Contemporary Instructional Design

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Author(s): Robert S. Owen (Texas A&M University, USA)and Bosede Aworuwa (Texas A&M University, USA)
Copyright: 2011
Pages: 6
Source title: Instructional Design: Concepts, Methodologies, Tools and Applications
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-60960-503-2.ch109

Keywords: Education / Educational Technologies / Information Science Reference / Instructional Design

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Abstract

This article discusses the principles of two qualitatively different and somewhat competing instructional designs from the 1950s and 1960s, 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 mention and study (e.g., Brosvic, Epstein, Cook, & Dihoff, 2005; Dihoff, Brosvic, & Epstein, & Cook, 2004), many contemporary instructional designers are probably unaware of the learning principles associated with these (cf., Fernald & Jordan, 1991; Kritch & Bostow, 1998; McDonald, Yanchar, & Osguthorpe, 2005).

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