B.P.S.I.T.T.
R KHANPUR
KALAN SONIPAT
SUB-TECHNOLOGY OF LEARNER AND LEARNING
TOPIC-PROGRAMME
LEARNING(DEFINATION,TYPES,METHODS)
SUBMITTED TO –[Link] SHARMA(TEACHING
ASSISTANT)
SUBMITTED BY-AARZOO TOMAR
ROLL NO-14060281
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 [Link] of Harvard University. This concept was used
to development of self learning material or programmed learning and
teaching machines.
[Link] and his companions had first started ‘programmed
learning’ in 1943
[Link] 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 [Link] 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 .
Linear Programming
• This was developed by [Link] 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
F1 F2 F3 F4 F5 F6
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 subject’s answer is correct he will lead to the next frame.
• If subject’s answer is wrong he will lead to the remedial
frame.
• After the remedial frame he will directed to the main
frame.
If Answer is Wrong
F1.1
If Answer is Correct
F1 F2
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
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
Programmer’s immagination
