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Thematische Bibliographien / Programed instruction / Zeitschriftenartikel

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Zeitschriftenartikel zum Thema „Programed instruction“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 29. Juli 2025

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1

Muffoletto, Robert. "Reflective Teaching And Visual Literacy: Teacher Intervention and Programed Instruction." Journal of Visual Verbal Languaging 6, no. 2 (1986): 47–54. http://dx.doi.org/10.1080/23796529.1986.11674415.

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2

Fransisca, Yulia. "MENINGKATKAN HASIL BELAJAR MAHASISWA PADA MATA KULIAH RANGKAIAN LISTRIK MENGGUNAKAN MODEL PEMBELAJARAN DIRECT INSTRUCTION DAN SOFTWARE CIRCUIT WIZARD." Journal of Vocational and Technical Education (JVTE) 1, no. 1 (2019): 7–11. http://dx.doi.org/10.26740/jvte.v1n1.p7-11.

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ABSTRAKPenelitian ini bertujuan untuk mengetahui Penggunaan Model Pembelajaran Direct Instruction dan Software Circuit Wizard dapat meningkatkan hasil belajar mahasiswa pada mata kuliah rangkaian listrik 1. Penelitian ini adalah Penelitian Tindakan Kelas (PTK) dengan empat tahapan, yaitu perencanaan, pelaksanaan, pengamatan dan refleksi. Penelitian Tindakan Kelas dilaksanakan padaProgram Studi Pendidikan Teknik Elektro yang memprogramkan mata kuliah Rangkaian Listrik I yang berjumlah 27 orang. Pada Siklus I skor minimal siswa 40, skor maksimal 85, rata-rata skor yang dicapai mahasiswa adalah 6

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3

Fisk, Arthur D., Mark W. Scerbo, and Richard F. Kobylak. "Relative Value of Pictures and Text in Conveying Information: Performance and Memory Evaluations." Proceedings of the Human Factors Society Annual Meeting 30, no. 13 (1986): 1269–72. http://dx.doi.org/10.1177/154193128603001306.

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This paper describes the results of two experiments that examine the relative value of pictures and text for transmitting information in technical documentation. Work on this topic is required because, at present, there are few guidelines for deciding how to present information to communicate procedural information (such as technical manuals, job aids, programmed instruction, etc) when decisions must be made between pictures and text (as they often must when attempting to computerize documentation). The results of both experiments do provide some support for previous research showing that it i

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4

Harley, R. K., R. G. Long, J. B. Merbler, and T. A. Wood. "Orientation and Mobility for the Blind Multiply Handicapped Young Child." Journal of Visual Impairment & Blindness 81, no. 8 (1987): 377–81. http://dx.doi.org/10.1177/0145482x8708100808.

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The purpose of this study was to develop and validate a programmed instructional program in orientation and mobility for blind multiply handicapped infants and toddlers below the developmental age of 3 years. Scales were developed for each of four major areas: motor development, cognitive development, movement and touch, and sound localization. Programmed instruction training materials were developed for each of these scales. The scales and programmed instruction were then field-tested with 22 multiply handicapped blind infants and toddlers functioning between 0 and 3 years of age. The childre

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5

C.T, Abdul Majeed, and M. Ilankumaran. "Empowering Second Language Learning and Teaching in the ESL Classroom: Harnessing Digital Media and Programmed Instruction." World Journal of English Language 15, no. 6 (2025): 243. https://doi.org/10.5430/wjel.v15n6p243.

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This abstract examines integrating digital media and programmed instruction into ESL Class teaching to improve acquiring a second language. As the application of digital tools increases in education, educators are presented with unprecedented opportunities to engage learners and optimize instructional strategies. This paper examines the potential of digital media tools, including interactive software, online platforms, and multimedia resources, in facilitating language acquisition and proficiency development among ESL learners. Furthermore, the utilization of programmed instruction techniques

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6

Studva, Kathleen V. "Programmed Instruction." Cancer Nursing 8, no. 1 (1985): 63–75. http://dx.doi.org/10.1097/00002820-198502000-00010.

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7

Studva, Kathleen V. "Programmed Instruction." Cancer Nursing 8, no. 3 (1985): 185???200. http://dx.doi.org/10.1097/00002820-198506000-00007.

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8

Studva, Kathleen V. "Programmed Instruction." Cancer Nursing 8, no. 1 (1985): 63–75. http://dx.doi.org/10.1097/00002820-198508010-00010.

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9

Studva, Kathleen V., Sharon Quint-Kasner, Wende Levy, Beverly Shives Meadows, Roberta Carroll, and Catherine Rice Gorrell. "Programmed Instruction." Cancer Nursing 16, no. 5 (1993): 398???415. http://dx.doi.org/10.1097/00002820-199310000-00009.

