PROGRAMMED INSTRUCTION

7. Programmed Instruction

B.F. Skinner, well known for his work in the area of behaviorism and operant conditioning, also popularized the use of the teaching machine . Skinner built upon the 1920's testing machine developed by Sidney Pressey, enabling them to be used for instruction as well as testing. Based on basic concepts of operant conditioning, Skinner's machines presented small pieces of information that was carefully sequenced. The student would receive immediate feedback for each unit and would move forward with each correct response. If the student did not respond correctly the information would be presented in a different way until the correct response was given. The ideas behind Skinner's teaching machine eventually were incorporated into a new learning theory appropriately named Programmed Instruction or PI.

Skinner's teaching machine led to the development of programmed instruction, but PI is not a machine. Programmed instruction is defined by its design. A book, a lesson, a software program can be developed using the programmed instruction principles. As Schunk (2000, p 69) explains, PI as a learning theory “incorporates several learning principles… Behavioral objectives specify what students should perform on completion of the instruction… The unit is divided into sequenced frames, each of which presents a small bit of information and a test item to which learners respond… Learners work at their own pace… learners respond to questions as they work through the program… feedback depends on the learners response.

Programmed instruction can be designed as linear or branching programs. Linear programs move students through the units of instruction regardless of correct or incorrect answers. Incorrect answers still allow students to move forward in the same order as correct answers, the difference being the addition of supplementary material for students providing incorrect answers. Branching programs present questions followed by answers that will lead the student to different areas of the program depending on their choice.

Programmed instruction can be helpful in providing extension experiences for motivated students and for remedial support for students having difficulties learning. However, there are many drawbacks to programmed learning, particularly in the design of the program. Typically software developed using PI principles tend to become boring after repeated use, especially linear programs that keep presenting the same material. Branching programs can become confusing as they lead students to different areas of the instructional material. This is especially the case in books that are written using branching PI principles.

PI principles provide very little difference than the traditional style of classroom teaching. Skinner stated, “The computer is the ideal teaching machine… Computers can teach best… by leading the student through carefully prepared instructional programs. They can prime and prompt behavior and reinforce it immediately (Bigge and Shermis 114). Research suggests that linear and branching programs promote students learning equally well and that PI is as effective as conventional classroom teaching (Schunk 72). This places the computer as effective a teaching tool as a teacher who teaches using instructivist techniques.