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The Effects of Self-Selection on Learning in Programed Instruction*:

The Effects of Self-Selection on Learning in Programed Instruction*: THE EFFECTS OF SELF-SELECTION ON LEARNING IN PROGRAMED INSTRUCTION* DWIGH T W. ALLEN and FREDERICK J. McDONALD Stanford University INTRODUCTION The purpose of this experiment was to test the hypothesis that self- organization of instructional materials by the learner will improve both his rate of learning and the amount he learns. Educational theorists have argued that self-selection of what is studied, individualized objec­ tives, and individual control over learning rate critically affect the amount and quality of learning. They usually emphasize the relation between motivation and learning and generally assume that interest on the part of the learner is a controlling factor both in what is learned and in how the learning takes place. Those arguing against this position stress the fact that the learner is limited by unfamiliarity with what is to be learned and unawareness of what he should accomplish. Since the inception of programed instruction, investigators have tried to adapt programed materials to individual differences in ability. "Branching" is one way of doing this. The procedures used in the present experiment permit the learner either to select the order in which the items are presented or to determine, by the questions he asks, the specific infor­ http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png American Educational Research Journal SAGE

The Effects of Self-Selection on Learning in Programed Instruction*:

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Publisher
SAGE
Copyright
Copyright © 2019 by American Educational Research Association
ISSN
0002-8312
eISSN
1935-1011
DOI
10.3102/00028312003001001
Publisher site
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Abstract

THE EFFECTS OF SELF-SELECTION ON LEARNING IN PROGRAMED INSTRUCTION* DWIGH T W. ALLEN and FREDERICK J. McDONALD Stanford University INTRODUCTION The purpose of this experiment was to test the hypothesis that self- organization of instructional materials by the learner will improve both his rate of learning and the amount he learns. Educational theorists have argued that self-selection of what is studied, individualized objec­ tives, and individual control over learning rate critically affect the amount and quality of learning. They usually emphasize the relation between motivation and learning and generally assume that interest on the part of the learner is a controlling factor both in what is learned and in how the learning takes place. Those arguing against this position stress the fact that the learner is limited by unfamiliarity with what is to be learned and unawareness of what he should accomplish. Since the inception of programed instruction, investigators have tried to adapt programed materials to individual differences in ability. "Branching" is one way of doing this. The procedures used in the present experiment permit the learner either to select the order in which the items are presented or to determine, by the questions he asks, the specific infor­

Journal

American Educational Research Journal – SAGE

Published: Jun 23, 2016

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