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Relevant bibliographies by topics / Programmed instruction

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Academic literature on the topic 'Programmed instruction'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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Journal articles on the topic "Programmed instruction"

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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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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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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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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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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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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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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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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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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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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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Dissertations / Theses on the topic "Programmed instruction"

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Brazas, Michael L. "Cognitive load theory and programmed instruction." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001011.

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Scherer, Stephen C. "Reinforcement and punishment during programmed instruction." Morgantown, W. Va. : [West Virginia University Libraries], 2003. http://etd.wvu.edu/templates/showETD.cfm?recnum=2798.

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Thesis (Ed. D.)--West Virginia University, 2003.<br>Title from document title page. Document formatted into pages; contains viii, 114 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 98-103).

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Drown, Michael R. "Transforming from instructor led to self paced training delivery a case study in learning /." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998drownm.pdf.

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McDonald, Jason K. "The Rise and Fall of Programmed Instruction: Informing Instructional Technologists Through a Study of the Past." BYU ScholarsArchive, 2003. https://scholarsarchive.byu.edu/etd/6104.

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Instructional technologists have recently been called upon to examine the assumptions they hold about teaching and learning, and to consider how those assumptions can affect their practice of the discipline. This thesis is an examination of how the assumptions instructional technologists hold can result in instructional materials that do not accomplish the original goals the developers set out to achieve. I explored this issue by examining the case study of programmed instruction, an educational movement from the mid-20th century that promised to revolutionize education but never lived up to i

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Yellen, Richard Emerson. "Increasing the propensity to use computer application software." Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184286.

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The use of computer application software could be increased. The goal of this research was to uncover a design for a module which instructs the potential user how to use software. This type of module, called an instructional module, would, when incorporated on software such as decision support tools, increase the willingness of novices to use the software more frequently. Four instructional modules designs, which were the result of combining two states of two variables of instructional module design, were examined. The four designs are (1) an automated programmed learning module; (2) an automa

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Kelly, Glenn, and mikewood@deakin edu au. "A behavioural analysis of enforced delays in computerised programmed instruction." Deakin University, 1995. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051125.090627.

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A cornerstone of much educational research in individualised and automated instruction (e.g., computer-based learning) is the assumption that learners be permitted to set the rate at which they work through the material to be learned. Experiments that have compared learning under conditions of self pacing (determined by the learner) and external pacing (determined by the experimenter), using a variety of tasks and populations, often have not supported this assumption. To evaluate the putative advantages of student self pacing in automated instruction, the studies in this thesis compared the ef

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Oberem, Graham Edmund. "An intelligent computer-based tutor for elementary mechanics problems." Thesis, Rhodes University, 1987. http://hdl.handle.net/10962/d1001997.

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ALBERT, an intelligent problem-solving monitor and coach, has been developed to assist students solving problems in one-dimensional kinematics. Students may type in kinematics problems directly from their textbooks. ALBERT understands the problems, knows how to solve them, and can teach students how to solve them. The program is implemented in the TUTOR language and runs on the Control Data mainframe PLATO system. A natural language interface was designed to understand kinematics problems stated in textbook English. The interface is based on a pattern recognition system which is intended to pa

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Forsbom, Joel, and Johan Bergman. "Tillämpad beteendeanalys och Programmerad inlärning i en metod för för interaktionsdesign : en byggstensstudie." Thesis, Stockholm University, Department of Psychology, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-29575.

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<p>Föreliggande studies syfte är att vara en första byggsten i skapandet av ett praktiskt användbart tillvägagångssätt för interaktionsdesign som bygger på programmerad inlärning och tillämpad beteendeanalys. Litteraturstudier och logiska resonemang resulterade i en iterativ metod. Denna tillämpades sedan på fallet Dice Arena för att generera kunskap inför framtida utveckling av denna eller liknande metoder. Slutsatsen var att designmetoden är ofullständig men till viss del användbar. Designmetodens huvudsakliga bidrag var en sekvensdesign, en delmetod som strukturerade och tydliggjorde design

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Root, William. "THE SYNTHESIS OF PROGRAMMED INSTRUCTION AND ONLINE EDUCATION: TOWARDS A MODERN-DAY TEACHING MACHINE." OpenSIUC, 2019. https://opensiuc.lib.siu.edu/dissertations/1735.

