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Direct instruction revisited: A key model for instructional technology

Educational Technology Research and Development volume 53, pages 41–55 (2005)Cite this article

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.

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Authors and Affiliations

  1. Associate Professors, Professor, Department of Teaching and Learning at Virginia Tech, Virginia, USA

    Susan G. Magliaro, Barbara B. Lockee & John K. Burton

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  1. Susan G. Magliaro
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  2. Barbara B. Lockee
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  3. John K. Burton
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Magliaro, S.G., Lockee, B.B. & Burton, J.K. Direct instruction revisited: A key model for instructional technology. ETR&D 53, 41–55 (2005). https://doi.org/10.1007/BF02504684

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  • DOI: https://doi.org/10.1007/BF02504684

Keywords

  • Instructional Technology
  • Direct Instruction
  • Intelligent Tutoring System
  • Independent Practice
  • Solve Word Problem