Before 1920 
  1920 
  1930
  1940
  1950
  1960
  1970
  1980
  1990
  The Future
 
 

  The 1950s:
Programmed Instruction and Task Analysis

Programmed Instruction

Programmed Instruction was characterized by:

  • clearly stated behavioral objectives
  • small frames of instruction
  • self-pacing
  • active learner response to inserted questions
  • immediate feedback to the correctness of the response

Importance of Programmed Instruction:

  • assisted in shifting focus of education to the outcome behavior of the learner and away from process concerns and teacher behavior
  • reaffirmed the feasibility of self-pacing and mastery learning
  • made apparent the need for carefully constructed materials
  • set the stage for the realization that the methods of programmed instruction could be applied to other types of media other than print and to developing larger systems of instruction
  • drew new professionals into the field