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 17:58] jpetrovic [Keywords and most important names] |
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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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| * **Programmed instruction**, **learning machine**, **shaping**, **reinforcement**, **overprompting** | * **Programmed instruction**, **learning machine**, **shaping**, **reinforcement**, **overprompting** | ||
| - | * [[http://www.bfskinner.org/BFSkinner/AboutSkinner.html|Burrhus Skinner]], [[http://education.stateuniversity.com/pages/2332/Pressey-Sidney-L-1888-1979.html|Sidney Pressey]] | + | * [[http://www.bfskinner.org/bfskinner/AboutSkinner.html|Burrhus Skinner]], [[http://education.stateuniversity.com/pages/2332/Pressey-Sidney-L-1888-1979.html|Sidney Pressey]] |
| ===== Bibliography ===== | ===== Bibliography ===== | ||
instructional_design/programmed_instruction.txt ยท Last modified: 2023/06/19 18:03 (external edit)
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