SEMINAR

PROGRAMMED INSTRUCTION

Submitted by Submitted by
Mrs. Gayathri. R Mrs. Vidhya vijayan
1st year MSC Nursing Senior Lecturer
Upasana college of Nursing Upasana college of
Nursing
Kollam Kollam

Submitted on: 03/12/2018

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INDEX
SL CONTENT PAGE NO
NO

1 INTRODUCTION 3
2 DEFINITION 3
3 HISTORY 4-5
4 CHARACTERISTICS 5-7
5 PRINCIPLES 7
6 DYNAMICS 8
7 TYPES 8-13
8 ADVANTAGES & STEPS 13-14
9 APPLICATION IN EDUCATION 15-17
10 PROBLEMS OF APPLICATION 17
11 CONCLUSION 17
12 BIBLIOGRAPHY 18

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 INTRODUCTION
Programmed instruction or programmed learning is a learning in which
the students work from the known to unknown, from familiar to
unfamiliar. Its planned to control the students responses & to provide a
feed back to the students in pattern designed to accomplish maximum
transfer of learning. Attempts were made since Socratic period towards
a symmetric involvement of self activity on the part of the learners in
the learning process. But today the teaching machine focusing so much
attention clearly & specifically on the value of student self activity &
on the importance of re-inforcement in the learning process.
Programmed instruction is self sufficient. Its very well planned &
organized that when once it is programmed it take care of itself & leads
the learners for successful learning without the intervention of the
teacher. Its an instructional technique designed to suit the changing
learning situation.

DEFINITION
 A kind of learning in which a program takes the place of a tutor for the
student & leads him through a set of frames of specified behaviours
designed & sequence to make it more probable that he will behave in a
given desired way.
-Kocchar S K(1992)

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 A process of arranging materials to be learned in a series of small steps
designed to lead a learner through self-instruction from what he knows
to the unknown of new & more complex knowledge & priciples.

 Programmed Instruction is a planned sequence of experiences, leading

to proficiency in terms of stimulus response relation ship.

-James E Espich & Bill William

HISTORY

 The programmed instruction emerged out of experimental researches

on operant conditioning, it incorporate the principles of reinforcement
to effect behavioral changes in successive approximation to the desired
goal. The total behavior is broken into meaningful operant, which are
chained together to form the whole.
 The programmed instruction offers possibility of providing a
conceptual framework, which allows for the planning & organization
of learning causes with a view to realizing specific, operationally
defined objectives or performance levels.
 Socrates is the first programmer who developed a program in geometry
recorded by Plato in the dialogue menu.
 Gita is the first programmed text in the world. It has all the ingredients
of programming.
 Programmed instruction has emerged as a complete system of
education & training due to the continuous contribution of psychologist
from time to time.

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 E L Thorndike (1874-1949) in his law of effect used programmed
instruction which presents immediate reinforcement for the learners
correct response.

 Sydney L Pressy developed programmed instruction of testing items ie,

multiple choice items. During the first world war, HB English invented
a device which has all the ingredient of programming to help trained
soldiers squeeze a rifle trigger.
 B F Skinner developed theory of learning ie, operant conditioning, in
which the behavior of the learner is shaped in successive approximation
to the desired goal.

CHARACTERISTICS
A learning programe is carefully ordered & organized sequence of
material to assure the best possible learning conditions for a student. It
uses the principle of re-inforcement.

1. Assumptions stated clearly in writing: A program builder has to

make certain assumptions about students to whom his program is
directed.
a) Program builder reads at a particular level of competence.
b) He should have a command of vocabulary.ie, consistent with the
language of the program.
c) Student background in the subject matter.
A specific subject should be put down explicitly in writing before the
program maker begins to arrange his learning materials.

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2. Explicitly stated objectives: The program designer must determine
the goals or objectives of the learning program,ie, the designing of
knowledge, skill, attitudes that the student is expected to acquire
through completion of program.

All the objective should be defined in operational, observable,

measurable term. In order to falicitate the construction of the program
& its subsequent evaluation.

