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instructional_design:programmed_instruction [2011/07/15 12:48]
jpetrovic [Bibliography]
instructional_design:programmed_instruction [2023/06/19 18:03] (current)
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 ===== General ===== ===== General =====
  
-Although first ideas on **instruction automation** can be trackedto ​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.)) 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 teaching18 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 =====
  
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 [[http://​www.isrl.illinois.edu/​~chip/​projects/​timeline/​1954teaching_machine.html|Wleklinski,​ Nichole. Skinner’s Teaching Machine and Programmed Learning Theory.]] Retrieved July 15, 2011. [[http://​www.isrl.illinois.edu/​~chip/​projects/​timeline/​1954teaching_machine.html|Wleklinski,​ Nichole. Skinner’s Teaching Machine and Programmed Learning Theory.]] Retrieved July 15, 2011.
  
-[[http://www.hull.ac.uk/​php/edskas/edtech/​c2.pdf|Spencer, K. Psychology of Learning: improving pupil performance. The art of teaching and the science of learning.]]+[[https://hydra.hull.ac.uk/​assets/hull:1940/content03|Spencer, K. Psychology of Learning: improving pupil performance. The art of teaching and the science of learning.]]
 ===== Read more ===== ===== Read more =====
  
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 Schramm, W. The Research on Programmed Learning: an annotated bibliography. Washington, D.C.: U.S. Department of Health, Education and Welfare, 1964. Schramm, W. The Research on Programmed Learning: an annotated bibliography. Washington, D.C.: U.S. Department of Health, Education and Welfare, 1964.
  
-Pressey, S. L. A simple apparatus which gives tests and scores - and teaches.” School and Society 23, no. 586: 373-376. 1926.+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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