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The last fifty years have seen rapid growth in student enrollment in online courses. However, few systematic investigations have been utilized to identify best practices in online education experimentally. Skinner (1958) laid out a science of teaching derived from the principles of operant conditioning, and methods for adopting programmed instruction into the evolving technology of his time. In what he termed a "Teaching Machine," automated instruction programmed contingencies for the student with self-paced, carefully designed sequences towards mastery of the material. This series of investig

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Canton, Reinaldo L. "Effects of constructed response contingencies in web-based programmed instruction on graphing compared to cued-text presentation of the same information." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001259.

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Books on the topic "Programmed instruction"

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Canton, Reinaldo L. Programmed instruction in online learning. Cambria Press, 2007.

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Daniels, H. Frances. Programmed proofreading. 3rd ed. South-Western Pub. Co., 1992.

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Hackworth, Robert D. Programmed arithmetic. 3rd ed. H & H Pub. Co., 1992.

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Feinstein, George W. Programmed college vocabulary. 7th ed. Pearson/Prentice Hall, 2006.

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Feinstein, George W. Programmed college vocabulary. 4th ed. Prentice Hall, 1992.

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Feinstein, George W. Programmed college vocabulary. 7th ed. Pearson/Prentice Hall, 2006.

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J, Fagan Johannes, and American Academy of Otolaryngology--Head and Neck Surgery Foundation., eds. Tracheotomy. 4th ed. American Academy of Otolaryngology--Head and Neck Surgery Foundation, 2007.

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Eckel, Karl. Instruction language: Foundations of a strict science of instruction. Educational Technology Publications, 1993.

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Stephenson, William Kay. Concepts in biochemistry. 3rd ed. Wiley, 1988.

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A, Christenson Allan, and Roberts Keith J, eds. Intermediate algebra programmed. Addison-Wesley, 1986.

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Book chapters on the topic "Programmed instruction"

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Halder, Santoshi, and Sanju Saha. "Programmed Instruction." In The Routledge Handbook of Education Technology. Routledge India, 2023. http://dx.doi.org/10.4324/9781003293545-11.

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LaBrot, Zachary C., and Brad A. Dufrene. "Programmed Instruction." In Encyclopedia of Personality and Individual Differences. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-24612-3_931.

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LaBrot, Zachary, and Brad A. Dufrene. "Programmed Instruction." In Encyclopedia of Personality and Individual Differences. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-28099-8_931-1.

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Dingliang, Tan. "Skinner’s Programmed Instruction." In The ECPH Encyclopedia of Psychology. Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-99-6000-2_1141-1.

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Dingliang, Tan. "Skinner’s Programmed Instruction." In The ECPH Encyclopedia of Psychology. Springer Nature Singapore, 2024. https://doi.org/10.1007/978-981-97-7874-4_1141.

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Foth, H. D. "Programmed Instruction in Soil Science." In ASA Special Publications. American Society of Agronomy, Crop Science Society of America, and Soil Science Society of America, 2015. http://dx.doi.org/10.2134/asaspecpub12.c19.

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Van den Brande, L. "Computer-Assisted Programmed Cases: A Learning Method for Improving the Understanding of Persons." In Computer-Based Instruction in Military Environments. Springer US, 1987. http://dx.doi.org/10.1007/978-1-4613-0915-4_20.

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Reynolds, Jilian L., and Desiree Tan. "The Flipped Computer Science Classroom: A Modern Approach to Programmed Instruction." In Springer Texts in Education. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-4171-1_8.

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Macaro, Ernesto, and Mark Searle. "Your ‘Language Support’ Programme." In Navigating English Medium Instruction. Routledge, 2025. https://doi.org/10.4324/9781003544241-7.

