Modular instruction is an approach that divides course content into independent, self-contained units called modules. Each module focuses on well-defined learning objectives and allows students to work through material at their own pace. The modular approach aims to make education more individualized and adaptable to large class sizes. While modular courses have been successfully implemented in many universities, some challenges can arise in areas like student experience, instructor roles, and administration. Overall, modular instruction's emphasis on self-paced learning makes it a promising alternative for higher education.

1. MODULAR INSTRUCTION
PREPARED BY:
Josh venn N. Buasag
bsed-tle3w1
ed. Tech.

2. ABSTRACT
• The principles and purpose of modular
instruction, its advantage for both students
and instructors, and a comparison between
the conventional and modular approach are
presented.

3. • Separate sections deal with implementation and
management of MI and include a discussion of
evaluation and cost. Several examples of modular
formats in use at North America universities are
described.

4. • Present evidence suggests that MI meets the
needs of today’s students more adequately
than tradition instruction both with respect to
the quality of learning and the content.
However, certain problems may arise in
implementing MI. These are presented from
the perspective of the student, instructor, and
administrator.

5. • Give its emphasis on individualized learning
and its adaptability to large numbers of
students, MI has emerged as one of the most
promising alternatives in higher education
today.

6. INTRODUCTION
• In recent years, there has been an increasing
focus on individualized instruction in higher
education. On one hand, this may be viewed
as a reaction to crowded classrooms and large
classes which foster anonymity in teaching
and learning. On the other, many studies have
recently re-emphasized what teachers have
known all along: There are great differences in
how each student learns.

7. • Thus, there emerges the need for instructional
systems which can make higher education
available to large numbers of students and, at
the same time, offer an individualized learning
experience.

8. • Among the various systems of individualized
instruction proposed so far, modular
instruction is one of the newest and combines
many advantages of a number of separate
instructional innovations, such as
performance objectives, self-pacing, and
frequent feedback.

9. • A number of colleges and universities have
successfully implemented modular courses
and increasing interest in this approach is
developing on many campuses. For this
reason the present paper has been prepared.
Its purpose is to review the principles,
implementation, management, formats,
problems, and research in modular
instruction.

10. PRINCIPLES
• WHAT IS A MODULE?
For the purpose of the present discussion a
module is defined as:
1.A Self-contained, independent unit of a
planned series of learning activities designed
to help the student accomplish certain well-
defined objectives.

11. • 2.While differences in definition exist, it
seems to be generally agreed that a modules
is a curriculum package intended for self-
study.

12. • WHAT IS MODULAR INSTRUCTION?
• Modular instruction may be defined as
instruction which is either partly or entirely based
on modules. Current uses of modules range from
one or a few modules inserted into a traditional
course, through complete course that consist of a
prescribed sequence of modules, to courses that
offer the student the choice of a certain number
of modules among a large set of modules.

13. • WHAT IS THE PURPOSE OF MODULAR
INSTRUCTIONS?
• One purpose of MI is to allow the student to
proceed at his own rate. The belief that self-
pacing is desirable is base on the generally
accepted assumptions that learners do not
achieve at the same rate and are not ready to
learn at the same time.

14. • Another purpose is to allow the student to
choose his own learning mode. Choice among
different learning modes is desirable, if we
assume that learners solve problems and learn
using different techniques based on unique
behavior repertoires.

15. THE END!
THANK YOU
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