3. Logical sequence of small steps: Subject matter broken down into

fragments of information, is arranged in an orderly sequence of
growing difficulty so tnat the student may progress steadily from one
point in the program to the next.

4. Active responding: Programmed instruction requires interaction

between the student & the program to prevent passiveness of the
program. Active involvement of the learner in teaching learning
program.

5. Immediate feedback: As soon as the student makes each response, the

program informs him of his correctness or incorrectness. The more
rapidly this check or feedback follows his responses, the more effective
become reinforcement.

6. Individual rate: The student learns the subject matter, in view of the
rate of learning needed review, repetition & additional materials will
be stressed.

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7. Constant evaluation: From examining the student responses to the
items, he can obtain an approximation of the programs success. The
teacher gathers objective data upon which to improve the program by
assessing or observing the number of errors.

To assess the students progress, allows the program builder to plan

other learning experiences of a meaningful & helpful kind.

PRINCIPLES

1. Objective specification:
a) The programmer should specify the objectives of the program in
behavioral terms.
b) The programmer identifies the terminal behavior, which the learner
would be able to show at the completion of the program.
c) The programmer further specifies the conditions under which the
terminal behavior is to be manifested & states explicitly any restrictions
to be imposed.
d) The standard of judging the acceptable performance is mentioned in
definite terms.

2. Empirical testing:
The programmer after writing the initial draft of the program tries it out
in three phases.
a) Individual try out: The first draft of program is tested on an individual
in face to face testing. The reactions of the individual are recorded for
each time.

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b) Small group try out: The program is tested on 5 to 10 representative
students of the class for whom its developed.
c) Field try out: After modification on the observation of small group, its
administered in actual classroom conditions.

3. Self pacing:
In programmed instruction, the learner decides the rate at which he/she
progresses through the program. He/She adjusts the pace of work to
his / her own abilities & motivational level. He/She is not forced to
work with the speed of other students of the class. The principle of self
pairing incorporates the concept of individual differences in teaching
learning.

4. Principle of active responding:

A response must be made by the learners & introduces sustained
activity. The learner remains busy & active when he works on a
programs. A good program requires a thorough understanding of the
previous frames before moving to the next time. Active responding on
the part of the learner means learner involvement in the learning
process is active.

5. Student testing:
The teacher can regularly assess the progress of students. He/She can
find out the weakness of students progress and can modify the weak
portion of program in the light of the students performance. The student
can also continually evaluate the performance on the program.

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 DYNAMICS

1. The selection of the subject to be programed requires, an assumptions

by the program builder about the learner who will use the program.

2. The programmer lists the objective of the materials to be programmed.

These factors than influence the programmers choice of a paradigm for
the arrangement of items.
3. Construct the items in accord with established learning techniques.
4. Short sequence after their completion they can be tested & revised on
an initial body.
5. After exposure to a larger number of students, the sequences can be
analysed for errors & short comings. The sequences can be evaluated
for effectiveness in terms of how the student learns from them & this
information can be used for revision of the program.

TYPES
Programing is planning & presenting instructional materials. In
planning & presentation we follow the principles of programing. There
are compulsory & optional principles of programing.

1. Adjunct programing: Sidney L Pressy of Ohio University, America,

developed adjunct programing. He named it as ‘adjunct auto
instruction’. A large step text followed by test items. The information
may run to pages. After reading the information, the learner answers a
series of questions. Each answer is checked with correct answer given
at the end. If the learner is wrong, then he is told which page & line he
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 should read to get the correct answer. The questions need not
necessarily cover all the points dealt with in the passage read. The
questions are meant to clarify the points & clear the misconceptions.

They help the learner to determine whether or not, he has mastered the
content, whether he needs to revise the topic or needs any additional
help from the teachers. Adjunct program can be prepared relatively
easily & quickly.

2. Mathetic programming: Used in industrial training field, ‘mathetics’

is a Greek word, means the process of learning; to mathetics means
pertaining to learning. Gilbert developed this type. He developed an
instructional model involving stages to learn or to teach the behavioral
structure. These stages are demonstrate, prompt & release. In chain
learning, the learner learns or does a series of small pieces of
information or event when learnt becomes the stimulus for or starts the
next piece of information, the second event starts the third event & on
the learning goes in a chain.

