Transfer of Learning Gained in a Programmed Learning Task

Davis, Tom

doi:10.1080/1355800670040406

Cited by 4 publications

(1 citation statement)

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“…This is based, presumably, on the assumption that programmed instruction gives the student practice on a series of related problems which together lead to the development of concept and principle learning. However, recent studies of transfer effects in programmed learning (Davis, 1967;Pikas, 1967) tend to suggest that this mode of learning is not as effective as traditional, expository methods in producing transfer under conditions of response dissimilarity. But comparisons between discovery learning and expository methods (Guthrie, 1967) suggest that discovery methods have greater transfer potential.…”

Section: Audio-visual Aids and Programmed Learning Unit University Omentioning

confidence: 96%

Transfer of Learning Under Two Conditions of Instruction: Programmed and Guided Discovery

Jamieson

1970

Programmed Learning and Educational Technology

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A comparison was made between programmed and guided discovery learning to test for transfer effects. Eighty female subjects, age range 24 to 71, were given specially prepared courses of instruction which were followed by a transfer task involving the reading of punched paper tapes. The results showed that transfer was effected equally well by both methods of instruction, but the guided discovery method conferred benefits in terms of speed of working on the transfer task when an analysis was made across the total scores for time to completion. It was suggested that transfer needs to be considered in terms of conceptual and perceptual transfer in tasks which involve a change of stimulus material. Evidence was provided to show that programmed learning can be successfully employed with a wide age range of subjects to teach a concept which is later utilised under new stimulus conditions.

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Section: Audio-visual Aids and Programmed Learning Unit University Omentioning

confidence: 96%