This article appeals for an empirical review of behavioral objectives to assist educational technology practitioners. This review process has intrinsic and extrinsic constraints — confusion in the literature, negative attitudes of the professionals, and disrespect by funding agencies. Nevertheless, the article lists six guidelines for the use of behavioral objectives. These may change as research evidence increases and different conclusions may be drawn. The article contends that a continuous review process is needed to modify traditional instructional design practices.
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