2. Characteristics of programmed
instruction
Skinerian program is based on operant
conditioning from behaviourist theory of human
behaviour
Crowderian programming or branched
programming is based on theory of human
training
It is a strategy of developing sequences of
developing material in such a way that
maximizes the rate and depth of learning foster
understanding and provide reinforcement to the
learner
3. In this type of strategy the assumptions are
clearly stated which pertain to the level of
reading comprehency of the learner his
command of vocabulary and background of
the subject matter
The instructional objectives underlying the
programme are defined in explicit and
operational terms
Subject matter is presented in logical steps
5. Basic principles of programming
Principles of small steps
Principle of immediate confirmation
Principle of active response
Self pacing
Student testing
6. Modification of principles by Edward F.O.
Day
Mandatory principles
Objective specification
Empirical testing
Individual tryout
Small group tryout
Field try out
Self pacing
8. Definitions
Edgar Dale: Programmed learning is a systematic
step by step self instructional program aimed to ensure
the learning of stated behaviour.
G.O.M. Leith: Program is a sequence of small steps
of instructional material called frames most of which
require a response to be made by completing a blank
space in the sentence. To ensure that expected
responses are given, a system of cueing is applied and
each response is verified by the provision of
immediate knowledge of results. Such a sequence is
intended to be worked at the learners’ own pace as
individual self-instruction.
9. Smith and Moore: Programed instruction is
the process of arranging the material to be
learnt into a series of sequential steps.
Usually it moves the student from a familiar
background into a complex and new set of
concepts principles and understanding.
It is a Systematic Step By Step Self
Instructional Programme.
10. It is a device which presents an exercise or a problem
to a student, inducing him to respond, and revealing to
him whether or not his response is correct.
It is a method of designing a reproducible sequence of
instructional events to produce a measurable and
consistent effect on the behaviour of each and every
acceptable student.
Educational programming is the scheduling and
control of student behaviour in the learning process.
It is a planned sequence of experiences, leading to
proficiency in terms of stimulus response relationship.
12. Linear / Extrinsic programming
B. F. Skinner originator
Based on operand conditioning theory
Also called single track program
According to Skinner- a creature human or
bird can be lead to a desired behaviour by
means of a carefully constructed program
consisting of small steps leading logically
through the subject matter leading topic to
topic, provided each step is reinforced by
some kind of favourable experience or
reward.
13. Increment is small
Favorable experiences increase probability of
same response repetition
Process of rewarding the correct responses to
a stimulus increases the general tendency to
give a response
Responses of the learners are controlled by
the programmer therefore called extrinsic
programming
14. Principles of linear programming
Small steps
Active responding
Minimum errors
Knowledge of results
15. Characteristics of linear program
Single track or straight line
Linear material is presented in series of small
steps
Every learner follows same path
Content broken in small units
Sequence of steps remain unchanged
Learner composes his own answer
Learner is expected to response actively
16. Response is immediately reinforced
Self pacing
Moves slowly but steadily from initial to
terminal behaviour
Each unit is called frame
Programmer controls the responses
Learner learns by avoiding errors
17. Merits of linear programming
Immediate knowledge of result acts as
reinforcement
Small frames bring sub goals within reach of
the learner
Repetition strengthens the responses and
ensures learning
Easy nature of program provides successful
experiences to learner
18. Limitations
Dull because of
Subject matter is broken in to small pieces
Responding is mechanical and restrictive
Learning process is slow
Use is limited to only some topics and
subjects
Cramps the imagination of the learner for
creative integrative and judgement learning
Encourages guessing
Does not develops discriminating power
19. Branching or Intrinsic Programming
Developed by Norman A. Crowder
Branching or intrinsic programming is the one which
adopts the need of the learners without the medium of
any extrinsic device such as a computer
It is not controlled extrinsically by the programmer
Program is based on intuition
Approach is more practical
This type of program enjoys multiple response
patterns
Learner is required to select right answer out of
several responses presented to him
20. Characteristics of a branching program
A frame may contain 2-3 related ideas or related
sequences
Each frame is of bigger size as compared to linear
programming
With a view to answer a question the learner has to
arrive at an answer by setting the relationship between
one idea and the other by filling up the gaps not fully
covered in the frame only then he can select the
correct alternative from the multiple choice.
Learner moves forward if the responses are correct but
is diverted or branched to one or more remedial
frames if he does not gives correct response
21. Frame explains the matter afresh when the
response is not correct. The frames elicit the
respondent to give right answer and reveals his
previous mistake. Learner then returns to
previous frame
The cycle goes on till the learner passes through
the whole instructional material at his own pace
Branching programming contains multiple
choice of items where the learner selects
responses whereas in linear programming
responses are constructed.
22. Assumptions of branching programing
Learning takes place better if subject matter is
presented in totality
Learning is better if subject matter is
presented in form of meaning full
components or units
Wrong answers do not necessarily hinder the
learning of correct answer
Multiple choice item help more in learning
process
23. Based on the possibility of detecting and
correcting errors
Basic learning takes place during the learners’
exposure to the new material.
Learning takes place better if the learner is
allows to sufficient freedom to take decision
for adopting the instruction to his needs.
24. Merits of Branching/ Intrinsic
Programming
Big size of frame as well as branching
minimizes unnecessary repetitions and
responses thus reducing the amount of
learning time and fatigue
The pitfalls and consequences of erroneous
logic are usually explained in the remedial
frames so that the learner not only gets the
correct response but understands why some
other responses are not correct.
Instead of simple responses it provides
alternatives in the form of multiple choices.
25. Through its broad framework branching
program provides for more freedom to
respond and scope of choosing one’s path of
learning according one’s need. Thus it helps
in maintaining the interest and initiative of the
learner.
Branching programming is helpful in
development of the power of discrimination
of the learner
Helps in development of creativity and
problem solving
26. Limitations of branching/ intrinsic
programming
The multiple choice questions provided in
this programming may lead to guess work on
the part of the learner and he may not
understand the subject matter
The setting of appropriate multiple choice
question is difficult
No branching method can provide infinite
branching to take care of all possible needs of
every student
27. Cost of branching program is high
Not suitable for small children
Needs revision frequently
Difficult to cover entire subject matter
Cannot shape behaviour of the individual
learner
28. Steps in developing programmed
instructional material
Peter Pipe has suggested following steps:
Selection of unit
Appropriate assumption about learners
entering behaviours
Appropriate objectives in behavioural terms
Pre-requisites knowledge and skill in
behavioural terms
Preparing criterion work
Developing specific out-line of content to be
programmed
29. John P. Decceco
Select a unit or topic to be programmed
Prepare a content outline
Defining objectives in behavioural terms
Constructing and administering test of entering
behaviour
Constructing and administering test of terminal
behaviour
30. Practical steps:
Specify goals of learning-objectives in terms
of behavioural outcomes
Devise a strategy of learning which would
lead them from entering behaviour to terminal
behaviour
Series of frame stimulus response frames
Edit frames for accuracy
Empirical tryout
Validation and evaluation