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Insights from Research on Programmed Instruction in Educational Technology

This analysis explores key findings from the history of programmed instruction in educational technology. It highlights important elements such as the decomposition of instruction, step-wise progression, active response, immediate feedback, and branching, emphasizing the ongoing relevance of individualized instruction. While some aspects, like the precision of feedback, proved less impactful, unanswered questions remain regarding learner motivation and the effectiveness of learner control through branching. Additionally, the study reflects on evolving understandings of knowledge structure and the interplay of assessment in the learning process.

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Insights from Research on Programmed Instruction in Educational Technology

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  1. What Did We Learn from the Research on Programmed Instruction? History of Ed Tech EDC&I 510

  2. What Mattered • Decomposition of instruction • Step-wise progression • Active response and immediate feedback • Branching • Led to much stronger focus on individualization of instruction (still with us today) • Behavioral objectives (and specification of outcomes) • “Machine learning” (individual interacts with a device)

  3. What Didn’t Matter So Much • Precision of steps and type of feedback (large variation with subject and level of learners) • Feedback (didn’t always shape behavior and learning in desired ways)

  4. What Was Left Unanswered • Motivation • Often not as high as designers assumed • Branching • Value, place of learner control still not resolved, although computers made branching trivial task • Structure of knowledge • Not as precise as Skinner had assumed • Assessment and feedback • Its place in the overall scheme of learning

  5. Questions that Faded with Time • Branching • No longer tough to do, but we still don’t always know how • The Behavioral Project • Current “socio-cultural” view of learning = less individual, more nuanced • Can people learn directly from devices? • Sure; but what really grabs ‘em?

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