Behaviorism and Developments in Instructional Design and Technology

2011 ◽  
pp. 153-172 ◽  
Author(s):  
Irene Chen
Keyword(s):  
Instructional Design ◽  
Mathematical Analysis ◽  
Black Box ◽  
Design And Technology ◽  
Thought Processes ◽  
Specific Stimulus ◽  
Learning To Read ◽  
Stimulus Response ◽  
Observable Change ◽  
The Mind

The theory of behaviorism concentrates on the study of overt behaviors that can be observed and measured (Good & Brophy, 1990). In general, the behavior theorists view the mind as a “black box” in the sense that response to stimulus can be observed quantitatively, ignoring the possibility of thought processes occurring in the mind. Behaviorists believe that learning takes place as the result of a response that follows on a specific stimulus. By repeating the S-R (stimulus-response) cycle, the organism (may it be an animal or human) is conditioned into repeating the response whenever the same stimulus is present. The behavioral emphasis on breaking down complex tasks, such as learning to read, into subskills that are taught separately, has a powerful influence on instructional design. Behaviors can be modified, and learning is measured by observable change in behavior. The behavior theorists emphasize the need of objectivity, which leads to great accentuation of statistical and mathematical analysis.

Behaviorism and Developments in Instructional Design and Technology

2011 ◽  
pp. 1259-1281
Author(s):  
Irene Chen
Keyword(s):  
Instructional Design ◽  
Mathematical Analysis ◽  
Black Box ◽  
Design And Technology ◽  
Thought Processes ◽  
Specific Stimulus ◽  
Learning To Read ◽  
Stimulus Response ◽  
Observable Change ◽  
The Mind

The theory of behaviorism concentrates on the study of overt behaviors that can be observed and measured (Good & Brophy, 1990). In general, the behavior theorists view the mind as a “black box” in the sense that response to stimulus can be observed quantitatively, ignoring the possibility of thought processes occurring in the mind. Behaviorists believe that learning takes place as the result of a response that follows on a specific stimulus. By repeating the S-R (stimulus-response) cycle, the organism (may it be an animal or human) is conditioned into repeating the response whenever the same stimulus is present. The behavioral emphasis on breaking down complex tasks, such as learning to read, into subskills that are taught separately, has a powerful influence on instructional design. Behaviors can be modified, and learning is measured by observable change in behavior. The behavior theorists emphasize the need of objectivity, which leads to great accentuation of statistical and mathematical analysis.

Behaviorism

2011 ◽  
pp. 127-147
Author(s):  
Irene Chen
Keyword(s):  
Instructional Design ◽  
Black Box ◽  
Chain Model ◽  
Thought Processes ◽  
Immediate Feedback ◽  
Specific Stimulus ◽  
Stimulus Response ◽  
Computer Based Learning ◽  
Computer Based ◽  
The Mind

The theory of behaviorism concentrates on the study of overt behaviors that can be observed and measured (Good & Brophy, 1990). In general, the behavior theorists view the mind as a “black box” in the sense that response to stimulus can be observed quantitatively, ignoring the possibility of thought processes occurring in the mind. Behaviorists believe that learning takes place as the result of a response that follows on a specific stimulus. By repeating the S-R (stimulus-response) cycle, the organism (may it be an animal or human) is conditioned into repeating the response whenever the same stimulus is present. The behavioral emphasis on breaking down complex tasks, such as learning to read, into subskills that are taught separately has a powerful influence on instructional design. Behaviors can be modified, and learning is measured by observable change in behavior. The behavior theorists emphasize the need of objectivity, which leads to great accentuation of statistical and mathematical analysis. The design principles introduced by the behavior theorists continue to guide the development of today’s computer-based learning. In distance education courseware and instructional software, key behavior-modification principles are used. For example, a typical course Web site usually states the objectives of the software; uses text, visual, or audio to apply appropriate reinforcers; provides repetition and immediate feedback; uses principles to shape, chain, model, punish, and award the learners; incorporates a scoring system as a part of the system; and provides status of the progress of the learner.

