Through an application of John Carroll's model of school learning the instructional technologist can initiate a multivariate approach toward the improvement of instruction. Variables such as time allowed, student perseverance, quality of instruction, and ability to understand can be manipulated or attended to in the design of more effective and efficient instruction through the application of educational technology.
Get full access to this article
View all access options for this article.
References
1.
CarrollJ. B., A Model for School Learning, Teachers College Record, 64, pp. 723–733, 1963.
2.
LewisL. A.Jr., An Empirical Test of John B. Carroll's Model of School Learning, unpublished doctoral dissertation, Florida State University, 1969.
3.
BloomB. S., Time and Learning, Thorndike Address, 81st Annual Convention of the American Psychological Association, Montreal, 1973.
4.
CarrollJ. B., Fitting a Model of School Learning to Aptitude and Achievement Data Over Grade Levels, Research Bulletin, Educational Testing Service, Princeton, N.J., No. 51, 1973.
5.
BlockJ. H., Mastery Learning, Theory and Practice, Holt, Rinehart, & Winston, Inc., 1971.
6.
BugelskiB. R., The Psychology of Learning Applied to Teaching, Bobbs-Merrill Co., N.Y., 1971.
7.
KellerF. S.TeacherGoodbye, Journal of Applied Behavioral Analysis, Spring, 1968.
8.
PostelthwaiteS. N.NovakJ. and MurrayH. T., The Audio-Tutorial Approach to Learning, Burgess, Minneapolis, 1969.
9.
BerlyneD. E., Structure and Direction in Thinking, Wily, N.Y., 1965.
10.
HovlandC. I.JanisI. L. and KelleyH. H., (eds.), Communication and Persuasion, Yale University Press, New Haven, 1953.
11.
BloomB. S., Taxonomy of Educational Objectives; Handbook One The Cognitive Domain, David McKay, New York, 1956.
12.
GagneR. and BriggsL., Principles of Instructional Design, Holt, Rinehart & Winston, N.Y., 1974.
