WorldCat Identities

O'Neil, Harold F. 1943-

Works: 105 works in 340 publications in 1 language and 10,917 library holdings
Genres: Conference papers and proceedings  Bibliography  Bibliographies  Abstracts  Programmed instructional materials 
Roles: Author, Editor, Other, Contributor
Publication Timeline
Most widely held works by Harold F O'Neil
What works in distance learning : guidelines by Harold F O'Neil( )

14 editions published between 2005 and 2008 in English and Undetermined and held by 1,331 WorldCat member libraries worldwide

The purpose of this book is to document sample lessons based on our What Works in Distance Learning: Guidelines (Information Age Publishing, 2005). The intent is to provide an instantiation of various distance learning guidelines. An overarching goal of this research was to create a robust and clear set of design guidelines and example lessons to support the next generation of distance learning systems. --Back cover
Computer games and team and individual learning by Harold F O'Neil( )

11 editions published between 2007 and 2008 in English and held by 1,302 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 applications in education : a learning view by Eva L Baker( )

14 editions published between 2002 and 2016 in English and Undetermined and held by 1,271 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
Aircrew training and assessment by Harold F O'Neil( )

5 editions published in 2000 in English and held by 983 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
Learning strategies by Harold F O'Neil( Book )

18 editions published between 1978 and 1981 in English and Undetermined and held by 623 WorldCat member libraries worldwide

Cognitive and affective learning strategies by Harold F O'Neil( Book )

12 editions published between 1979 and 1982 in English and held by 574 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 473 WorldCat member libraries worldwide

First published in 1977. Routledge is an imprint of Taylor & Francis, an informa company
Motivation : theory and research by Harold F O'Neil( Book )

15 editions published between 1994 and 2012 in English and held by 426 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 e
Web-based learning : theory, research, and practice by Harold F O'Neil( Book )

12 editions published between 2006 and 2013 in English and held by 422 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 Concl
Computer-based instruction : a state-of-the-art assessment by Harold F O'Neil( Book )

14 editions published in 1981 in English and Undetermined and held by 419 WorldCat member libraries worldwide

Procedures for instructional systems development( Book )

9 editions published in 1979 in English and held by 365 WorldCat member libraries worldwide

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

10 editions published in 2014 in English and held by 346 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.  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 invaluable to 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
Issues in instructional systems development( Book )

7 editions published in 1979 in English and held by 343 WorldCat member libraries worldwide

An annotated bibliography for instructional systems development by Melissa Berkowitz( )

7 editions published in 1979 in English and held by 312 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)
Workforce readiness : competencies and assessment by William J O'Neil( Book )

12 editions published between 1997 and 2014 in English and held by 261 WorldCat member libraries worldwide

Workforce Readiness: Competencies and Assessment is designed for professionals in the assessment/evaluation/measurement and the vocational, technical, and educational psychology communities. It explores the state of the art in the specification of competencies (skills) and their assessment for students entering the world of work from both high school and college. Both individual and team competencies for high-performance/high-paying jobs are explored
Technology assessment in education and training( Book )

in English and held by 258 WorldCat member libraries worldwide

Technology assessment in software applications by Harold F O'Neil( Book )

10 editions published between 1984 and 2013 in English and held by 172 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
Using games and simulations for teaching and assessment : key issues by Harold F O'Neil( Book )

9 editions published between 2015 and 2016 in English and held by 160 WorldCat member libraries worldwide

Cover -- Half Title -- Title Page -- Copyright Page -- Table of Contents -- List of Contributors -- Preface -- Part I Theory/Framework/Context -- 1 A Framework to Create Effective Learning Games and Simulations -- 2 Computational Issues in Modeling User Behavior in Serious Games -- 3 A Framework for Validating 21st Century Assessment Tools -- 4 Intelligent Tutoring Systems, Serious Games, and the Generalized Intelligent Framework for Tutoring (GIFT) -- Part II Assessment -- 5 Using Crowdsourcing as a Formative Evaluation Technique for Game Icons
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 93 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)
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)
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Audience level: 0.29 (from 0.02 for Computer g ... to 0.58 for Technology ...)

Technology applications in education : a learning view
Computer games and team and individual learningTechnology applications in education : a learning viewAircrew training and assessmentWeb-based learning : theory, research, and practiceWorkforce readiness : competencies and assessment
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-

English (192)