3. Computer assisted instruction: To impart formal & informal

education at all levels & in all the areas. Computer aided instruction
facilitates instant access to information with infinite patients, accuracy
provides opportunity for systematically organized maximum learning
for all learners. It provides complete individual instruction.

Types
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a. Logos: this system was developed by Feurzing & Papart at MIT. Logo
is a simple programming language which can be taught to children. The
program provide instruction, which can be used to produce pictures on
an oscilloscope or make a little mechanical robot.
b. Stimulation: The computer in programs enable the student to mount an
experiment in symbolic form.

c. Controlled learning: It indicates both drill & practice. Drill & practice
program is supplementary to the regular curriculum taught by the
classroom teacher. The classroom may also introduce the basic
concepts. The students later on, review & practice fundamental skills
on an individualized basis at instructional terminals. The record of
individual students performance is furnished to the teacher for
evaluation.

Role of teacher
A powerful tool for the teacher in the instructional process.
 The teacher will be able to liberated from his routine work.
 The computer assisted instruction can complete accurately & rapidly
huge data.
Experts needed in computer aided instruction
1. Computer Engineer
2. Lesson writer
3. System operator

4. Linear or extrinsic programing: Prof. B F Skinner is the exponent of

this type of programming. He was concerned with the shaping of
behavior. As per Skinner, a creature can be guided to desired behavior
by means of a series of carefully structured small steps on the condition
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 that each correct step is immediately re-inforced by some kind of
favorable experience or reward. The process of rewarding the correct
response to a stimulus renders the responses highly probable in the
sense that it will be repeated in future.

Steps
a. Information is presented in small steps
b. The learner respond actively in each step
c. Immediate knowledge of result is given
d. Self pacing by the student is possible
It is known as linear because each learner takes the same path through
the instruction. Progresses from frame one to frame two, three etc. in
an unalterable, preplanned sequence.

Limitations
 Lack of motivation: Learning becomes dull, monotonous as a good deal
of time is taken to teach a few & simple points.
 Serial order of learning: Learning is acquired in a serial order. But in
actual life situation, learning may not be serial.
 No freedom of choice: The learner has no choice of his own respond.
Creative imagination & judgemental ability of the learner to respond
are inhibited. Learner donot contribute towards a discovery of answers
but follow a rigid line prescribed by the writer.
 Tendency to guess: The learner find out the clue as to what is to be
filled in the blank & key terms are guessed.

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 Used in limited areas: Where the subject matter can be properly
sequenced. For example science, maths & vocabulary development in
languages.

5. Branching or Intrinsic style: The frames are not kept before the
students in a numerical sequence. The students answer determines
which frame he has to see next.

When student selects an answer, he is directed to the specific frame.

This frame shows him if his answer is wrong & why it is wrong. Eg:
Licensure exam for health professionals in USA.

LIMITATIONS
 Guessing : The learner may give the correct response without
understanding the subject matter of the frame.
 Difficulty in practicing branches: Infinite branching cannot be
provided. It cannot cater to the needs of all individual because it is very
difficult to find out the total number of branches for every individual.
 Diagnostics may not suit the nearly individual learners.
 Branching style cannot be used below 5th class.
 The cost of preparation is high, audio visual equipment needed is very
costly.
 There is no guarantee that the pupil has learned everything the program
is intended to teach.
 The program is unable to control the student.
 It is written primarly for diagnostic purposes so that the student can be
provided with specific remedial material needed as he/she selects
responses.
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 ADVANTAGES
 The student is kept active & alert.
 The teacher gets relieved of doing ordinary jobs & he/she can play the
important role like guide, counselor, motivator & organizer. The
teacher become the model of the students.
 Social & emotional problems can be eliminated.

