Programmed learning
- 1. ASSIGNMENT TOPIC: PROGRAMMED INSTRUCTION Submitted to Submitted By Mrs. Anamika .B.S Shyba. A (Lecturer in English) Teacher Trainee English
- 2. INDEX Sl. NO CONTENTS PAGE NO. 1 INTRODUCTION 1 2 DEFENITIONS OF PROGRAMMED INSTRUCTION 2 3 CHARECTERISTICS OF PROGRAMMED LEARNING 3 4 PRINCIPLES OF PROGRAMMED LEARNING 4-5 5 MERITS OF PROGRAMMED LEARNING 6 6 LIMITATIONS OF PROGRAMMED MATERIALS 7 7 LINEAR PROGRAMMING 8 8 CHARECTERISTICS OF LINEAR PROGRAMMING 9 9 MERITS AND DE MERITS OF LINEAR PROGRAMMING 10 10 INTRINSIC PROGRAMMING 11 11 ADVANTAGES AND DIS ADVANTAGES OF BRANCHING PROGRAMME 12 12 REFERENCES 13
- 3. 1 INTRODUCTION Programmed instruction or programmed learning is one of the important innovations in the teaching learning process. Programmed instruction is a carefully specified, systematically planned and effectively controlled self-instructional technique for providing individualized instruction to the learner. The subject matter or learning experience is logically sequenced into small segments. The learning experience is self-corrective. It is an application of the principals of behavioral sciences and technology in the field of education. Programmed learning emerged in the beginning of the 20th century from the efforts of American psychologists. E.L. Thorndike was the first psychologist whose findings bear direct relevance to programming. Other important psychologists who have made significant contribution in the field are, Sidney L. Pressy, Robert M. Gagne, Robert Mager and B.F. Skinner.
- 4. 2 DEFINITIONS OF PROGRAMMED INSTRUCTION 1. Arthur A. Luonsdaine (1964): An instructional programme is a vehicle which generates an essentially reproducible sequence of instructional events and accepts responsibility for efficiently accomplishing a specified change from a given range of initial competencies or behavioral tendencies. 2. Edgar Dale: Programmed learning is a systematic, step by step, self-instructional programme aimed to ensure the learning of stated behavior
- 5. 3 CHARECTERISTICS OF PROGRAMMED LEARNING The objectives underlying the programme are defined in explicit and operational terms. This makes the terminal behavior desired to be built up through the programme measurable and observable. Programmed learner emphasizes the interaction between the learner and the programme. In a programmed learning situation, the learner progresses at his own pace. Programmed instruction takes care of the fact that there are even differences in the rate at which an individual learner learns various kinds of subject matter. In programmed learning a learner moves in every specific way as opposed to traditional procedures of teaching where the learner moves in very general way. A programmed test provides for immediate feedback information. This is based on the theory of reinforcement which emphasizes that the learner learns from the sequence of responding and not from the making of response itself. Programmed learning enhances the capacity of the learner to discriminate or to generalize by frequent application and thus offers the learner an interesting challenging project.
- 6. 4 PRINCIPLES OF PROGRAMMED LEARNING Principle of small steps: It is shown by experiments that even the dullest students can learn as effectively as the brightest students if the subject matter is presented to them in suitable small steps. When we divide the task to be learnt into very small steps, and ask the students to learn only one step at a time, then probably all the students will be able to learn one small step at a time and sequentially learn all the steps. Principle of activity responding: The second psychological principle is that the students learn better and faster when they are actively participating in the teaching-learning process. In our classroom teaching the teachers do ask a few questions and the students respond. But it is not possible for the teachers to ask all the students to respond at each small step. A teaching machine text or a programmed text contains a large number of questions-one question at each small step and the students respond actively. The principle of active responding is used for the programmes. Principle of reinforcement: Every response even approximately correct must be reinforced immediately. Delayed reinforcement fails to work. This is possible only when a teacher has to teach only one student at a time. The most situation is when the teacher can cater to the needs of his students individually. But in classroom teaching this is hardly possible. No teacher, however efficient and sincere he may be, can reinforce each correct response of each of his students as soon as it is made in a classroom situation where he has to teach 40/50 students. Principle of self pacing: The programmed instruction is based on the basis assumption that learning take place effectively if the learner is allowed to
- 7. 5 learn at his own pace. Therefore, a good programme of the material always take care of the principles of self-pacing. A learner moves from one frame to another according to his own speed of learning. Principle of student-evaluation or student testing: Continuous evaluation of the student and the learning process leads to better teaching-learning. In the programmed instruction, the learner has to leave the record of his responses because he is required to write a response for each frame on response sheet. This detailed record helps in revising the programmes.
