Foundations of Programmed Instruction

One can gain appreciable insights to the present day status of the field of instructional technology (IT) from examining its early beginnings and the origins of current practice. Programmed Instruction (PI) was an integral factor in the evolution of the instructional design process, and serves as the foundation for the procedures in which IT professionals now engage for the development of effective learning environments. In fact, the use of the term programming was applied to the production of learning materials long before it was used to describe the design and creation of computerized outputs. Romizowski (1986) states that while PI may not have fulfilled its early promise, “the influence of the Programmed Instruction movement has gone much further and deeper than many in education care to admit” (p. 131). At the very least, PI was the first empirically determined form of instruction and played a prominent role in the convergence of science and education. Equally important is its impact on the evolution of the instructional design and development process. This chapter addresses the historical origins of PI, its underlying psychological principals and characteristics, and the design process for the generation of programmed materials. Programmed Instruction is renowned as the most investigated form of instruction, leaving behind decades of studies that examine its effectiveness. That history of PI-related inquiry is addressed herein. Finally, the chapter closes with current applications of PI and predictions for its future use. 20.1 HISTORICAL ORIGINS OF PROGRAMMED INSTRUCTION