A method of self-instruction that enlists machines or specially prepared books to teach information.
Originally introduced in the mid-1950s by behaviorist B.F. Skinner, programmed instruction is a system whereby the learner uses specially prepared books or equipment to learn without a teacher. It was intended to free teachers from burdensome drills and repetitive problem-solving inherent in teaching basic academic subjects like spelling, arithmetic, and reading. Skinner based his ideas on the principle of operant conditioning , which theorized that learning takes place when a reinforcing stimulus is presented to reward a correct response. In early programmed instruction, students punched answers to simple math problems into a type of keyboard. If the answer was correct, the machine would advance to another problem. Incorrect answers would not advance. Skinner believed such learning could, in fact, be superior to traditional teacher-based instruction because children were rewarded immediately and individually for correct answers rather than waiting for a teacher to correct written answers or respond verbally. Programmed instruction quickly became popular and spawned much educational research and commercial enterprise in the production of programmed instructional materials. It is considered the antecedent of modern computer-assisted learning.
Two types of programmed learning can be compared. Linear programming involves a simple step-by-step procedure. There is a single set of materials and students work from one problem to the next until the end of the program. Branching programming is more complex. Students choose from multiple-choice answers and then are prompted to proceed to another page of the book depending on their answer. If a correct answer is given, students move on to another page with more information to learn and more questions to answer. An incorrect answer leads to comments on why the answer is incorrect and a direction to return to the original question to make another selection.
Just as the programming developed more complexity over the years, so did the teaching machines themselves. Early, simple machines were little more than electronic workbooks. Later machines allowed students to be instructed on more complex material that required more than one-word or one-number responses. In some, students could write their responses and move ahead by comparing their answers to acceptable answers. Programmed-learning books differ from traditional workbooks because they actually teach new information through this step-by-step stimulus-response method rather than simply offering practice material for already-learned skills.
Research has shown that programmed learning often is as successful, and sometimes more successful, than traditional teacher-based learning because it recognizes the different abilities and needs of individual children. Students who have mastered the material can move ahead more quickly, while those who need more practice are repeatedly exposed to the problems. Programmed learning also allows teachers more time to concentrate on more complex tasks. One criticism of programmed learning centers on the lack of student-teacher interaction. It has been shown that some students thrive more fully with the human motivation inherent in more traditional learning situations.
Bower, Gordon H., and Ernest R. Hilgard. Theories of Learning. Englewood Cliffs, NJ: Prentice-Hall, 1981.