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A CRITICAL REVIEW OF THE APPLICATION OF LEARNING THEORY TO PROGRAMMED INSTRUCTION MAURICE BALSON Programmed instruction represents the first application of techniques of behavioural control drawn from the procedures of laboratory experimentation to the practical problems of education. For the many teachers and psychologists who have experienced the application of these principles in the classroom, the results have been rewarding and exciting. Within the space of a few years, programmed instruction has gathered surprising momentum. Green believes that formal education has only begun to feel the impact of the instructional revolution set in motion by techniques of programmed instruction. A" massive assault upon traditional concepts and methods of instruction" is envisaged. As is always true with the introduction of any new instructional technique, objections abound on a practical and theoretical level. Those who would use and understand programming must be aware of the theoretical structure upon which it is based. The purpose of this paper is to indicate some of the psychological principles which have been derived in the laboratory situation and to evaluate their application to the field of programmed instruction. The Concept of Programmed Instruction For many years, experimental psychologists such as B. F. Skinner have controlled
Australian Journal of Education – SAGE
Published: Oct 1, 1965
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