Programmed Instruction in the Context of Educational Theories and technologies.

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61988987%3A17450%2F16%3AA1801OVC" target="_blank" >RIV/61988987:17450/16:A1801OVC - isvavai.cz</a>

Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Programmed Instruction in the Context of Educational Theories and technologies.

Popis výsledku v původním jazyce

Programmed instruction has been for more than half a century one of the most significant educational theories. After a stormy phase of its development in the 1960s and 1970s, it started to be replaced by cognitivist and constructivist theories that paid more attention to the internal learning processes and to the influence of social environment on learning. The criticism of programmed instruction, mostly stemming from unfounded fears about its complete domination of education, has already subsided. In search of theoretical roots for new solutions to educational goals in the technologically advanced age, the contribution of its principles to the development of instructional design, computer-assisted instruction (CAI) or computerized assessment and programmed instruction (CAPI), online learning, distance learning and other educational technologies is now deservedly praised in the so-called 'revisited process'. According to some authors, programmed instruction, or the behaviouristic approach to human learning, should become part of a kind of integrated learning theory and subsequently also education theory. Attempts at the so-called blended learning have already shown that the use of a particular theory or technology is in certain educational situations the most effective and that the complex learning objectives can be achieved using various learning and teaching theories within one study cycle or project.

Název v anglickém jazyce

Programmed Instruction in the Context of Educational Theories and technologies.

Popis výsledku anglicky

Programmed instruction has been for more than half a century one of the most significant educational theories. After a stormy phase of its development in the 1960s and 1970s, it started to be replaced by cognitivist and constructivist theories that paid more attention to the internal learning processes and to the influence of social environment on learning. The criticism of programmed instruction, mostly stemming from unfounded fears about its complete domination of education, has already subsided. In search of theoretical roots for new solutions to educational goals in the technologically advanced age, the contribution of its principles to the development of instructional design, computer-assisted instruction (CAI) or computerized assessment and programmed instruction (CAPI), online learning, distance learning and other educational technologies is now deservedly praised in the so-called 'revisited process'. According to some authors, programmed instruction, or the behaviouristic approach to human learning, should become part of a kind of integrated learning theory and subsequently also education theory. Attempts at the so-called blended learning have already shown that the use of a particular theory or technology is in certain educational situations the most effective and that the complex learning objectives can be achieved using various learning and teaching theories within one study cycle or project.

Druh

C - Kapitola v odborné knize

CEP obor

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OECD FORD obor

50300 - Education

Projekt

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Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2016

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název knihy nebo sborníku

Modern Approaches in Social and Educational Research.

ISBN

978-1-5136-1118-1

Počet stran výsledku

25

Strana od-do

65-90

Počet stran knihy

150

Název nakladatele

Antioch University,A.F.M. Krakow University, University of Primorska

Místo vydání

Los Angeles, USA:,Krakow,

Kód UT WoS kapitoly

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