Week 7

Programmed Instruction and Mastery Learning

The two articles address a common principle, that is the process of learning and how to

introduce the instructional material. Today’s instructional designs preceded by Sidney Pressey

(1924) and Skinner (1954), is given to learners in a linear manner then it progressed to linear

with branching that includes interactive instructions. Therefore, we are using the same old

principles with advances following and taking advantage of the advances in technology. The idea

of chunking the instructions or presenting it in a step-by-step manner where learners interact with

the instruction and progress to the next step when they master the current step. This brings

Vygotsky’s principle of the Zone of Proximal Development (ZPD) to the surface. The ZPD is the

transitional step between what the learners know and what they need to know. Gradually, with

scaffolding learners can proceed from their zone of actual development (ZAD) to their ZPD

through attaining new knowledge. This interactive branching and giving feedback (including

corrective feedback) acts as scaffolding element to help the learners to master one step at a time.

In our daily job as language teachers, we are implementing Skinner's approach where learners

are exposed to small amounts of information and will proceed to the next step once they master

the first piece of information. In addition, learners receive immediate constructive feedback this

will enhance their learning as they interact more and more with the given information.

Clark, D.R. (n.d). Instructional Design — Programmed Learning. Retrieved from

http://www.nwlink.com/~donclark/hrd/media/programmed_learning.html

Vygotsky, L. (1980). Mind in society: The development of higher psychological

processes. Harvard university press.