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Direct instruction revisited: A key model for instructional technology

  • Susan G. Magliaro
  • Barbara B. Lockee
  • John K. Burton
Development

Abstract

Rooted in behavioral theory, particularly the radical or selectivist behaviorism of B.F. Skinner (1953, 1954, 1966, 1968, 1974), the direct instruction (DI) approach to teaching is now well into its third decade of influencing curriculum, instruction, and research. It is also in its third decade of controversy. Our purpose is to present the DI model with the notion that the designer can and should use the model effectively based on appropriate assessment of the learners, content, context, and task at hand. To accomplish our goal, we begin with a general discussion of the basic DI framework, followed by a summary of the major DI models that have been used in live instructional contexts. We then shift to a review of how DI has been used in technology-based learning environments. Finally, we conclude with a look into the future of DI.

Keywords

Instructional Technology Direct Instruction Intelligent Tutoring System Independent Practice Solve Word Problem 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Association for Educational Communications and Technology 2005

Authors and Affiliations

  • Susan G. Magliaro
    • 1
  • Barbara B. Lockee
    • 1
  • John K. Burton
    • 1
  1. 1.Department of Teaching and Learning at Virginia TechUSA

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