Programmed Learning

or
Programmed Instruction

K.K. Chauhan
(Assistant Professor)
Department of Education,
C.S.J.M. University, Kanpur
Email: [Link]@[Link]
 Self-Declaration

The material provided by me is my original work and/or obtained from online, open access
sources, and if any content is copied, appropriate acknowledgment has been made. The content is
exclusively meant for academic purposes and for enhancing teaching and learning. The
information provided in this e-content is authentic and best as per knowledge.

K.K. Chauhan
 Introduction
 In 1920, Sydney L. Presse (Psychologist in Ohio State University, America)
developed a teaching machine by which a series of questions is presented in front
of students and they got the information whether their answer is right or wrong
immediately after answering the question.
 By getting the knowledge of their progress, students doubles their effort to reach
their fixed goals by getting inspired with the effective manner.
 After 1950, B.F. Skinner researched their learning and developed a self-teaching
material. This material is named as Programmed Learning or Programmed
Instruction.
 Its main focus is to bring desirable change in the cognitive domain of the learner’s
behavior.
 Programmed instruction can be delivered through various media, including
printed textbooks, audio recordings, and computer programs.
 Historically, programmed instruction was often presented in the form of printed
materials with blank spaces or multiple-choice questions for learners to fill in or
choose from.
 With advancements in technology, computer-based programs and software have
become common platforms for delivering programmed instruction.
 DEFINITIONS

 “Programmed learning refers to the arrangement of instructional material in

progressive sequences” -Harold [Link].

 “Programmed learning is a systematic, step by step, self-instructional programme

aimed to ensure the learning of stated behavior” -Edger Dale.

 “Programmed learning is the first application of laboratory technique utilized in the

study of the learning process to the practical problems of education” -Skinner.
 Smith and Moore (1962): Programmed instruction is the process of arranging the
material to be learned into a series of sequential steps, usually it moves the students
from a familiar background into a complex and new set of concepts, principles
and understanding.
 Leith (1966): Programmed is a sequence of small steps of instructional material
(called frames), most of which require a response to be made by completing a blank
space in a sentence. To ensure that expected responses are given, a system of
queuing is applied and each response is verified by the provision of immediate
knowledge of result.
 Susan Markle (1969): It is a method of designing a reproducible sequence of
instrumental events to produce a measurable and consistent effect on the behaviour
of each and every acceptable student.
 Espich and Williams (1967): Programmed instruction is a planned sequence of
experiences, leading to proficiency in terms of stimulus responses relationship, that
have proven to be effective.
 Goal of Programmed Instruction
 The underlying goal of programmed instruction is to facilitate active engagement,
self-pacing, and individualized learning.
 It allows learners to progress at their own pace, receive immediate feedback, and
reinforce their understanding of the material.
 Programmed instruction can be particularly effective for teaching factual
knowledge, procedural skills, and step-by-step processes.
 Programmed Learning and Programmed Instruction
 Programmed Instruction and Programmed learning are considered as
same of each other in education sector.
 British teachers like to use the Programmed Learning Phase while
American teachers like to use the Programmed Instruction phase.

