Fixed sequence versus branching auto-instructional methods.

Abstract

"In Experiment I, three groups of 17 subjects were used to test 2 hypotheses concerning optional branching. A fixed-sequence group received items in fixed order; a back-branching group receiving the same items as the first group, was permitted to back up one item at a time to review earlier items; a third group received the same items cast in statement form and organized into paragraphs permitting subjects to choose material at their own option. A significant difference on a posttest in favor of the third group was obtained when the first and third groups were compared. In Experiment II, a computer-controlled teaching machine was used to evaluate the effectiveness of adapting sequences of teaching items on logic. Members of a branching group received sequences of items determined by the errors that were made during instruction. Each member of a fixed sequence group was paired at random with one member of the branching group . . . . Covariance analysis of criterion scores using aptitude and training time as control variables yielded no significant difference between branching and fixed-sequence conditions."

A comparative study of programmed instruction and videotaped lectures as part of a course in public speaking

“…DISCUSSION The results of the present study are generally consistent with earlier investigations. The finding that the total amount of learning through programmed instruction was greater than that through the videotaped lecture is in agreement with the results reported by Porter, 13 Homme and Glaser, 14 and Blyth 15 ; the finding that constructed response and reading programs do not differ significantly in the amount of learning which they produce is in accord with results reported by Krumboltz 16 ; and the result that reading takes significantly less time than constructing 13 responses is consistent with studies by Evans, Glaser, and Homme, 17 by Silberman et al, 18 and by Gropper and Lumsdaine. 19 Still another point of consistency between the present study and earlier investigations is the attitude of subjects toward programmed instruction.…”

A Short Vietnamese Language Program: Training Course and Research Vehicle

“…Individual-difference phenomena in programmed learning have previously been investigated (e. g., Roe et al, I960;Shay, 196l;Silberman et aL, 1961;Carroll, 1963a;Fiks, 1964). The analyses below are a further effort in this direction.…”

Chapter VIII: Computer Technology for Teaching and Research on Instruction

“…All of these data can be made available to the teaching logic for individualization of instruction. However, such rich data have not been used by many authors of programs, and perhaps only one study in four shows any advantage for a computer over other modes of presentation of tutorial or drill sequences (Coulson and others, 1962;Gentile, 1967;Melaragno, 1966;Silberman and others, 1961;Swets and others, 1966). Groen and Atkinson (1966) suggested a procedure for discovering optimal strategies for teaching a set of associations or concepts.…”