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G. Levin, B. Baker (1963)
ITEM SCRAMBLING IN A SELF-INSTRUCTIONAL PROGRAM *Journal of Educational Psychology, 54
(1960)
Logical Sequence and Random Sequence Teaching Machine Programs
(1962)
The Mathetical Design of Effective Lessons
(1962)
Fundamentals of Programmed Instruction/' Applied Programmed Instruction
K. Roe, H. Case, A. Roe (1962)
Scrambled versus ordered sequence in autoinstructional programs.Journal of Educational Psychology, 53
(1962)
The Mathetical Design of Effective Lessons." Applied Programmed Instruction
(1960)
Radio Corporation of America
R. Gagne, N. Paradise (1961)
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D. Payne, D. Krathwohl, J. Gordon (1967)
The Effect of Sequence on Programmed Instruction1, 4
Some Effects of Unit Structure on Achievement and Transfer1 JEFF A . PYATTE University of Virginia Research studies dealing with the effects of changing the order in which programmed materials are presented upon such variables as achievement, retention, and transfer have not presented a clear picture of the effects of sequence on these variables. It is generally accepted, although experimental evidence to support such belief is scant, that sequence is an important variable. Two of the difficul ties in dealing with the problem of sequence are encountered in defining an effective sequence of materials and in altering the se quence without destroying the effectiveness of the materials. It is necessary to overcome these difficulties if the problem of sequence is to be satisfactorily handled. A number of research studies have been reported which provide enough insight into the problem of sequencing to enable one to construct a satisfactory model for answering questions relating to the effects of sequence on achievement and transfer in pro grammed courses. This model must provide (1) a measure of se quence for a given set of programmed materials, and (2) a mea sure of the effectiveness of these materials. After it has been veri
American Educational Research Journal – SAGE
Published: Jun 24, 2016
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