Programmed Instruction and Educational Technology

 Educational technology both the hardware approach and software
approach are learned in this approach.
 Programmed Instruction is a soft approach which tries to bring desired
changes in the students behaviour, so it only a part of educational
technology.
 Principles of Programmed Learning
 1. Principle of Behaviour analysis
 2. Principle of Small fractions
 3. Principle of active participation
 4. Principle of immediate feedback
 5. Principle of Self pacing
 6. Principle of legality of the content
 7. Principle of knowledge and progress of students tested
 8. Principle of student responses
 Characteristics of Programmed Learning Material
 Programmed Instruction is individual and only person learns at a time.
 The learning material is divided into small units.
 Then small units are sequenced.
 Programmed material, every phase is connected logical manner.
 Learner has to make active responses.
 Information is immediately provided to students that is right or wrong.
Thus they receive the feedback.
 Students get the opportunity to learn at their own pace.
 Programmed material fully verified and liable.
 Specification of student’s entering behaviour are done in it.
 In these behaviour, level of language understanding and simplification, level
of achievement, feedback and mental level are taken into account.
 Stimulus, Responses and Reinforcement – these element remain active in it.
 It has comparatively low error rate and fault rate.
 As feedback is provided immediately, so true responses are enforced to
students which helps in effective teaching.
 Every response of student provides him a new knowledge.
 While learning instructional material, students have more readiness and
curiosity due to which they understand very rapidly.
 Instruction material is evaluated through the responses of students and it is
improved and modified according to that.
 Programmed Instruction also organizes that aiding instruction to removing the
weakness and difficulties of students.
 Programmed Instruction system is based on the principles Psychological
learning.
 Application of Programmed Instruction in Education
It is used not only in education but also in other fields. In the field of
education, it is used in the following areas-
 For the education of special types of children.
 In the field of distance and adult education.
 In the field of mass education and self-education.
 In the field of teaching-training.
 In the field of guidance and remedial training.
 In the field of correspondence education.
 In preparing radio industrial lessons.
 In the field of non-formal and continuing education.
 Steps in Programming:
1. Topic Selection:
The programmes should select the most familiar topic; otherwise he has to take the help of a
subject expert.
2. Content Outline:
After topic selection, its outline may be prepared which cover all the materials, one plans,
to teach. For this programme one has to refer to examine relevant books and materials.
3. Instructional Objectives:
Instructional Objectives must be formulated which involve both task description and task
analysis. The former is the description of terminal behaviours which the learner is expected
to achieve and the latter is the series of component behaviours that he is required to acquire in
the process of achieving terminal behaviour.
4. Entry Skill/Behavior:
The learner should have some pre-reqisite ability and skill to understand properly the new
programme. This background experience is called the entry skill and a suitable programme
cannot ne prepared without proper assessment of the entry skill.
5. Presentation of the Material:
Suitable format is to be decided for presenting the material from the educational point
of view. Then the programmed material should be presented in a sequence of frames
arranged as steps towards terminal behaviour.
6. Student Participation:
On analysis of the terminal behaviour one will find the critical responses of the students.
Using Prompts • Prompts are provided in the programme frame to guide the student to the
correct response. Prompts are supplementary stimuli; they are added to a frame to make the
frame easier but are not sufficient in themselves to produce the responses.
7. Terminal Behaviour Test:
The effect of programme can be ascertained by administering the terminal behaviour test. It
is also known as performance assessment. This provides feedback to the programme
and shows the effectiveness of the instructional materials.
8. Revision:
Lastly the programme may be revised on the basis of feedback. The instructional
materials may be edited and modified according to the needs and requirements of the
target audience.
Programmed Instruction and Traditional Method of Teaching
 Types of Programmed Instruction:
 Linear Programming. It is being used for teaching all subjects. In
programed teaching strategy progressive chain elements are presented.
Last step is at the mastery level. It is based on five fundamental
principles.
I. Small steps
II. Active responding
III. Immediate confirmation/feedback
IV. Self-pace
V. Student testing
 Branching Programming. It is generally used in mechanical fields.
 Mathematics. Retrogressive chain of elements is presented. First step is
the master level while the last step is the simplest element.
Programmed Instruction:
Linear Programing
 Introduction
 B. F. Skinner (1955) was the exponent. It is based on operant
conditioning on programming which explains that human behavior
can be given a certain direction and the desired behavior can be
taught. The actions of this pathway in the human small - small to analyse
the meaningful parts. By resorting to these parts at each position by
enforcing the desired behavior can be taught human.
 In fact, the linear programming linear programming in which each
student is in order, crossing certain positions.
 B. F. Skinner –(Burrhus Frederic Skinner)
It includes the following things—
 (a) At one time, subject to the small - fraction is presented to the students.
