This document provides information on programmed instruction and learning. It defines programmed instruction as a systematic, step-by-step, self-instructional program to ensure learning of stated behaviors. The key aspects discussed include: - Content is broken into small, easy steps called frames arranged sequentially. Learners get immediate feedback. - Principles include small steps, active responding, reinforcement, self-pacing, and evaluation. - Types include linear, branched, mathetics rules-based, and computer-assisted programming. - Branched programming allows learners to choose paths based on responses and includes remedial frames for incorrect answers.

1. Suresh Babu G
Lecturer in General Education
MGUCTE Nedumkandam

2.  It is the method of instruction that give
importance to individuals
 The assumption behind this method is that
human beings learn many things on their own
 Every individuals are unique and hence learns
according to his abilities
 It is a uniform teaching learning programme ,
provided by the teacher , hardly serves the
leaning requirement of different leaners.

3.  It is a technique of self study
 Here material is presented to the pupil step
by step through graded unites of learning
task called frames

4. Origin
Programmed learning emerged in the beginning of 20th
century from the efforts of American psychologist
E.L.Thondike(1874-1949)

5. Definition
 Edgar Dale : Programmed learning is a systematic ,
step by step , self-instructional programme to ensure
the learning of stated behaviour.
 Skinner : Programmed learning is the first application
of the laboratory techniques utilized in the study of
learning process the practical problem of education

6.  The contents is broken into small easy steps
and each steps is presented in several
sentence each called frame
 The frame are arranged sequentially
 Learner is provided immediate reinforcement

7. Principles
 Principles of small steps
 Principle of active responding
 Principle of reinforcement
 Principle of self pacing
 Principle of student evaluation

8.  An ordered sequence of stimulus items
 To each of which a student responds in some
specific way
 The response being reinforced by immediate
knowledge of results
 Students move by small steps
 Students make few errors by practicing
mostly correct responses
 Students know by a process of successively
closer approximation , towards what is
supposed to learn from the programme

9. TYPES OR TECHNIQUES OF PROGRAMMED
INSTRUCTIONS
 Linear or extrinsic Programming
 Branched or intrinsic Programming
 Mathetics Programming
 Rules system of Programming
 CAI(Computer Assisted Programme)
 LCI (Leaner Controlled Programme Instruction)

10.  B.F.Skinner is the orginator
 Also called skinnerian style of programme

11. Features of Linear Programming
 It is a straight line programme
 In it material is presemted into a series of small steps
(frames)
 Every leaner follows the same path
 The content is broken in to small unit ranging from
just one word to as many as 40 or 50 in length
 The sequence of steps remains unchanged

12.  The learner is given small amount of
information
 The leaner is expected to compose his
own answer to each question
 The response of leaner get immediate
reinforcement
 It provide for self pacing

14.  Sudden knowledge of results act as a great
motivator and release anxiety and tension
 Smallness of frames brings the sub-goals
within the reach of the leaner
 Repetition strengthens the responses and
ensures lernering

15.  Learning process becomes dull
 It limited only to some subjects and topics
 It effects the imagination of the learner
 It encourages guessing
 Does not develop discriminate power of the
students .

16. BRANCHED OR INTRINSIC PROGRAMMING
 Branched or intrinsic programming was developed
by an American psychologist
Norman .A.Crowder in 1954
 It is also called Crowderian programming
 It is called intrinsic because the leaner within
himself makes the decisions , to adopt the
instructions to his or her needs

17. CHARACTERISTICS
 A frame may contain two or three related ideas or
sequences
 Frame is bigger in size as compared with linear
type
 The leaner moves forward if his responses are
correct
 Frame explain the matter afresh when response is
not correct

18.  Principle of exposition
 Principle of diagnosis
 Principle of remediation

19.  Backward branching
 Forward branching

20.  Here the leaner of frame 1 of the mainstream
goes to the frame 2 of main stream only if he
makes a correct choice.
 If he makes a wrong choice he is lead to a
remedial frame where in he is given some
more help in understanding the concept and
in solving the solution by a better logic
 He will be ten direct to the original frame
no 1 so that he can read it again and answer
correctly in the light of the remedial materials
he has received

21. Frame 1 frame2 frame3 frame 4
Remedial frame 1 Remedial frame 2
Information
question
Response
clues
Information
question
Response
clues
Information
question
Response
clues
Information
question
Response
clues
Information
question
Response
clues
Information
question
Response
clues

22. Frame 1 frame2 frame3 frame 4
RF RF

23.  In forward branching whether the learner
makes a wrong choice he will always be going
to the next frame thus physically progressing
from page to page