COLLEGE‐LEVEL INSTRUCTION: DERIVED RELATIONS AND PROGRAMMED INSTRUCTION

Abstract

Recent research has demonstrated the effectiveness of programmed instruction that integrates derived relations to teach college‐level academic material. This method has been demonstrated to be effective and economical in the teaching of complex mathematics and biology concepts. Although this approach may have potential applications with other domains of college learning, more studies are needed to evaluate important technological variables. Studies that employ programmed instruction are discussed in relation to future directions for research.