Abstract
Two aspects of the context for research in instructional technology are described—innovations in media technology, and educational requirements. A good deal of education, the survival part, appears to be acquired byincidental learning, and a number of prospects are discussed for research in that area, while more traditional learning research onintentional learning is currently conducted in the framework of cognitive information processing. An important concept to denote what is learned is theschema, and a number of possibilities are described for schema-based research on learning from text.
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Author Note. This article is a slightly revised version of an address delivered to the Conference on Educational Technology, organized by the University Consortium for Instructional Development and Technology, at Bloomington, Indiana, April 20–23, 1985.
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Gagne’, R.M. Instructional technology: The research field. Journal of Instructional Development 8, 7–14 (1986). https://doi.org/10.1007/BF02906263
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DOI: https://doi.org/10.1007/BF02906263