SELF INSTRUCTIONAL MATERIALS

1. Self Instructional materials- Its nature
and scope
1.Programmed Learning
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 for the
development of self learning materials or programmed learning and
teaching machines. B.F. Skinner and his companions had first started
‘Programmed Learning’ in 1943. Programmed learning is a self
instructional and self corrective technique in which all the learning
materials is presented to the learner stage by stage through sequentially
arranged smaller units called frames.
The important characteristic features of Programmed Instruction are,
 Learning from known to unknown.
 Subject matter is broken into smaller units or frames.
 Subject matter is presented in the sequential order.
 Frequent or continuous response from student is ensured.
 Immediate confirmation of right answers and correction of wrong
answers are made possible.
 Each student progresses at his own pace.
 Subject matter and sequence are subjected to frequent revision by
the programmer on the basis of the feedback.

2. Fundamental Principles of Programmed Learning
i. Principle of small steps : This principle is based on the basic
assumption that one learns better if the content matter is presented to
him in small steps. According to this principle, a programmer while
preparing a programme should try to arrange the subject matter into a
properly sequenced meaningful segments of information called frames.
ii. Principle of active responding : In programmed learning learner
may remain active if he responds actively to every frame presented to
him.
iii. Principle of immediate reinforcement : Every response should be
reinforced immediately. One learns better when one is motivated.
iv. Principle of self pacing : Learning takes place effectively when the
learner is allowed to learn at his own pace.
v. Principle of student testing : Continuous and comprehensive
evaluation of the student and the learning process leads to better
teaching-learning.
Advantages of Programmed Learning
 Instruction is individualized.
 Each student can work at his or her own convenience.
 Student is always kept active and alive.
 Emotional problems can be solved.
 Instructions in complex subject matters are made easy.
 It can be utilized as a supplementary process along with the study
of regular textbooks.
 It helps in the improvement of the quality of teaching and learning.
 Teacher gets relief from continuous teaching.
 Shortage of teachers is compensated.

3. Limitations of Programmed Learning
 There is no love and concern.
 No chances for real objects.
 There is no equality(gifted will learn soon when compared to slow
learners)
 Personal values of the students cannot be evaluated.
 Programmed materials have been severely criticized as a threat to
replacing the teacher.
 It is also argued that there is too much emphasis in learning facts
and very little emphasis on the mastery of principles and concepts.
 Some critics of programmed instruction maintain that the user of a
programme doesn’t know where he is headed to.
 They also point out that the learners are not aware of the
organization and programmed instruction is unrelated to other
aspects of instruction.
 It is also argued that the programmed instruction material is very
costly and only rich nations can afford it.
 It is also stated that the development and use of programmed
instructional materials require expert knowledge and training. An
average teacher finds it very difficult to make use of this device.
Role of teacher in programmed learning.
 Teacher as an advisor in helping students in the selection of
programmed learning material.
 Teacher as a discussion leader for focusing the attention of the
learners on important points.

4.  Teacher as a guide to clarify doubts and elaborate on various
points asked by the learner.
 Teacher as an evaluator of the learning outcomes.
 Teacher as consultant to the various agencies engaged in
production of programmed material.
Linear Programming
Linear programming was developed by B.F. Skinner. Hence it is
called the Skinnerian style of programming. According to him, the
best way to teach a student is to break the subject matter into
meaningful segments of information and write small steps in such a
way that only correct responses are likely to occur. This would lead to
success. Students learn better when they are successful.The students
should be provided immediate knowledge of the result of his
performance.
Skinner is of the opinion that recall responses or constructed
responses are more efficient in learning process than recognition type
responses. He believes that the act of responding on the part of the
student can be lead to the desired goal by presenting carefully
structured subject material in small steps provided that each step is
reinforced by favorable experience. The linear programme is called a
straight line programme, as the learner start from his initial behavior
to the terminal behavior following a straight direction. This is also
called extrinsic programming because a learner has no choice of his
own in following the path or sequence. It is developed by the
programmer.