- 8. 6 MERITS OF PROGRAMMED LEARNING A well programmed instruction is a great thrust in the direction of individualized instruction, as it is tailored to the needs of the individual learner in the class. Since a programme requires continuous response from the learner, it overcomes the inertia and passivity on the part of the learner. The teacher can give explanation in the classroom if the error is common or he may arrange individual conferences on specific points. A well programmed instruction is a great thrust in the direction of individualized instruction as it is tailored to cater to the needs of the individual students of the class. The introduction of programmed instruction is of great significance for developing countries which are set on the path of educating millions of learners and are short of teachers. Programmed instruction enables the teacher to diagnose the problem of the individual learner. Certain motor skills and intellectual abilities normally taught by frequent drills and rote memorization can be very efficiently taught by self instructional devices.
- 9. 7 LIMITATIONS OF PROGRAMMED MATERIALS Programmed materials have been severely criticized as a threat to replacing teacher. It is also argued that the programmed instruction material is very costly and only rich nations can afford it. It is also stated that the development and use of programmed instructional material require expert knowledge and training. An average teacher finds it very difficult to make use of this device. TYPES OF PROGRAMMING 1. Linear or extrinsic programming 2. Branching or intrinsic programming
- 10. 8 LINEAR PROGRAMMING B.F. Skinner is the originator of linear programming. It is also called a single track programme. According to Skinner, a creature, a bird or human being can be led to a desired behavior by means of a carefully constructed programme consisting of small steps leading logically through the subject matter from topic to topic, provided each step is reinforced by some kind of favorable experience or reward. The increments in information which the learner is absorb are small. The favorable experience or response increases the probability of the same response to occur again in the future. PRINCIPLES OF LINEAR PROGRAMMING Principle of small steps. Principles of active responding. Principle of minimum errors. Principle of knowledge of results.
- 11. 9 CHARETERISTICS OF LINEAR PROGRAMMING A linear programme is a single track or a straight line programme. I n the programme, learning material is presented into a series of small steps. Every learner follows the same path in a linear programme. The sequence of steps remain unchanged. The learner is expected to compose his own answer to each question. The learner is expected to respond actively to each step or frame. The responses of the learner get immediate reinforcement. In a linear programme, the programmer controls the response of the learner.
- 12. 10 MERITS OF LINEAR PROGRAMMING Immediate knowledge of results acts as a great motivator and releases anxiety and tension. The smallness of the frames brings the sub-goals within the reach of the learner and thereby facilitates secondary reinforcement. Repetition strengthens the responses and ensures learning. Easy nature of the programme provides ‘success experience’ to the learner. LIMITATIONS OF LINEAR PROGRAMMING In linear programming, the learning process becomes quite dull on account of the following reasons i) Subject matter is broken into very small pieces. ii) Responding is quite mechanical and restrictive. iii) The learning process is quite slow. The use of linear programmer is limited to some subjects and topics. Linear programming encourages guessing. Linear programming does not develop the discriminating power of the students.
- 13. 11 BRANCHING OR INTRINSIC PROGRAMMING Branching or intrinsic programming was developed by Norman. A. Crowder, an American technician. According to Crowder, branching programme is one which adopts to the needs of the learners without the medium of any extrinsic devices such as computer. It is not controlled extrinsically by the programmer. Norman. A. Crowder was a technician who was working in the United States air force. He was faced with the problem of efficiency of vocational training. His programme is based on intuition. His approach at the most is practical. This type of programme employs multiple choice response patterns. CHARECTERISTICS OF A BRANCHING PROGRAMME A frame may contain two or three related ideas. Each frame is of relatively bigger size as compared with the linear type. The learner moves forward if his responses are correct but is diverted or branched to one or more remedial frames if he does not give the correct response. The cycle goes on till the learner passes through the whole instructional material at his own pace. In a branching programme, all learners do not follow the frame route. Rather, the route depends on the response made by the learner. Thus, learners branch according to their responses.
- 14. 12 ADVANTAGES OF A BRANCHING PROGRAMME Big size of a frame as well as the branching minimizes unnecessary repetitions and responding, thus reducing the amount of learning time and fatigue. Instead of simple response it provides alternatives in the form of multiple choices. Branching programme is helpful in the development of the power of discrimination of the learner. Branching is most useful in the areas beyond facts, definitions and basic skills. It helps in the development of creativity and problem solving. DRAWBACKS OF BRANCHING PROGRAMME It is difficult to cover the entire subject-matter. The programme needs revision after every two years. The programme cannot shape the behavior of the learner. The programme is not suitable for small children as they are unable to express the symbolism. The diagnostic questions framed by the programmer may or may not suit the needs of the individual learner.
- 15. 13 REFERENCES J.C. Aggarwal, Essential of educational technology: Teaching learning; innovations in education. http//www.wikipedia.org