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programmed learning

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Jinu Kunjumon Varghese
Jinu Kunjumon Varghese

The document discusses the history and principles of programmed learning. It was developed by B.F. Skinner based on operant conditioning research. Programmed learning breaks content into small sequential steps and provides immediate feedback. There are two types: linear programming which presents one concept at a time, and branching programming which allows for multiple choices and remedial frames for incorrect answers. The principles include small steps, active student response, and self-pacing. Programmed learning aims to individualize instruction and help students learn at their own pace without a teacher.

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Introduction The term Programmed learning has been coined from principles of operant learning or conditioning developed at the psychological laboratories on the basis of experimental studies conducted on animals by B.F.Skinner of Harvard University. This concept was used to development of self learning material or programmed learning and teaching machines. B.F.Skinner and his companions had first started programmed learning in 1943
B.F.Skinner published a paper entitled Science of Learning and art of Teaching . This paper leads the way for the programmed instruction. He claimed that desirable behavior can be brought out by continuous feed back. Thereafter, Sidney L.Pressey designed a teaching machine for teaching purpose.
Meaning of Programmed Learning Programmed instruction is the process of arranging the material to be learned into a series of sequential steps that is from known to unknown. ------ Smith and Moore Programmed learning is a method of designing a reproducible sequence of instructional events to produce a measurable and consistent effect on behavior of each and every acceptable students. ------ Susan Markle
Principles of Programmed Learning Principle of Small Steps Principle of Active Response Principle of Immediate Reinforcement Principle of self Pacing Principle of Self Evaluation
Individualized Instruction Logical Sequence of material (Small Steps) Interaction between the learner and the programmed Immediate Knowledge of results Organized nature of Knowledge Learners Own Speed (Self Pacing) Constant Evaluation
To help the students for learning by doing. To provide the situation to learn at his/her own speed. To help the student to learn without the presence of teacher. To present the mater in a logical manner. To study himself. To evaluate himself. To compare his/her answer with the key .
programmed learning
Linear Programming This was developed by B.F.Skinner and his associates. In this method the subject method will be divided into very small steps each of which is called as frame. In each frame, the student to do something. After giving the answer for the question immediately he can check whether his answer in correct or wrong F 1 F 2 F 3 F 4 F 5 F 6
Branching Programming This was developed by Norman, A. Crowder (1960) and it was called as intrinsic programmed. In this method the subject should select the answer for the question(Objective Type). If subjects answer is correct he will lead to the next frame. If subjects answer is wrong he will lead to the remedial frame. After the remedial frame he will directed to the main frame. F1 IfAnswerisWrong If Answer is Correct F2 F1.1
Types of Linear Programming Construct response Multiple choice type Conventional chaining Skip linear Criterion Frames Egrule system Rulge system
Features of Linear Programming Linear Arrangement Small Steps Controlled Responses Active Responding Immediate Feedback Prompting Self- Pacing Simple Mechanism Minimum error
Limitation of Linear Programming Lack of Motivation No Freedom of choice No development of discriminative power No student centered No specific role of teacher Difficulty in finding background
Branching Programming Basic Assumptions:- Needs of the learner Meaningful units New material Traditional Methods No hindrance by errors Multiple choice items Sufficient freedom
programmed learning
Features Of Branching Programming A. Based on traditional tutorial method B. Larger frame C. Multiple choice questions D. Alertness of learners E. Easier to develop frames F. Teaching and instruction G. Psychological and social motivation
Limitations Of Branching Programming Guessing Difficulty in multiple choice questions Difficulty in arranging the Branching Programme Not Suitable for small children Costly No suitable feedback Programmers immagination
programmed learning

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programmed learning

  • 1. Introduction The term Programmed learning has been coined from principles of operant learning or conditioning developed at the psychological laboratories on the basis of experimental studies conducted on animals by B.F.Skinner of Harvard University. This concept was used to development of self learning material or programmed learning and teaching machines. B.F.Skinner and his companions had first started programmed learning in 1943
  • 2. B.F.Skinner published a paper entitled Science of Learning and art of Teaching . This paper leads the way for the programmed instruction. He claimed that desirable behavior can be brought out by continuous feed back. Thereafter, Sidney L.Pressey designed a teaching machine for teaching purpose.
  • 3. Meaning of Programmed Learning Programmed instruction is the process of arranging the material to be learned into a series of sequential steps that is from known to unknown. ------ Smith and Moore Programmed learning is a method of designing a reproducible sequence of instructional events to produce a measurable and consistent effect on behavior of each and every acceptable students. ------ Susan Markle
  • 4. Principles of Programmed Learning Principle of Small Steps Principle of Active Response Principle of Immediate Reinforcement Principle of self Pacing Principle of Self Evaluation
  • 5. Individualized Instruction Logical Sequence of material (Small Steps) Interaction between the learner and the programmed Immediate Knowledge of results Organized nature of Knowledge Learners Own Speed (Self Pacing) Constant Evaluation
  • 6. To help the students for learning by doing. To provide the situation to learn at his/her own speed. To help the student to learn without the presence of teacher. To present the mater in a logical manner. To study himself. To evaluate himself. To compare his/her answer with the key .
  • 8. Linear Programming This was developed by B.F.Skinner and his associates. In this method the subject method will be divided into very small steps each of which is called as frame. In each frame, the student to do something. After giving the answer for the question immediately he can check whether his answer in correct or wrong F 1 F 2 F 3 F 4 F 5 F 6
  • 9. Branching Programming This was developed by Norman, A. Crowder (1960) and it was called as intrinsic programmed. In this method the subject should select the answer for the question(Objective Type). If subjects answer is correct he will lead to the next frame. If subjects answer is wrong he will lead to the remedial frame. After the remedial frame he will directed to the main frame. F1 IfAnswerisWrong If Answer is Correct F2 F1.1
  • 10. Types of Linear Programming Construct response Multiple choice type Conventional chaining Skip linear Criterion Frames Egrule system Rulge system
  • 11. Features of Linear Programming Linear Arrangement Small Steps Controlled Responses Active Responding Immediate Feedback Prompting Self- Pacing Simple Mechanism Minimum error
  • 12. Limitation of Linear Programming Lack of Motivation No Freedom of choice No development of discriminative power No student centered No specific role of teacher Difficulty in finding background
  • 13. Branching Programming Basic Assumptions:- Needs of the learner Meaningful units New material Traditional Methods No hindrance by errors Multiple choice items Sufficient freedom
  • 15. Features Of Branching Programming A. Based on traditional tutorial method B. Larger frame C. Multiple choice questions D. Alertness of learners E. Easier to develop frames F. Teaching and instruction G. Psychological and social motivation
  • 16. Limitations Of Branching Programming Guessing Difficulty in multiple choice questions Difficulty in arranging the Branching Programme Not Suitable for small children Costly No suitable feedback Programmers immagination