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O’Doherty, Teresa, and Tom O’Donoghue. "The Revised Programme of Primary Instruction." In Radical Reform in Irish Schools, 1900-1922. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-74282-9_3.

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Conference papers on the topic "Programmed instruction"

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Mohammed, Mostafa, and Clifford A. Shaffer. "Teaching Formal Languages through Programmed Instruction." In SIGCSE 2024: The 55th ACM Technical Symposium on Computer Science Education. ACM, 2024. http://dx.doi.org/10.1145/3626252.3630940.

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Mohammed, Mostafa, Piexuan Ge, Samnyeong Heo, and Clifford A. Shaffer. "Support for Programmed Instruction in an eTextbook." In SIGCSE '21: The 52nd ACM Technical Symposium on Computer Science Education. ACM, 2021. http://dx.doi.org/10.1145/3408877.3439586.

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Mohammed, Mostafa, Clifford A. Shaffer, and Susan H. Rodger. "Using Interactive Visualization and Programmed Instruction to Teach Formal Languages." In SIGCSE '19: The 50th ACM Technical Symposium on Computer Science Education. ACM, 2019. http://dx.doi.org/10.1145/3287324.3293795.

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Mohammed, Mostafa Kamel Osman. "Teaching Formal Languages through Visualizations, Simulators, Auto-graded Exercises, and Programmed Instruction." In SIGCSE '20: The 51st ACM Technical Symposium on Computer Science Education. ACM, 2020. http://dx.doi.org/10.1145/3328778.3372711.

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Županec, Vera, Marina Zeljković, Tijana Pribićević, and Tomka Miljanović. "THE SIGNIFICANCE AND APPLICATION OF PROGRAMMED INSTRUCTION IN BIOLOGY IN A PRIMARY SCHOOL." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.0998.

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Becea, Liliana, and Raluca Pelin. "CONTRIBUTIONS CONCERNING THE USE OF COMPUTER ASSISTED PROGRAMMED LEARNING IN THE THEORETICAL TRAINING OF PHISICAL EDUCATION AND SPORTS FOR STUDENTS FROM THE POLYTECHNIC UNIVERSITY." In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-219.

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Information is one of the most important factors in the process of human development as is briefly and eloquently expressed in the saying: &quot;One wise man is worth ten rulers&quot;. Due to the specificities of the subjects, concise and complex information in higher-education heightens both the level of understanding as well as, indirectly, the degree of the subjects&#039; participation in their own formative process. The students&#039; responsiveness to information is directly proportional to their interest in the themes discussed. Theoretical training in physical education,

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Jaiyeakyen, Kamonpat. "A STUDY OF VISUALLY IMPAIRED STUDENTS’ SATISFACTION LEVEL TOWARD ELECTRONIC PROGRAMMED INSTRUCTION IN THAI LANGUAGE SUBJECT." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.0242.

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Bjekić, Dragana, Milevica Bojović, and Mirjana Beara Benjak. "Empowering Psychological Resilience: Evaluation of Training." In Proceedings TIЕ 2024. University of Kragujevac, Faculty of Technical Sciences, Čačak, 2024. http://dx.doi.org/10.46793/tie24.507b.

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Psychological resilience is a positive psychological adaptation in times of challenges and crises. Many training programmes focus on psychological resilience. The training programme “Manual: Step by step from trainees to trainers and supporters in student peer support network” is developed within the project “Enhancing digital and psychological resilience through peer networking in the online environment in times of crisis”. The sub-programme A focused on psychological resilience, well-being, stress, and social support. The paper presents this sub-programme and discusses the programme structur

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Drabik, Timothy J., and Sing H. Lee. "Parallel algorithms for matrix algebra problems on shift-connected digital optical single-instruction multiple-data arrays." In OSA Annual Meeting. Optica Publishing Group, 1986. http://dx.doi.org/10.1364/oam.1986.ml3.