scholarly journals Essential books in the field of instructional design and technology

2009 ◽  
Vol 25 (5) ◽  
Author(s):  
Jenelle Ouimette ◽  
Daniel W. Surry ◽  
Adrian Grubb ◽  
David A. Hall
Keyword(s):  
Instructional Design ◽  
Design And Technology ◽  
Point Scale ◽  
Inferential Statistics ◽  
Core Group ◽  
Area Of Interest ◽  
Instructional Design And Technology ◽  
Personal Library ◽  
Degree Level ◽  
Education Business

<span>This article describes the results of a study to determine the books that instructional design and technology professionals believed were most important to the field. Participants in this study were 77 professionals from different areas of the field, including education, business, and government. The purpose of the study was to create a snapshot of the books that form the theoretical and practical foundation of the field of instructional design and technology at this time in the field's history. A survey was conducted asking participants to rank the importance of books on a four-point scale from "profoundly important" to "unimportant". The data were then analysed using descriptive and inferential statistics. Results indicate that the importance of a book varies widely, based on factors such as a person's area of interest in the field, degree level, and age. Overall, however, the study found that 10 books were viewed as being among the most important by most respondent groups. This core group of books should be included in every instructional designer's or technologist's personal library.</span>

scholarly journals An analysis of instructional design and technology departments

2016 ◽  
Vol 65 (4) ◽  
pp. 869-888 ◽  
Author(s):  
Richard E. West ◽  
Rebecca A. Thomas ◽  
Robert Bodily ◽  
Casey Wright ◽  
Jered Borup
Keyword(s):  
Instructional Design ◽  
Design And Technology ◽  
Instructional Design And Technology

Gender Issues in Online Education

2012 ◽  
pp. 105-121 ◽  
Author(s):  
Lesley S. J. Farmer
Keyword(s):  
Online Learning ◽  
Instructional Design ◽  
Online Education ◽  
Gender Issues ◽  
Social Aspects ◽  
Design And Technology ◽  
Online Learners ◽  
Self Identity ◽  
Online Educators ◽  
And Gender

Women constitute the majority of U.S. online learners, an environment that can cloak gender issues. Nevertheless, people bring their experiences and attitudes to the educational table, and gender remains a significant factor that online educators need to consider. This chapter focuses on the biological and social aspects of gendered learning and self-identity as they apply to online learning, particularly in Western societies. Gender-sensitive instructional design and technology incorporation strategies are provided to support gender-equitable engagement in online education.

Operator Control Parameters and Fine Tuning of Genetic Algorithms (GAs)

2021 ◽  
pp. 115-127
Keyword(s):  
Genetic Algorithms ◽  
Black Box ◽  
Fine Tuning ◽  
Control Parameters ◽  
Solution Quality ◽  
Internal Working ◽  
Size Number ◽  
Crossover Probability ◽  
The Mind ◽  
Operator Control

Genetic algorithms (GAs) are heuristic, blind (i.e., black box-based) search techniques. The internal working of GAs is complex and is opaque for the general practitioner. GAs are a set of interconnected procedures that consist of complex interconnected activity among parameters. When a naive GA practitioner tries to implement GA code, the first question that comes into the mind is what are the value of GA control parameters (i.e., various operators such as crossover probability, mutation probability, population size, number of generations, etc. will be set to run a GA code)? This chapter clears all the complexities about the internal interconnected working of GA control parameters. GA can have many variations in its implementation (i.e., mutation alone-based GA, crossover alone-based GA, GA with combination of mutation and crossover, etc.). In this chapter, the authors discuss how variation in GA control parameter settings affects the solution quality.

Opening the “black box” of learning to read

2017 ◽  
pp. 99-122 ◽  
Author(s):  
Laura M. Steacy ◽  
Amy M. Elleman ◽  
Donald L. Compton
Keyword(s):  
Black Box ◽  
Learning To Read
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