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Koetting, 1996;Spector, 2001). Examining assumptions is important, as these theorists have argued, because they heavily influence the manner in which instructional problems and solutions are conceptualized. This article is an attempt to shed light on some of the foundations of contemporary instructional technology by examining parallels between one of its most current manifestations, online learning, and one of its direct precursors, programmed instruction. As our analysis will suggest, several historical assumptions that contributed to the demise of programmed instruction can also be seen in the theory and applications of contemporary instructional technology as expressed in online learning. Based on this analysis, we offer several recommendations for practicing instructional technologists, and argue that an adequate foundation for the field requires innovative assumptions and theories not widely visible in education and psychology.

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