Learning from programmed instruction: Examining implications for modern instructional technology

Keywords

instructional design, instructional technology, instructional design philosophy, philosophical assumptions, online learning, programmed instruction

Abstract

This article reports a theoretical examination of several parallels between contemporary instructional technology (as manifest in one of its most current manifestations, online learning) and one of its direct predecessors, programmed instruction. We place particular focus on the underlying assumptions of the two movements. Our analysis suggests that four assumptions that contributed to the historical demise of programmed instruction—(a) ontological determinism, (b) materialism, (c) social efficiency, and (d) technological determinism—also underlie contemporary instructional technology theory and practice and threaten its long-term viability as an educational resource. Based on this examination, we offer several recommendations for practicing instructional technologists and make a call for innovative assumptions and theories not widely visible in the field of instructional technology.

Original Publication Citation

McDonald, J. K., Yanchar, S. C., & Osguthorpe, R. T. (2005). Learning from programmed instruction: Examining implications for modern instructional technology. Educational Technology Research and Development, 53(2), 84-98.

Document Type

Peer-Reviewed Article

Publication Date

2005

Permanent URL

http://hdl.lib.byu.edu/1877/3670

Publisher

Springer

Language

English

College

David O. McKay School of Education

Department

Instructional Psychology and Technology

University Standing at Time of Publication

Graduate Student

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