Summary

This article presents comparative analyses of basic principles of programmed teaching and constructivism, with a view for their subsequent use in creating open learning didactics based on personally-oriented approach. The authors also investigate the claim that in the basis of the two paradigms (constructivism and personal learning) lies the same idea: the humanistic character of education, consideration of individual characteristics, activity-based approach and the student. The assumptions about the increasing efficiency of educational process, based on the ideas of integrative unity of these concepts are justified. Further development is discussed of personally-oriented approach in terms of such interconnected approaches as e-learning, connectionism and combined learning. Simultaneously, programmed teaching is also going through experiencing its renewal phase and in connection with other paradigms can be used effectively and purposefully in education.

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