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10

Dunne-Daly, Carrie F. "Programmed Instruction." Cancer Nursing 17, no. 5 (1994): 434???445. http://dx.doi.org/10.1097/00002820-199410000-00009.

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11

Tomaszewski, Jeanette G., Leslie DeLaPena, Susan B. Gantz, et al. "Programmed Instruction." Cancer Nursing 18, no. 4 (1995): 313. http://dx.doi.org/10.1097/00002820-199508000-00009.

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12

Gantz, Susan, Jeanette G. Tomaszewski, Leslie DeLaPena, Jean Molenda, D. Laurie Bernato, and June Kryk. "Programmed Instruction." Cancer Nursing 18, no. 6 (1995): 470???497. http://dx.doi.org/10.1097/00002820-199512000-00009.

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13

Peters, Kathryn F., and Donald W. Hadley. "Programmed Instruction." Cancer Nursing 20, no. 1 (1997): 62–71. http://dx.doi.org/10.1097/00002820-199702000-00008.

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14

McDonald, Jason K., Stephen C. Yanchar, and Russell T. Osguthorpe. "Learning from programmed instruction: Examining implications for modern instructional technology." Educational Technology Research and Development 53, no. 2 (2005): 84–98. http://dx.doi.org/10.1007/bf02504867.

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15

Kicklighter, Jana R. "Programmed Self-Instruction." Journal of Nutrition Education 20, no. 2 (1988): 102. http://dx.doi.org/10.1016/s0022-3182(88)80213-9.

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16

Carey, Mary. "Programmed self-instruction." Journal of Nutrition Education 20, no. 2 (1988): 104. http://dx.doi.org/10.1016/s0022-3182(88)80218-8.

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17

DeLaPena, Leslie, Jeanette G. Tomaszewski, D. Laurie Bernato, June A. Kryk, Jean Molenda, and Susan Gantz. "Programmed Instruction: Biotherapy." Cancer Nursing 19, no. 1 (1996): 60–75. http://dx.doi.org/10.1097/00002820-199602000-00008.

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18

&NA;. "Programmed Instruction: Answers." Cancer Nursing 19, no. 4 (1996): 329–31. http://dx.doi.org/10.1097/00002820-199608000-00009.

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19

DickS, Barbara. "Programmed Instruction: Cancer Pain." Cancer Nursing 13, no. 4 (1990): 256–61. http://dx.doi.org/10.1097/00002820-199008000-00007.

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20

Dunne-Daly, Carrie F. "Programmed Instruction Radiation Therapy." Cancer Nursing 18, no. 2 (1995): 144???161. http://dx.doi.org/10.1097/00002820-199504000-00008.

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21

Rodriguez, Carmen S., and Carol Reed Ash. "Programmed Instruction: Cancer Therapy." Cancer Nursing 19, no. 3 (1996): 214–28. http://dx.doi.org/10.1097/00002820-199606000-00008.

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22

Rodriguez, Carmen S., and Carol Reed Ash. "Programmed Instruction: Cancer Therapy." Cancer Nursing 19, no. 4 (1996): 320–28. http://dx.doi.org/10.1097/00002820-199608000-00008.

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23

Rodriguez, Carmen S., and Carol Reed Ash. "Programmed Instruction: Cancer Therapy." Cancer Nursing 19, no. 5 (1996): 392–400. http://dx.doi.org/10.1097/00002820-199610000-00009.

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24

Rodriguez, Carmen S., and Carol Reed Ash. "Programmed Instruction: Cancer Therapy." Cancer Nursing 19, no. 6 (1996): 455–64. http://dx.doi.org/10.1097/00002820-199612000-00006.

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25

Dimond, Eileen, June Peters, and Jeanne Jenkins. "Programmed Instruction: Human Genetics." CANCER NURSING 20, no. 3 (1997): 213–26. http://dx.doi.org/10.1097/00002820-199706000-00007.

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26

Biesecker, Barbara Bowles. "Programmed Instruction: Cancer Genetics." CANCER NURSING 20, no. 4 (1997): 285–300. http://dx.doi.org/10.1097/00002820-199708000-00009.

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27

C.T, Abdul Majeed, and Dr M. Ilankumaran. "Programmed Instruction is a System for Sustainable Development of Language Skills." Migration Letters 20, S9 (2023): 1643–54. http://dx.doi.org/10.59670/ml.v20is9.6028.

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Programmed Instruction (PI) stands as a promising system for fostering sustainable development of language skills in learners. With its roots in behavioral psychology and cognitive learning theories, PI integrates principles of instructional design and technology to create a structured and personalized learning experience. This abstract explores how Programmed Instruction contributes to the sustainable development of language skills, emphasizing its effectiveness, adaptability, and potential for widespread implementation. PI capitalizes on its systematic approach, breaking down complex languag

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28

Fienup, Daniel M., Jeffery Hamelin, Kimberly Reyes-Giordano, and Terry S. Falcomata. "COLLEGE-LEVEL INSTRUCTION: DERIVED RELATIONS AND PROGRAMMED INSTRUCTION." Journal of Applied Behavior Analysis 44, no. 2 (2011): 413–16. http://dx.doi.org/10.1901/jaba.2011.44-413.