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Shift-connected digital optical single-instruction multiple-data (SIMD) arrays1 comprise a 2-D (N × N) array of 1-bit logic/arithmetic elements with optical inputs and outputs, a memory that stores binary images, and hardware to perform arbitrary, programmable space-invariant shifts on data images as they are brought from memory to the logic array. Results of logic operations are returned to the memory in parallel. Such a shift-connected array can efficiently perform multiples of dense matrices or of sparse matrices possessing a multidiagonal structure from which algorithms for matrix inversio

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Souleles, Nicos. "The education of the social designer." In 14th International Conference on Applied Human Factors and Ergonomics (AHFE 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1003533.

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The proliferation of Higher Education (HE) programmes of study in the broad area of social design highlights the instructional challenges of how to educate the social designer. The evolution of HE programmes of study in this academic area has developed without agreed-upon criteria. It is characteristic, however, of social designers’ working practices that they deal with complexity that often requires multiple stakeholder participation and cross-disciplinary knowledge. It is a challenging task to strike the right educational balance to provide the appropriate skills. The unpacking of instructio

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Reports on the topic "Programmed instruction"

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Atuhurra, Julius, Rastee Chaudhry, and Michelle Kaffenberger. Conducting Surveys of Enacted Curriculum Studies in Low- and Middle-Income Countries: A Toolkit for Policymakers, Researchers, and Education Practitioners. Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-misc_2023/13.

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The Surveys of Enacted Curriculum (SEC) approach is used to analyse and report on the academic content embedded in education instructional components such as curriculum standards, assessments, and teachers' classroom instruction. Through a partnership between the RISE Programme and the Center for Curriculum Analysis, the approach has been used to analyse educational alignment in low- and middle-income country education systems, including in Kenya, Nepal, Nigeria, Tanzania, and Uganda. The SEC approach has many applications including content and alignment analysis for curriculum standards, asse

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Hwa, Yue-Yi, Michelle Kaffenberger, and Jason Silberstein. Aligning Levels of Instruction with Goals and the Needs of Students (ALIGNS): Varied Approaches, Common Principles. Research on Improving Systems of Education (RISE), 2020. http://dx.doi.org/10.35489/bsg-rise-ri_2020/022.

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In this Insight Note, we present a set of principles shared by varied approaches that have all succeeded in improving foundational learning in developing countries. These approaches were not explicitly designed with this list of principles in mind; rather, the principles emerged through analysis and synthesis of successful approaches. We call such efforts ALIGNS approaches, which stands for Aligning Levels of Instruction with Goals and the Needs of Students. ALIGNS approaches take many forms, ranging from large-scale policy and curricular reforms to in-school or after-school remedial programme

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Angrist, Noam, and Rachael Meager. The role of implementation in generalisability: A synthesis of evidence on targeted educational instruction and a new randomised trial. Centre for Excellence and Development Impact and Learning (CEDIL), 2022. http://dx.doi.org/10.51744/cswp4.

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Targeted instruction is one of the most effective educational interventions in low- and middle-income countries, yet the reported impacts of this approach vary, from 0.07 to 0.78 standard deviations (SDs) across contexts. We study this variation and the contextual factors associated with it by combining an evidence aggregation covering 10 study arms with a new randomised trial. The results show that two factors explain most of the heterogeneity in reported effects: the degree of implementation (intention-to-treat or treatment-on-the-treated effects) and the instruction delivery model (teachers

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Schipper, Youdi, Isaac Mbiti, and Mauricio Romero. Designing and Testing a Scalable Teacher Incentive Programme in Tanzania. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/044.

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School participation in Tanzania has increased dramatically over the past two decades: primary school enrolment increased from 4.9 million in 2001 to 10.9 million in 2020. While 81 percent of primary-school-age children are currently enrolled, over the last ten years, the primary completion rate has dropped and remains below 70 percent since 2015 (data from UNESCO Institute for Statistics).1 Despite improvements in enrolment, indicators of foundational learning remain low. According to the 2020 report of the Standard Two National Assessment (STNA), conducted by the National Examinations Counci

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Opare-Kumi, Jennifer. Foundational Learning and Mental Health: Empirical Evidence from Botswana. Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/133.

