Abstract
The efficacy of CBT as an instructional medium has been researched extensively. Studies show that when there is a good instructional design, there is a moderately positive effect on trainee performance. Therefore, when working on the initial stages of a large-scale CBT project, one must create an instructional design that enforces a consistent style for all lessons and yet is solidly rooted in behavioral and cognitive learning theory. One must carefully design lesson structure and strategies; consider navigation and learner control issues; and incorporate learning strategy training into the lesson structure if such training is necessary. This article summarizes a nine-month effort to create CBT production guidelines that address these concerns. It concludes with recommendations for practice.
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