Like other fields, the prevalence of online learning opportunities in behavior analysis has continued to expand in recent years. A wide variety of pedagogical models of online instruction have been suggested by members of various teaching and training professions. Although these models may appear contrary to behavior analytic teachings, several cite Skinner’s Programmed Instruction (1958) as an influence. Behavior analysts may be uniquely positioned to detect and assess the effectiveness and efficacy of the elements that make up such models, which would involve identifying, examining, and operationalizing the components of numerous suggested models. Examination of such models may lead toward advancement of behavior analytic teaching technologies.
The purpose of this webinar is to examine the potential interrelationship between behavior analytic approaches to learning and other pedagogical models of online instruction. First, multiple pedagogical models outside the field of behavior analysis, the components of each, and how behavioral technologies may be included will be discussed. A framework to assess the effectiveness and utility of the models will also be suggested. Lastly, the methods and results from a current study incorporating the framework will be shared.