TYPES OF

PROGRAMMED
LEARNING
-by
Twinkle khanna(24)
 Programmed learning
“Programmed instruction (PI) refers to instructional
materials developed in accordance with operant
conditioning principles of learning”
-- (O’Day, Kulhavy, Anderson, & Malczynski, 1971)
“Programmed instruction is a teaching technique that
provides learners with “small, discrete increments of
instruction plus immediate reinforcement for correct
responses”
(Orlich et. al, 2001)
 Types

Programmed
learning

Linear branching Mathetics

programming
 LINEAR OR EXTRINSIC PROGRAMS

B.F SKINNER was the originator of this type(1955) and is

related with theory of OPERANT CONDITIONING

In this, a single track or a straight line program is broken

into a sequence of steps which remain unchanged and is
presented in a series of small steps (frames)

The learner responds actively to each frame and

immediate reinforcement is given

The programmer sitting at a distant place controls

externally the learner’s responses and the learner
constructs the response
Characteristics of linear program
 Simple linear machine design
 5% rate of error as Programs minimize errors by
covering the same material in more than one frame and
by prompting student responses.
 helpful in the modification of the behavior of the
learner.
 It depends on the principle of- small steps, active
responding, minimum errors, self pacing and knowledge
of results.
 The students move to the next frame where they receive
a response/feedback on the accuracy of their answer
 Contents are very small, i.e. simple statements plus a question or
direct questions
 Answers are usually filling in the blanks
 Structural, active and controlled responses
 Immediate feedback and is in the form of the correct answer
 Best suited in certain subject areas
 Effectively used for-small children, slow learners, difficult material
and remedial teaching and to inculcate the self-study skill
 Useful to gain mastery in the subject area by attaining small steps
Frames of linear programs
 Limitations of linear programs
 Lack of motivation
 No freedom of choice
 Encourages guess work
 Difficulty in finding a background
 No specified role of a teacher
BRANCH OR INTRINSIC PROGRAMS

“Branching or Intrinsic programming is one which

adapts the need of the students without a medium
of an extrinsic device such as a computer”
- NORMAN CROWDER
DIAGRAMMATIC PRESENTATION
 CHARACTERISTICS OF BRANCHED
PROGRAMS
 Frame is relatively bigger in size compared to linear programming,
 It contains two or three related ideas or related sequences,
 learner has to arrive at the answer by setting the relationship between one
idea and the other and by filling up the gaps not fully covered in the
frame,
 It contains multiple choice items where the learner selects the response
 It is applicable where the information of broader concepts is to be given
 Rate of error varies according to the program which is usually 20%,
 It employs three principles: principles of exposition, diagnosis and
remediation
 Student’s learn better if the whole content is exposed, student’s errors help
in diagnosis and doesn’t necessarily hinder learning, student’s learn better if
the remediation is provided side by side.
 BASIC ASSUMPTIONS
 Learner learns better if its presented in totality or in the form of
meaningful components or units
 Basic learning takes place during students exposure to the new
material
 Basic learning takes place during the students exposure to the new
material
 Wrong responses do not hinder the learning of a correct response
 Learning takes place better if a learner is allowed sufficient
freedom to take decisions for adapting the instruction to his needs
 Learning will be better if each response is used to test the success of
latest communication to the student and testing is followed by
remedial instructions
 Multiple-choice items help more in learning process than the forced
choice single response items.
 Procedure For Branching Programs

Instructional material divided into ‘units’ called FRAMES. Much

information, one or two paragraphs or even page is provided in a frame
. Thus, such, a frame is quite larger than that employed in linear
programming

The learner goes through the frame. After that he is required to respond
to multiple choice questions associated with the learning material of the
frame. He has to discriminate and choose one right answer

He moves forward if he answers correctly , but is diverted(branched) to

one or more remedial frames if he does not. These frames explain the
matter afresh , ask him questions to elicit the right answer and reveal his
previous mistakes and return him to the original frame

The cycle goes on till the learner passes through the whole instructional
material at his own place.
 MATHETICS
 Thomas.P.Gilbert is the originator
 it is the systematic application of reinforcement
theory to the analysis and construction of complex
behavior repertories usually known as subject-
matter mastery, knowledge and skills.
 Mathetics if applied diligently produces material
that exceeds the efficiency of lessons produced by
any known method.
 It involves task analysis which may be stated as---
description of the task which the learner has to
learn, isolation of the required behavior,
identification of the conditions under which the
behavior occurs and determination and
generalization of a criterion of acceptable
performance.
 It involves three principles: Principle of chain,
discrimination and generalizations
 Learning packages are developed in small steps.
 It is divided in the main frames –demonstration, teaching
and testing
 This can be seen in the example below –
1. Example: Program- To find the square of 26
2. Demonstration frame 1.Multiply the first digit 2 by the next
higher consecutive number. 2. Write 76 to the right of the
result 3. The square of 26 is 676.
3. Program - To find the square of 21
4. Teaching frame 1.multiply 2 by 2. 2. Write 41 to the right
of 4. 3. The square of 21 is 441.
5. Testing frame Program- what is the square of 25? --------
 Linear v/s branching programs
Basis Linear programming Branching programming

1. propagator B.F SKINNER NORMAN A CROWDER

2.Background concept Operant conditioning Eclectic

3.Size of steps Small, 15-25 words Larger one or two paragraph

4.Number of steps large Small

5. Purpose of response Fixing of learning Measure of learning

6. Error rate Less than 5 % 20 % general

7.reinforcement Correctness of the responses Remedial action follows

No remedy in case of incorrect response
incorrect response
Advantages of programmed learning

• Individualized Instruction
• Logical Sequence of material (Small Steps)
• Interaction between the learner and the program
• Immediate Knowledge of results
• Organized nature of Knowledge
• Learners Own Speed (Self Pacing)
• Constant Evaluation
Disadvantages of programmed
learning

• Not a Test
• Not an Audio Visual Aid
• No Chances for Real Objects
• There is no equality (gifted will learn soon when compare to
slow learners)
• There is no Love and concern
• There are less auditory communication in PLM
• Personal values of the students can not be evaluated
 references
 S.K MANGAL , UMA MANGAL ;Essentials of Education
Technology , Delhi :PHI learning Pvt Limited ,2009
 SKINNER, B.F.; Technology Of Teaching , New York:
Appleton Century Crofts,1955
 SKINNER, B.F.;” Programmed instruction revisited” The
Phi Delta Kappan, Vol. 68, No. 2 (Oct., 1986), pp. 103-
110
 FATHIMA, SHAIKH; “ Thinking of Programmed
Instructional Design: Need of Today’s Learner”
International Journal of Modern Engineering Research
(IJMER) Vol.3, Issue.2, March-April. 2013 pp-1056-
1060