Programmed Instruction (B.ED)

 

Programmed Instruction Method Meaning, Advantages & Disadvantages

Definition of Programmed Instruction Method of Teaching

Program instruction method of teaching is an autocratic and individualized strategy. It is based on psychological principles of operant condition. The response of the learner are strictly controlled by the programmer.

Meaning of Programmed Instruction

Its main focus is to bring desirable change in the cognitive domain of the learner’s behavior. The structure of teaching method is that the 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 the learner in the program on some different leaflets. The correct response of the learner is the new knowledge or new behavior. Immediate confirmation of correct response provides reinforcement to the learner and he proceeds to the next frame. Wrong responses required feedback. Physical presence of the teacher is not necessary. He may come to give instructions regarding the program. Students are left for learning at their own pace.

Types of Programmed Instruction

There are three types of this teaching strategy

1. Linear Programming. It is being used for teaching all subjects. In programed teaching strategy progressive chain elements are presented. Last step is at the mastery level. It is based on five fundamental principles.

1. Small steps
2. Active responding
3. Immediate confirmation
4. Self-pace
5. Student testing

2. Branched Programming. It is generally used in mechanical fields.
3. Mathematics. Retrogressive chain of elements is presented. First step is the master level while the last step is the simplest element.

Styles/Types of programming

          There are three types of programming.

1.     Linear Programming.

2.     Branching Programming.

3.     Mathetics.

Linear Programming:

          The founder of this programming is B.F. Skinner. It is based on theory of operant conditioning. It tells that “A Certain direction can be given to human behavior”, for this purpose activities is needed to divide in small parts and make their analysis.

 

 

          Linear programming is based on five fundamental principles-

1.     Principles of small step.

2.    Principle of Active responding.

3. Principle of immediate confirmation.

4.    Principle of self pacing.

5.    Principle of student testing.

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, student’s error create hindrance in learning. Student learns better in Laissez fairy environment.

Frame size in 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 four types of frames. Introductory frames, Teaching frame, practice frames and testing frames.

Responses in linear programming are structured responses and are controlled by programmer and not by learners. Immediate confirmation of correct responses provide reinforcement, wrong responses are ignored.

It is used for secondary level students, used for achieving lower objectives of learning especially for recall and recognition, useful for student of average and below average intelligence can be used in distance education programme.

Limitations of Linear programming-

1.      No freedom for student to response.

2.      Based on learning theories which were formulated by experience conducted on animals. A human being is more intelligent, than animals, he has got an intelligent brain.

3.      Every learner has to follow the same path; therefore, student may cheat from one another.

4.      Wrong responses are avoided in the programme. No remedy is provided for them.

 

Branching programming

The founder of Branching programming is Norman A Crowder. It is based on configuration theory of learning. It is a problem solving approach. It is stimulus centered approach of learning. It is based on three basic principles- 1. Principle of Exposition, 2. Principle of Diagnosis, 3. Principle of remediation.

Assumptions behind this programming are-

A.    Student learns better if he is exposed to whole situation or content.

B.     Student errors help in diagnosis.

C.     Student learns better if remediation is provided side by side.

D.    Student learns better in democratic environment.

Frame size is large. There may be a Para or page in the frame. Frame structure is Exposition- Diagnosis- Remediation types. There are two types of frames- Home page (for teaching and diagnosis) & Wrong pages (for remediation). Responses not rigidly structured and responses are selected by learner and not by the programmer. Confirmation of correct responses provides reinforcement. Wrong responses also help in diagnosis of weaknesses of the learner. Remedy is provided on the basis of diagnosed weaknesses of the learner. Error helps in diagnosis of the weaknesses of learner. More than 20% error rate can be accepted. The purpose of Branching programming is to draw out weak points of learner and provide remedy for recovering those weaknesses.

Branching programming is used for secondary as well as higher classes. Higher objectives can be achieved such as multiple discrimination etc. It is useful for students of above average and high intelligence. It can also be used in Distance education programmes.

Limitations of Branching programming

1.      It does not consider learning process whether learning is taking place or not. Main emphasis is on diagnosing the weakness of learners and providing remedy to them.

2.      There is no sequencing of pages. Student finds it difficult to follow the steps. He does not find it exciting or motivating, therefore he does not want to go through these pages.

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

Mathetics Programming

The founder of Mathetics is Thomas F. Gilbert. “Mathetics 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. It is based on Principle of chaining, Discrimination and Generalization. Mathetics programming is based on following assumptions.