5. Features of Linear Programming
 Linear arrangement
 Small steps
 Controlled responses
 Active responding
 Immediate feedback
 Prompting
 Self- pacing
 Simple mechanism
 Minimum error
Branched programming
This was developed by Norman, A. Crowder (1960) and it was
called as intrinsic programme. In this method the subject should select
the answer for the question (objective type). 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 the answer is wrong
Remedial measure
If answer is correct
F1 F2 F3 F4 F5 F6 F7
F1.1
F1 F2

6. 2. Instructional Modules
Russel (1974) defines module as an instructional package dealing
with a single conceptual unit of subject-matter. Modules are designed to
help the students accomplish certain well-defined objectives. With the
use of a module, instructions can be individualized. The learners can go
through the material at their own pace and their own time. They may
also be used to complement instruction. The format and style of a
module may differ depending on the its purpose and the institution
where it is developed. Instructional modules are learning materials
designed primarily for independent or self study. They may also be used
to complement instruction.
3. Computer Assisted Instruction [CAI]
CAI is a natural outgrowth of the application of the principles of
programmed learning. Here, before starting the programme the student
checks in with the computer by displaying his identity number. This
connects him with his part of the learning programme. A complete
package of information stored in the system is presented sequentially.
Then the computer asks questions to test the student. If the student
supplies the correct answer the programme moves on to the next step. If
the answer is not correct the computer give some error signals as the
topic is presented again and retested. The student can also question the
computer and feed answers into it by means of a typewriter keyboard.
The computer responds by providing comments, answers and questions.
There are three types of activities possible;
1. Logo - Logo is a simple programming language, which can be
taught to children.

7. 2. Games & Simulations - To generate interest in students towards
learning.
3. Controlled Learning – It includes drill and practice.
Advantages of CAI
 CAI can provide individualized, self paced instruction.
 CAI can enhance the level of student performance.
 CAI can create interest in learning.
 CAI can create positive attitude towards school.
 It can provide immediate feedback.
 It can reduce the number of teachers.
 It can be used to develop skills.
 It is not affected by human weaknesses.
 It can easily convey the content material.
 It can easily evaluate learning.
 It can be used for review and practice.
Limitations of CAI
1. CAI fails to appreciate the emotions of students.
2. CAI programme do not automatically solve psychological or
educational problems.
3. CAI fails to develop essential language competency where the
ability to generate meaningful sentences is essential.
4. CAI cannot appreciate the students artistic endeavors, nor cannot
refine the learners perception of those around him and provide
experiences leading to value orientation.
5. It is expensive.

8. Role of the teacher in CAI
The introduction of CAI has created a fear in the teacher
community that its use in the instructional process will eliminate
teachers from the teaching scene. But as a matter of fact CAI is a
powerful tool for the teacher in the instructional process. No doubt, the
role of delivering lectures to that of a guide and a problem solver, but the
fear of elimination is baseless. Teachers will essentially have to play
their role in CAI. CAI can improve their quality of their educational
contributions to the teaching-learning process. CAI is a flexible system
of instruction. CAI is supportive to live teaching. In CAI the teacher has
the chance to use new tools which will enhance his individual
satisfaction and will increase his efficiency. The teacher will be liberated
from his routine duty. He can devote his time for more creative work.
4. Personalised system of instruction[PSI] or KELLER PLAN
This system, known as Keller Plan was developed by F.S. Keller.
It is a method of individualized instruction which provides for self study
without eliminating the teacher and text book. It makes use of the
existing classroom arrangements. An atmosphere o co-operation exit in
the classroom. No expensive sophisticated media are required. It makes
pupil learn how to learn. In this system the course materials is divided
into a number of units having specified learning objectives. The students
are provided with study guide which suggest means for achieving these
objectives. Students work largely on their own, using text books,
supplementary notes, worked out exercises etc. Some units may also
incorporate learning aids and structured learning materials. Each unit
represents roughly one weeks work. Since students work at their own
pace, this is changeable. The student is free to discuss problems

9. associated with the unit with his tutor. Tutors are normally members of
the teaching staffs. But sometimes there may be students who show
academic brilliance and who have previously completed the unit
successfully.
When a student felt that he has mastered a given unit he presents
himself for a test. The test must be passed before going on to the next
unit. There is no penalty for failing and the students may attempt test on
a given unit as many times as it necessary. After each test the student
and the teacher discuss the problems if any.
Characteristics of PSI
1. Regular lectures are absent.
2. Each student proceeds at his own pace.
3. The textbooks are reorganized into sequentially arranged study
units.
4. Essential learning tasks are presented through suitable materials
and media.
5. Each student has a tutor who provides instructions, monitoring,
counseling and encouragement.