instructional_design:programmed_instruction
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instructional_design:programmed_instruction [2011/07/15 15:48] jpetrovic [General] |
instructional_design:programmed_instruction [2013/09/30 17:57] jpetrovic [Criticisms] |
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| ===== General ===== | ===== General ===== | ||
| - | Although first ideas on **instruction automation** can be tracked to even earlier years(([[http://www.springerlink.com/content/w8711256732774h7/|McDonald, Jason K., Stephen C. Yanchar, and Russell T. Osguthorpe. Learning from programmed instruction: Examining implications for modern instructional technology. Educational Technology Research and Development 53, no. 2: 84-98. June 2005.]])), first notable steps in programmed instruction were taken by [[http://education.stateuniversity.com/pages/2332/Pressey-Sidney-L-1888-1979.html|Sidney Pressey]]((Pressey, S. L. A simple apparatus which gives tests and scores - and teaches. School and Society 23, no. 586: 373-376, 1926.)) in 1920s and further developed by [[http://www.bfskinner.org/BFSkinner/AboutSkinner.html|Burrhus Skinner]] in the mid-1950s. In Pressey's words, the teacher is | + | Although first ideas on **instruction automation** can be tracked to even earlier years(([[http://www.springerlink.com/content/w8711256732774h7/|McDonald, Jason K., Stephen C. Yanchar, and Russell T. Osguthorpe. Learning from programmed instruction: Examining implications for modern instructional technology. Educational Technology Research and Development 53, no. 2: 84-98. June 2005.]])), first notable steps in programmed instruction were taken by [[http://education.stateuniversity.com/pages/2332/Pressey-Sidney-L-1888-1979.html|Sidney Pressey]]((Pressey, S. L. A simple apparatus which gives tests and scores - and teaches. School and Society 23, no. 586: 373-376, 1926.)) in the 1920s and further developed by [[http://www.bfskinner.org/BFSkinner/AboutSkinner.html|Burrhus Skinner]] in the mid-1950s. In Pressey's words, the teacher is |
| * "... //burdened by such routine of drill and information-fixing...//", but a mechanical device device could be used to "//lift from her shoulders as much as possible of this burden and make her free for those inspirational and thought-stimulating activities which are, presumably, the real function of the teacher.//"((Pressey, S. L. A simple apparatus which gives tests and scores - and teaches. School and Society 23, no. 586: 373-376, 1926.)) | * "... //burdened by such routine of drill and information-fixing...//", but a mechanical device device could be used to "//lift from her shoulders as much as possible of this burden and make her free for those inspirational and thought-stimulating activities which are, presumably, the real function of the teacher.//"((Pressey, S. L. A simple apparatus which gives tests and scores - and teaches. School and Society 23, no. 586: 373-376, 1926.)) | ||
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| * ensuring that learners are correct as often as possible through shaping (//**overprompting**//). | * ensuring that learners are correct as often as possible through shaping (//**overprompting**//). | ||
| - | Research has provided questionable results about the efficiency of the programmed instruction and learning machines. A meta-study((Schramm, W. The Research on Programmed Learning: an annotated bibliography. Washington, D.C.: U.S. Department of Health, Education and Welfare, 1964.)) summarized results of 36 studies comparing programmed instruction with traditional classroom teaching. 18 of 36 showed no statistically significant difference, 17 showed a statistically significant difference in favor of programmed instruction and one study showed a statistically significant difference in favor of classroom teaching. | + | Research has provided questionable results about the efficiency of the programmed instruction and learning machines. A meta-study((Schramm, W. The Research on Programmed Learning: an annotated bibliography. Washington, D.C.: U.S. Department of Health, Education and Welfare, 1964.)), that summarized results of 36 studies comparing programmed instruction with traditional classroom teaching suggested 18 of 36 showed no statistically significant difference, 17 showed a statistically significant difference in favor of programmed instruction and one study showed a statistically significant difference in favor of classroom teaching. |
| Other research found that programmed instruction can result in frustration if a learner can't follow the pace of his peers, paying less attention due to overprompting and eventually disliking the concept of programmed instruction.(([[http://books.google.hr/books?id=bsGlHAAACAAJ|Casas, Martha. The history surrounding the use of Skinnerian teaching machines and programmed instruction (1960-1970). Harvard Graduate School of Education, 1997.]] cited by [[http://www.springerlink.com/content/w8711256732774h7/|McDonald, Jason K., Stephen C. Yanchar, and Russell T. Osguthorpe. Learning from programmed instruction: Examining implications for modern instructional technology. Educational Technology Research and Development 53, no. 2: 84-98. 2005.]])) | Other research found that programmed instruction can result in frustration if a learner can't follow the pace of his peers, paying less attention due to overprompting and eventually disliking the concept of programmed instruction.(([[http://books.google.hr/books?id=bsGlHAAACAAJ|Casas, Martha. The history surrounding the use of Skinnerian teaching machines and programmed instruction (1960-1970). Harvard Graduate School of Education, 1997.]] cited by [[http://www.springerlink.com/content/w8711256732774h7/|McDonald, Jason K., Stephen C. Yanchar, and Russell T. Osguthorpe. Learning from programmed instruction: Examining implications for modern instructional technology. Educational Technology Research and Development 53, no. 2: 84-98. 2005.]])) | ||
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