 The problems of discipline have been automatically solved by the use

of self-instructional material.
 A well programmed self instructional device is tailored to cater to the
needs of individual students of the class.
 Programmed instruction makes learning interesting.
 Every student can work at his own pace.
 Programmed instruction is useful in memorization of facts,
nomenclature & procedures & mastering of simple facts.
 Programmed instruction is useful in situations where the human
instructions are not available.
 Can improve the communication potential of conventional text books.
 Intellectual & some motor skills will be taught more efficiently.
 The discernment of the logic of various disciplines & inspiring students
to creative thinking & judgement.
 It’s a great trust in the direction of individualized instruction.
 The learner is challenged by his own capabilities.
 Re-inforcement for the students.
 More complex concepts will be known.
 Useful in memorization of facts.

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 STEPS IN PROGRAM WRITING
1. Preparation
 The teacher should be thoroughly familiar with the topic & limit the
area to be dealt.
 The teacher should see that the topic is suitable for the program.
 Preparation of a content outline. It will help him to cover all the
material to be taught.

 Behavioral objective should be stated in terms of instructional goals in

operational, observable, measurable terms to facilitate the construction
of program & evaluation.
 Goals further analyzed.
 Constructing a test for entering the behavior.

2. Program writing
 The content outline & analysis of behavioral objective leads to the
terminal behavior through a series of instructional devices.
 The presentation of materials in frames.
 Stimulus & stimulus context.
 The cues for evoking responses.
 Enrichment of material.
 Ensuring the response of student.
 Confirmation of correction of student response.
 Using prompt to guide student responses. Prompts are cues provided in
the program frame to guide the student to make responses correctly.
 Providing careful sequencing of the frames.

3. Tryout & Revision

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 When the first draft is ready, it should be tried out on several persons
and re edited. The original frames should be typed & their responses
given on the back page. It should be given to a small group of students.
The students make use of the typed content(index card) & turn to the
reverse side of the cards for confirmation. It has to be seen where the
mistakes are being committed. This will facilitate revision of the frames
later.

APPLICATION OF PROGRAMMED INSTRUCTION IN

EDUCATION
1. For regular instruction: The teacher can use programmed materials
regular instruction in any subject in which the programmed material is
available. The teacher may use it in conjunction with methods. Eg: TV
films, Text books.
2. Enrichment of curriculum.
3. Remedial instruction: It can be reduce the percentage of failure in
maths & science. Applied right from pre primary school to university
education.
4. Industrial application: It is used in industry because;
a) Lack of qualified instructors & lack of sufficient time to the instructor.
b) Assembling employees into classes is a problem.
c) Employees work in shift.
d) Employees work in scattered location.
e) Heavy cost of staff & maintaining of the service center.
5. The use of programmed instruction can be successfully introduced in
army, navy & air force.
6. Correspondence courses: Successful medium for educating the masses
as well as those who want to continue their education.
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7. To improve agricultural practices for agriculturists, the programmed
material is prepared.
8. To improve sanitary habit of public.
9. Non formal education.
10. Used in banks to train cashiers.
11. Modification of deviant behavior.

12. Vocational training & psychotherapy training.

13. It is for exceptional, handicapped children.
14. Can be used to enrich the curriculum to cater the needs of gifted
children.

PROBLEMS IN APPLICATION

 The problem of quality & quantity.

 Shortage of good teachers in the country.
 Lack of good programmers.
 Resistance.
 Lack of funds & facility.

CONCLUSION
Programmed instruction is a research based system which helps
learners work successfully. The method is guided by research done by
a variety of applied psychologists and education. The learning
materials is in a kind of text book or teaching machine or computer.

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 The medium presents the material in logical and tested sequence. After
each step, learners are given a question to test their comprehension.
Then immediately the correct answer is shown. This means the learner
at all stages makes responses, and is given immediate knowledge of
results.

BIBLIOGRAPHY
 K P Neeraja, Text book of nursing education, Jaypee publication, 2011
edition, Page no: 267-277
 B T Basavanthappa, Nursing education, Jaypee publications, 2nd
edition, Page no: 398-399
 K P Neeraja, Communication & educational technology for nurses, Jaypee
publications, 2011 edition, Page no: 251-258
 www.scribid.com

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