relevant documents were classified according to the 19 block isd model, and summaries were written to identify documents on authoring aids, procedures, or techniques. The purpose of each block in this model is defined, and documents are listed alphabetically within blocks. A status section for each block indicates the availability of authoring aids sufficient to guide an individual through all activities specified by the block, as well as the availability of relevant procedures and techniques that could be developed into authoring aids. Directions for future research, based on the lack of authoring aids available, are identified. (Rao)
Computer-based collaborative knowledge mapping to measure team processes and team outcomes by Harold F O'Neil( Book )

2 editions published in 1999 in English and held by 91 WorldCat member libraries worldwide

The feasibility and validity of using a computer-based networked collaborative knowledge mapping system to measure teamwork skills was examined. Student groups (10 groups of 3 ninth graders each) were assessed with the system twice in the academic year, once in the fall and once the following spring. The study focused on the nature of the interaction among team members as they jointly constructed a knowledge map. Each student was randomly assigned to a team and communicated (anonymously) with other members by sending predefined messages. Teamwork processes were measured by examining message usage. Each message was categorized as belonging to one of six team processes: (1) adaptability; (2) communication; (3) coordination; (4) decision making; (5) interpersonal; and (6) leadership. Team performance was measured by scoring each team's knowledge map using four expert maps as the criterion. No significant correlation was found between team processes and team outcomes. This unexpected finding may be due in part to a split-attention effect resulting from the design of the user interface. However, student teams were able to construct knowledge maps successfully, suggesting that the general approach to using networked computers to measure group processes remains viable. Two appendixes contain messages grouped by category and message content and the handout describing messages. (Contains 17 tables and 21 references.) (Author/SLD)
Aircrew training and assessment by Harold F O'Neil( Book )

4 editions published in 2000 in English and held by 88 WorldCat member libraries worldwide

"Aircrew Training and Assessment is designed for professionals in the aviation psychology, assessment and evaluation, human factors, vocational, technical, educational psychology, and educational technology communities. The volume explores state-of-the art training and assessment of aircrews, and includes a description and review of the use of simulation in aircrew training and assessment."--Jacket
Test specifications for problem-solving assessment by Harold F O'Neil( Book )

3 editions published in 1997 in English and held by 85 WorldCat member libraries worldwide

This document reviews several theoretical frameworks of problem-solving, provides a definition of the construct, suggests ways of measuring the construct, focuses on issues for assessment, and provides specifications for the computer-based assessment of problem solving. As defined in the model of the Center for Research on Evaluation, Standards, and Student Testing (cresst), problem solving is a cognitive process directed at achieving a goal when a solution method is not obvious to the problem solver. Issues that would drive the assessment specifications for a cresst assessment would be: (1) selection/modification/generation of a conceptual framework; (2) what to measure; (3) assessment approaches; (4) criteria; (5) type of technology; (6) purpose of testing; (7) type of competency tested; (8) high or low stakes level of testing; (9) contexts; and (10) recommended testing time. With these points in mind, specifications for the assessment were developed, and are presented in table form. The feasibility study previously reported (J. Schacter et al., 1997), which used these specifications, illustrated that a Web-based, information-rich environment with these specifications can measure student problem solving. An appendix contains the scoring key for the developed assessment. (Contains 3 figures and 32 references.) (Sld)
Using games and simulations for teaching and assessment : key issues( Book )

6 editions published between 2015 and 2016 in English and held by 73 WorldCat member libraries worldwide

Teaching and measuring cognitive readiness by Harold F O'Neil( Book )

8 editions published in 2014 in English and held by 37 WorldCat member libraries worldwide

Teaching and Measuring Cognitive Readiness presents theoretical and empirical findings regarding cognitive readiness and assessments of their impact on adult learning.{OCLCbr#A0} Specific topics discussed are: The need for cognitive readiness instructional and assessment strategies The need to integrate assessment into cognitive readiness training The need for theory-driven evaluation studies to increase knowledge and efficacy in teaching cognitive readiness The need for a solid psychometric approach to the use of cognitive readiness assessments. This book will prove{OCLCbr#A0}invaluable to{OCLCbr#A0}anyone interested in the emerging topic of cognitive readiness for its comprehensive treatment of the topic with focused and informative chapters and exhaustive resources and practical tips
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  Kids General Special  
Audience level: 0.43 (from 0.02 for Computer g ... to 0.55 for Motivation ...)

Technology applications in education : a learning view
Alternative Names
Harold O'Neil American academic

O'Neil, Harold F.

O'Neil, Harold F. Jr

O'Neil, Harold Francis 1943-

O'Neil, Harry 1943-

Web-based learning : theory, research, and practiceWorkforce readiness : competencies and assessmentWhat works in distance learning : guidelinesComputer games and team and individual learningAircrew training and assessment