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A considerable proportion of mental health problems surface in early childhood and adolescent years, with early onset mental health problems having the potential to affect the long-term development of young people. Research shows that positive teaching and learning school climates are associated with positive socio-emotional, behavioural, and academic student outcomes. The pedagogical intervention Teaching at the Right Level (TaRL) creates an enabling learning environments through fun and engaging, targeted instruction—proven to improve foundational numeracy and literacy outcomes of young peop

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Battams, Nathan, and Margo Hilbrecht. Les répercussions de la COVID-19 : Les mères réfugiées ou nouvellement établies au Canada – Rapport final. L’Institut Vanier de la famille, 2022. http://dx.doi.org/10.61959/mcee6286f.

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De plus en plus d’études tendent à démontrer que la pandémie de COVID-19 a des répercussions inégales sur la santé, le bien-être et les finances des différents types de familles. Or, les nouveaux arrivants et les réfugiés, qui sont souvent confrontés à des situations difficiles, semblent être particulièrement vulnérables au moment de s’établir au pays pour y bâtir une nouvelle vie. Au printemps 2021, l’Institut Vanier de la famille s’est associé au Mothers Matter Centre afin d’étudier les répercussions de la pandémie sur les mères réfugiées ou nouvellement établies au pays qui étaient inscrite

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Tan, Michael Lip Thye. Making, innovation, and science education: Considering two layers of analysis. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/22783.

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This study aims to document two layers of analysis concerning the educative benefits of making in makerspaces. While makerspaces are often closely associated with particular digital fabrication technologies in the public imagination, this study takes an expanded definition to include any sort of making that involves modifying materials according to one’s own plans, and not simply following instructions for assembly. While this would include conventional Design and Technology, Fabric work, and even Food and Nutrition, I have chosen to focus on the production of new scientific knowledge, especia

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Nelis, Sharon, Thuy Dinh, and Lorraine Gilleece. P-TECH Ireland student survey 2024. Educational Research Centre, 2024. http://dx.doi.org/10.70092/1620538.0924.

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This report provides a snapshot of the student experience of the first P-TECH student cohort in Ireland as they finish post-primary school. It looks at their views on school, experiences in P-TECH and plans for the future. A total of 49 students responded to the online survey, with a response rate of nearly 64% of eligible students. Students’ views on school were divided. About one-third of students disagreed/strongly disagreed that they looked forward to school. Students’ reflections on their learning within P-TECH were largely positive. The majority of students (>80%) reported that P-TECH

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Komba, Aneth, and Richard Shukia. Accountability Relationships in 3Rs Curriculum Reform Implementation: Implication for Pupils’ Acquisition of Literacy and Numeracy Skills in Tanzania’s Primary Schools. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/065.

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This study responded to one key research question: What are the accountability relationships between the actors in implementing the 3Rs curriculum reform? A qualitative research approach informed the study, using key informant interviews, focus group discussion and document review. The data were analysed using thematic and content analysis. The study established that the key actors in implementing the 3Rs curriculum are the government institutions and the development partners. These actors provide teaching, learning materials and support in the provision of in-service teacher training. Yet, th

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Veung, Naron. Enhancing the Collaboration between TVET Institutions and the Private Sector in Cambodia: Implications for Skills Provision. Cambodia Development Resource Institute, 2024. https://doi.org/10.64202/cdri.

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Collaboration with the private sector has been an influential tool in addressing a variety of complex issues or problems in both developed and developing economies around the globe. Like many countries, Cambodia has strongly promoted collaboration with the private sector across all education sectors. In the Cambodian TVET sector, the Royal Government of Cambodia has emphasised public-private partnerships (PPP) in its national TVET Policy 2017-2025 and Skills Development Roadmap 2023-2035. Such collaboration can make TVET more industry-relevant by increasing the private sector’s role, duties, a

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