Educational Research and Evaluation 1380-3611/96/0203-0213$12.00 1996, Vol. 2, No. 3, pp. 213-230 © Swets & Zeitlinger Design of Telematic Learning Environments: A Cognitive Mediational View* J. Elen, J. Lowyck, and K. Proost Centre for Instructional Psychology and Technology (C.I.P.& T.), University of Leuven ABSTRACT Repeatedly, claims are made about the great potential of new technologies for educational purposes. However, media research has clearly illustrated that not the delivery system itself but the embedded design principles generate differentia] effects. Time has come therefore to discuss design issues related to telematics. This article contributes to the discussion by raising three questions: (1) what are the unique features of telematics that are relevant for learning; (2) how can the interaction of learners with telematic learning environments (TLEs) be conceptualised; and (3) which principles may guide the design of TLEs. With regard to the first question it is stated that telematics should not be compared with any specific or isolated delivery system but with the instructional system as a whole, since the only differentiating characteristic is the 'tele'-aspect. As to the second question, a cognitive mediational view on learning and instruction is proposed. The relevance of both different types of prior knowledge and motivation are highlighted. Especially, atten- tion is paid to metacognitive knowledge that pertains to environmental cues. The third question rests upon the hypothesized concordance between regular instructional systems and TLEs, which brings about design principles to seem very similar. In order to check the possible similarity, five issues are addressed: quality of information, need to support learner's cognitive and metacognitive processing, learner control, collaborative learning, and impact of learners' perceptions of instructional interventions on their use of those interventions. It is concluded that the complexity of TLEs calls for a parsimonous design of this kind of learning environments. In this respect, a double-exposure strategy is pro- posed, in which intensive support is given to the learner through the interplay between powerful learning environments on the one hand and adequate perception and use of instructional cues on the other. *Part of this contribution has been financed by the Commission of the European Union, EOUN project, Contract ODL1003. Address correspondence to: J. Elen, C.I.P.& T., University of Leuven, Vesaliusstraat 2, B-3000 Leuven, Belgium. Manuscript submitted: January 30, 1996 Accepted for publication: June 26, 1996