APPLICATIONS OF PROGRAMMED LEARNING PRINCIPLES TO THE PREPARATION OF TELEVISION LESSONS IN ELEMENTARY SCIENCE AND MATHEMATICS

Abstract

The investigation was undertaken as a study of four questions.

1.	Can techniques of programmed learning be applied to the preparation of television lessons? Instructional television and programmed learning may be considered incompatible with each other. For most writers, a criterial feature of programmed learning is that it is individually self‐paced. Furthermore, programmed learning is typically verbal. It involves setting objectives, analysis of tasks, provision for active responding and feedback and requires validation trials which lead to modifications. On the other hand, television is essentially visual, is notoriously deficient in feedback and in audience participation and is tied to tight studio schedules. Attempting to integrate the two might well be inimical to both though on the other hand they might be mutually enhancing.
2.	Validation of television productions would seem to require extra studio time and facilities for repeated viewing of successively modified versions of the programs. Are there ways of testing and improving audio‐visual materials which are economical of television facilities without detracting from the special features of the medium, e.g. animation?
3.	If schools are to make use of television there must be involvement of teachers both to interest them in its services and to influence the adaptation of the medium to the needs of the school situation. Can experienced teachers contribute to the shaping of television instruction or are its techniques and technology beyond their reach?
4.	Though there are a number of comparisons of programmed and “conventional” television teaching there is little or no evidence on the relative effectiveness of programmed television instruction (involving the use of animated captions, moving pictures and visible presenter, as well as fading, mixing and other technical feats), less sophisticated audiovisual systems, such as slide‐tape or overhead projection with tape, and individually self‐paced programmed instruction. Can particular advantages be found for any of these?

Two sets of programmed television lessons on different topics were validated by staff and research students (experienced teachers) of an advanced course in educational technology in co‐operation with a college of education television studio. Techniques of preparation, validation and production are described together with the results of comparisons between conventionally administered programs, a number of audio‐visual methods and closed circuit television. Findings are discussed in relation to the questions raised.

* This report was prepared for the Nuffield Foundation, Resources of Learning Project, which supported the Research described herein.

Notes

* This report was prepared for the Nuffield Foundation, Resources of Learning Project, which supported the Research described herein.