1.      Chaining of responses helps in learning to reach up to mastery level.

2.      Reverse chaining of stimuli helps in learning, i.e. from whole to part, from Complex to simple.

3.      Completion of task provides motivation to students.

Frames size is organized in small step but in a reverse chain i.e. from complex content to its small, simple units to attain mastery level; Frame structure is based on Demonstration-prompts-release. There are two types of frames- 1. Demonstration frames 2. Prescription frames.

Responses are structured responses and responses determined by the programmer. Completion of task provides reinforcement. Wrong responses are ignored. Error helps in discrimination but not in learning. Its main purpose is to develop mastery of the content. Main focus is on Mathematics and grammar.

It used for higher classes useful for complex and difficult task. It is useful for developing concepts of mathematics and grammar. It can be used in Distance Education.

 

Limitations of Mathetics programming:

1.      Main emphasis is on mastery of the content rather than changes in behavior of the learner.

2.      Retrogressive chaining of stimuli if not effective for terminal behavior.

3.      It is very difficult to develop retrogressive learning package.

Steps in Programming:

1. Topic Selection:

The programmes should select the most familiar topic; otherwise he has to take the help of a subject expert.

2. Content Outline:

After topic selection, its outline may be prepared which cover all the materials, one plans, to teach. For this programme one has to refer to examine relevant books and materials.

3. Instructional Objectives:

Instructional Objectives must be formulated which involve both task description and task analysis. The former is the description of terminal behaviours which the learner is expected to achieve and the latter is the series of component behaviours that he is required to acquire in the process of achieving terminal behaviour.

4. Entry Skill:

The learner should have some pre-reqisite ability and skill to understand properly the new programme. This background experience is called the entry skill and a suitable programme cannot ne prepared without proper assessment of the entry skill.

5. Presentation of the Material:

Suitable format is to be decided for presenting the material from the educational point of view. Then the programmed material should be presented in a sequence of frames arranged as steps towards terminal behaviour.

6. Student Participation:

On analysis of the terminal behaviour one will find the critical responses of the students.

7. Terminal Behaviour Test:

The effect of programme can be ascertained by administering the terminal behaviour test. It is also known as performance assessment. This provides feedback to the programme and shows the effectiveness of the instructional materials.

8. Revision:

Lastly the programme may be revised on the basis of feedback. The instructional materials may be edited and modified according to the needs and requirements of the target audience.

Programmed Learning is a self-instructional device. A rapid learner can cover the material quickly and slow learner may proceed on his own pace. It helps the learner to teach himself at any place and pace according to his convenience. The analytical thinking and self-direction of learners are also promoted through the use of programmed learning materials.

Advantages of ProgrammedInstruction

Following are the advantages of this teaching strategy

1. The main emphasis is on individual differences and students’ involvement.
2. There is not fixed time interval for learning. Students may learn at their own pace.
3. Learning by doing maxim of teaching is followed to involve learners in the learning process.
4. Students are exposed only to correct responses, therefore, possibility to commit errors in reduced.
5. Immediate confirmation of the results provides reinforcement to the learners and encourages the learners to proceed further.  Feedback is provided to wrong answers, so that learner is able to develop mastery over the content.

Disadvantages of Programmed Instruction

1. It is very difficult to develop an instructional programme
2. Only cognitive objectives can be achieved
3. Due to tight schedule of time table, students cannot be left to learn at their own pace. It would be very difficult to learn the content the subject matter in a limited period of time.
4. There is no chance for students’ creativity, their responses are highly structured.
5. Development of programme is not economical in terms of cost and time
6. In absence of the teacher, students may spoil the disciplinary tone of the class, or they will be helpless when any problem arises.
7. It cannot be applied at primary level of education or at higher education

Suggestion for this Teaching Strategy

1. A programmer should have thorough knowledge of the content and technique of content analysis.
2. This strategy should be used as a supplementary device for remedial teaching in the class room.
3. It should be used in distance education or continuing education programs where no rigid time table is applied.
4. If no at a primary level or higher level of education, this strategy may be useful at secondary level of education where many new subjects are introduced in the curriculum and they create problems in learning.

If applied in classroom teaching, teacher should be present in the class. He can maintain discipline in the class and help in eradicating the difficulties of the learners. Personal touch of the teacher can be more fruitful and effective in student’s learning.

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