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29

Boakes, Robert A. "FROM PROGRAMMED INSTRUCTION TO PIGEONS." Journal of the Experimental Analysis of Behavior 77, no. 3 (2002): 374–76. http://dx.doi.org/10.1901/jeab.2002.77-374.

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30

Rex, E. "New Programmed Instruction in Braille." Journal of Visual Impairment & Blindness 86, no. 6 (1992): 239–40. http://dx.doi.org/10.1177/0145482x9208600603.

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31

DeLaPena, Leslie, Myra Woolery-Antill, Jeanette G. Tomaszewski, et al. "Programmed Instruction: Biotherapy Module V." Cancer Nursing 19, no. 2 (1996): 135–51. http://dx.doi.org/10.1097/00002820-199604000-00008.

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32

Pelle, Salvatore A. "National Society for Programmed Instruction." NSPI Journal 1, no. 2 (2007): 1–8. http://dx.doi.org/10.1002/pfi.4180010201.

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33

Pelle, S. "National Society for Programmed Instruction." NSPI Journal 1, no. 3 (2007): 1–10. http://dx.doi.org/10.1002/pfi.4180010301.

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34

Whig, Vandana, Bineet Desai, and Dinesh N. "Analyzing the effects of a training programmed on the use of incidental teaching and targeted initiations by teachers with students with autism spectrum disorder." Multidisciplinary Science Journal 5 (August 18, 2023): 2023ss0223. http://dx.doi.org/10.31893/multiscience.2023ss0223.

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An educational strategy known as incidental training motivates learners to seek out and participate in educational possibilities in their immediate surroundings. The aim of this research set out to find out how a 1-hour tailored course on incidental instruction, coupled with comprehensive feedback, would lead to improved execution of incidental teaching by educators and more focused beginnings by pupils who have ASD. Four teachers took an active role in the investigation. Through the one-hour customized instruction period, students were given an introduction to incidental teaching and given gu

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35

Oviawe, Jane Itohan, Irdayanti Mat Nashir, and Mohamed Nor Azhari Azman. "Identifying the Technical Lecturers’ Perception of Students’ Engagement in Application of Interactive Instructional Strategies." Journal of Technology and Humanities 2, no. 1 (2021): 1–8. http://dx.doi.org/10.53797/jthkkss.v2i1.1.2021.

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This study identifies the technical lecturers’ perception of students’ engagement in application of interactive instructional strategies using survey method. The study aimed to determine student in technical institutions level of the: meaning of students’ engagement in instruction; indicators of students’ engagement in instruction and factors that influence students’ engagement in application of interactive instructional strategies. The population for the study consisted of all ninety two technical education lecturers in technical universities and colleges of education in South Nigeria. The in

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36

Lu, Lu, and Peijun Shen. "The Development History and Future Trend of Computer-Assisted Teaching." Highlights in Science, Engineering and Technology 72 (December 15, 2023): 423–28. http://dx.doi.org/10.54097/mn007h87.

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As the world population continues to grow, computer-assisted instruction can help alleviate the educational problems of a large population. Since the first example of computer-assisted instruction, Programmed Logic for Automated Teaching Operations, appeared in the 1960s, computer-assisted instruction's development has constantly been changing. Because of the attention and research of relevant workers, computer-assisted instruction covers more and more fields. Moreover, with the development of artificial intelligence technology, the functions of computer-assisted instruction are increasing, an

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37

Middelton, Lindsay A., Kathryn F. Peters, and Elizabeth A. Helmbold. "Programmed Instruction: Genetics and Gene Therapy." CANCER NURSING 20, no. 2 (1997): 129–51. http://dx.doi.org/10.1097/00002820-199704000-00008.

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38

Skudrna, Vincent J. "Role of Computer Assisted Instruction (CAI) in an Introductory Computer Concepts Course." Journal of Educational Technology Systems 25, no. 4 (1997): 327–45. http://dx.doi.org/10.2190/8362-cgbb-3d5r-j0uc.

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The primary objective of this article is to discuss the role of Computer Assisted Instruction (CAI) at the undergraduate level via a survey of related literature and specific applications. CAI shares many features with other instructional modes, such as traditional classrooms and programmed instruction (PI). Many characteristics of learners affect their ability to learn and acquire new knowledge. An individual's subject-specific knowledge and general knowledge both affect comprehension. With regard to instructional design, system approaches are sometimes referred to as instructional developmen

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39

Fernald, Peter S., and Elizabeth A. Jordan. "Programmed Instruction versus Standard Text in Introductory Psychology." Teaching of Psychology 18, no. 4 (1991): 205–11. http://dx.doi.org/10.1207/s15328023top1804_1.

