Programmed Instruction, Programmed Branching, and Learning Outcomes

Abstract

This chapter discusses the principles of two qualitatively different and somewhat competing instructional designs from the 1950s and ’60s, linear programmed instruction and programmed branching. Our hope is that an understanding of these ideas could have a positive influence on current and future instructional designers who might adapt these techniques to new technologies and want to use these techniques effectively. Although these older ideas do still see occasional study and debate (e.g., Dihoff, Brosvic & Epstein, 2003, 2004), many current instructional designers are probably unaware of the learning principles associated with these (cf., Fernald & Jordan, 1991; Kritch & Bostow, 1998).