Programmed Instruction

Shallu Rana, PhD HDFS2016HS05D

Introduction

Programmed Instruction is a research based system which helps learners work successfully. The method is guided by research done by a variety of applied psychologists & educators.

It is an educational technique characterized by self-paced, self-administered instruction presented in logical sequence and with much repetition of concepts.

Programmed instruction is based on theory that learning in many areas is best accomplished by small, incremental steps with immediate reinforcement or reward for the learner.

Definitions of Programmed Instruction

A method of presenting new subject matters to students in a graded sequence of controlled steps. Students work through the programmed material by themselves at their own speed and after each step test their comprehension by answering an examination question or filling in a diagram. They are then immediately shown the correct answer or given additional information. Computers and other types of teaching machines are often used to present the material, although books may be used.

(The Columbia Encyclopedia, 6th edition)

Smith and Moore (1962) “Programmed Instruction is a process of arranging the material to be learned into a series of sequential steps, usually it moves from a familiar background into complex and set of concepts, principles and understanding.”

Skinner (1954) “Programmed instruction is the first application of laboratory techniques utilized in the study of the learning process to the practical problems of education.”

Conclusion: Programmed instruction is an auto-instructional technique. The information is provided in small steps and each learner progress at his/her own speed.

Aims & Objectives of Programmed Instruction

The main focus of programmed instruction is to bring desirable change in cognitive domain of learner’s behaviour. The main objectives of programmed instruction are:

To help the students in learning by doing. To provide the learners situation, so that they can

learn at their own pace. To help students to learn in the absence of a teacher. To help students in assessing their own performance

themselves, by comparing it with the given answers.

Structure of teaching method

Selected content is analyzed and broken into smaller elements. Each element is independent and complete in itself.

The programmer develops frames based on each element. Responses are also provided to learner, correct response of the learner is the new knowledge or new behaviour.

Characteristics

It is not an audio visual device. It is a part of instructional technology.

It is a method of giving or receiving individualized instructions. It keeps in view their individual differences. The learner moves at his/her own speed.

It clearly defines the entering and terminal behaviour of learners.

It is systematic and sequenced. It provides immediate feedback to learners.

Principles of Programmed Instruction

Principle of small steps Principle of active responding Principle of immediate reinforcement Principle of Self-Pacing Principle of Continuous Evaluation

Types of Programmed Instruction

Software based-a. Linearb. Branchingc. Mathetics Hardware based-a. Learner Controlled Instructionb. Computer Assisted Instruction

Linear Programmed Instruction

Linear programme is one in which every learner follows the identical sequence, that is the frames or didules are encountered in a single & pre-arranged order.

The proponent of this type of programme style is B.F Skinner (1958). The assumption behind the linear programming is that student learns better if content is presented in small units, student response if immediately confirmed, results in better learning while student’s error create hindrance in learning. Student learns better in laissez fair environment.

Frame size is small steps: include only one element of topic at a time. Each step is complete in itself. It can be taught independently and can be measured independently.

Frame structure is based on Stimulus-Response-Reinforcement.

There are 4 types of frames:1. Introductory frames2. Teaching frame3. Practice frames4. Testing frames

Branched Programme Instruction

Founded by Norman A Crowder Based on “Configuration theory of

learning” Branching means “subdivision of

stem or trunk” It is similar to linear programmed

learning except that it is more complicated because it attempts to diagnose the learner’s response. It usually involves the multi-choice format.

After the learners have been presented a certain amount of information, they are given a multiple-choice questions. If they answer correctly they branch to the next body of information. If incorrect, they are directed to additional information, depending on the mistake they made.

Principles

Principle of Exposition Principle of diagnosis Principle of remediation

Mathematics Programmed Learning

Thomas F. Gilbert (1962) is the originator of the concept of mathematics programmed instruction.

It is defined as a systematic application of reinforcement theory to the analysis and construction of complex repertoires which represent the mastery in subject matter.

It is based on “Connectivist theory of Learning” It is a reverse chaining approach based on

chaining, discrimination and generalization. E.g. if 3X4=12, 12 is product then 3&4 are

called=?, page-15(quotients), page-29(factors), page-43(powers)

Disadvantages

Main emphasis is on change in cognitive domain not in behavioral change.

It doesn’t consider learning process whether learning is taking place or not. Main emphasis is on diagnosing the weakness of learners & providing remedy to them.

More emphasis is on remediation rather than teaching. Hence, it is only tutorial approach.