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Introductory psychology students (N = 149) prepared for a 33-item quiz by either completing 70 to 90 frames of programmed instruction, reading a standard text chapter, or reading a standard text chapter covering subject matter unrelated to the quiz. Findings suggest that programmed instruction is both an effective method for learning introductory psychology subject matter and a more efficient method than learning from a standard text. Several impediments stand in the way of programmed instruction, the most serious one being that educators do not create high-quality programs based on relevant r

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40

Stewart, William J. "Optimizing Computer-Integrated Instruction." Journal of Educational Technology Systems 18, no. 2 (1989): 103–7. http://dx.doi.org/10.2190/end4-4y3x-vxd6-xht2.

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Computer use has typically been relatively limited in elementary and secondary school classrooms. Nevertheless, the computer can and should be fully infused into the total instructional process. In line with this, the computer, through being programmed to generate, relative to the separate subject, broad fields and personal-social essentials curricular approaches, suggestions of objectives, content items, activities, materials, and evaluation devices, for better relating instruction within separate subjects and/or across subject lines to student differences, can become an integral part of the

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41

Marques, Leonardo Brandão, and Olavo de Faria Galvão. "Desenvolvimento e avaliação de um sistema informatizado de instrução programada." ACTA COMPORTAMENTALIA 18, no. 3 (2010): 347–60. https://doi.org/10.32870/ac.v18i3.24310.

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Este estudo desenvolveu e avaliou um Sistema Informatizado para o ensino de conceito da Análise Experi-mental do Comportamento baseado nos princípios da Instrução Programada. O planejamento do ensino do comportamento conceitual utiliza formas efetivas de instrução baseadas em pesquisa empírica. A Instrução Programada para o ensino do comportamento conceitual, aqui considerado na acepção de operantes verbais intraverbais treinados por uma comunidade verbal específi ca, levou em conta os princípios da divisão do material de ensino em pequenas unidades e a exigência do domínio total dos conceitos

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42

STRETTON, T. B., R. HALL, and S. G. OWEN. "Programmed Instruction in Medical Education: Comparison of Teaching-machine and Programmed Textbook." Medical Education 1, no. 3 (2009): 165–68. http://dx.doi.org/10.1111/j.1365-2923.1967.tb01693.x.

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43

Zuluaga, Carlos A., and Matthew P. Normand. "AN EVALUATION OF THE HIGH-PROBABILITY INSTRUCTION SEQUENCE WITH AND WITHOUT PROGRAMMED REINFORCEMENT FOR COMPLIANCE WITH HIGH-PROBABILITY INSTRUCTIONS." Journal of Applied Behavior Analysis 41, no. 3 (2008): 453–57. http://dx.doi.org/10.1901/jaba.2008.41-453.

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44

Dhiman, Preeti. "Investigating the Impact of Programmed and Computer - Assisted Instruction on Science Education." International Journal of Science and Research (IJSR) 12, no. 7 (2023): 1100–1102. http://dx.doi.org/10.21275/sr23714120416.

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45

Crosbie, John, and Glenn Kelly. "EFFECTS OF IMPOSED POSTFEEDBACK DELAYS IN PROGRAMMED INSTRUCTION." Journal of Applied Behavior Analysis 27, no. 3 (1994): 483–91. http://dx.doi.org/10.1901/jaba.1994.27-483.

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46

Monereo i Font, Carles. "The programmed instruction applied to self-care behaviors." Quaderns de Psicologia, no. 11 (September 24, 2009): 145. http://dx.doi.org/10.5565/rev/qpsicologia.425.

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47

Goldfarb, Robert. "Operant conditioning and programmed instruction in aphasia rehabilitation." Journal of Speech and Language Pathology – Applied Behavior Analysis 1, no. 1 (2006): 56–65. http://dx.doi.org/10.1037/h0100186.

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48

Kurbanoglu, N. Izzet, Yavuz Taskesenligil, and Mustafa Sozbilir. "Programmed instruction revisited: a study on teaching stereochemistry." Chem. Educ. Res. Pract. 7, no. 1 (2006): 13–21. http://dx.doi.org/10.1039/b5rp90012c.

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49

Talabi, J. K. "The Comparative Effects of Televised and Programmed Instruction." Journal of Educational Television 15, no. 1 (1989): 17–24. http://dx.doi.org/10.1080/0260741890150103.

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50

Emurian, H. H., X. Hu, J. Wang, and A. G. Durham. "Learning Java: a programmed instruction approach using Applets." Computers in Human Behavior 16, no. 4 (2000): 395–422. http://dx.doi.org/10.1016/s0747-5632(00)00019-4.

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