 (b) By responding to student answers.
 (c) By matching your answer enforcing student receives the correct answer.
 (d) He received the command what to do next.
Frames Arrangement in Linear Programming
 In linear programming the learner has to go through the same frames and
the same order. Overall control is complete assignments and control
program is making.
 Linear programming is also called the external programming.
 Under linear programming students are given the knowledge of being
right or wrong answer. If the answer is correct, then it is enforcing.
Then he goes on ahead to the next step. Such a position after question
after question answers—Reinforcement and then the second term,
questions, enforcing goes on, until he reaches the last practice.
 Characteristics of Linear Programming
 Sort the student as various short—short positions through a linear
path of movement behavior reaches the other end.
 Checking the student’s response is correct for response home-
nutrition system.
 All students have the same path, which eventually reach the fi nal
goal.
 To simplify the learning initially used prompts or signals, later
gradually removed.
 Response and the order of placed is control.
 The creation of teaching materials and presentations in programming
is thus likely that the student’s error is almost over
 It is based on principles of learning psychology. Notes
 The self - study the path - paved so that students of different mental
levels—may have a chance to learn at their own pace.
 It’s hard Conceptions programming able to clear easily and cheaply.
 Active student learning time, and ready to become operational.
 Students without teacher easily receive new knowledge.
 Each correct response is enforced by the student, the learning
process becomes more effective.
 This method is more effective than traditional teaching.
 Limitations of Linear Programming
 In this order is the same for all students. Students’ individual needs
are not taken into account.
 Creative and higher objectives are not possible.
 The factual text - is less useful in learning objects. The explanatory
text - is only to objects.
 This learning occurs in controlled conditions, so students do not have
the freedom to responses.
 It’s not easy to do. Many times after training it is difficult to make
good programming.
 It is not possible remedial teaching.
 Talented students take little interest in it.
Programmed Instruction: Branching Programming
 Introduction
 Mr. Naurman was the exponent of disciplinary programming. Crowder
said, “The programming content is a technical submission. There are
several principles of effective teaching is used. All schduled activities are
controlled by the student so it is also called internal programming.
 Frames Arrangement in Branching Programming
 Disciplinary programming or in one or two paragraphs on the page is a
frame.
 It is much larger than the linear programming. Students seriatim go
through all the frames. After the frame, the corresponding multi-
objective is to answer questions. One of the responses has to choose the
correct answer. If the answer is correct, then it proceeds but the answer is
not correct, then it is given remedial instruction. The specifically
designed for therapeutic or her original part series is directed towards and
later again come to the office and are asked to answer. This action, which
lasts as long as the student does not give the right answer. The only
correct answer to moving on to the next step only to get called.
 This type of programming is called branched programming because the
linear programming like the student to proceed to a second term in offi ce
following the same path, but they—based on their answers individually
adopting paths to reach the fi nal position. It does not happen all the posts
to present a certain order
 Characteristics of Branching Programming
 Branching programming than linear programming compared to each text
frame comes more teaching materials.
 Needs of students at various positions have the freedom to reach the fi
nal position.
 Programming it is controlled by the students.
 It serves to give home nutrition instantly.
 The share of students in programming multi-choice questions are given.
 This programming based on student’s potential errors that emphasizes
teaching materials.
 Incorrect response, the student is given the opportunity to correct it. He
then reaches to the next step until he could not answer his fi rst major
post.
 Each frame has to make it very clear and big.
 The agency plays an important role in the development of student’s
reasoning power.
 The student - centered agency.
 The agency is based on traditional tutorial method.
 This initiative remains equal interest in learning the subject.
 These mistakes could not impede the learning process because it assumes
that the initiatives it has learned from the mistakes and the mistakes to fi
x the system is organized.
 By initiatives such materials, books and teaching - machines both are
useful.
 The differentiation potential of initiative, creativity and problem -
solution is helpful in the development of qualifications.
 Limitations of Branching Programming
 1. An annual or amendments require certain intervals.
 2. It is more useful for higher classes.
 3. The whole subject matter is difficult to contain.
 4. It is relatively expensive initiatives.
 5. The initiative for the creation of skilled and trained and qualified
teachers are required.
 6. This multi-choice questions several times to the student without the
subject matter or read without understanding, estimated on the basis of
the answers they give.
Programmed Instruction: Mathetics Programming

Kuldeep Chauhan
 Introduction
 Thomas. F. Gilbert is credited with developing mathetics programming.
Mathetics of the Greek word ‘Mathyn’ derives from the word meaning–
learn.
 “Mathetics is defined as a systematic application of reinforcement theory to the
analysis and construction of complex repertoires which represent the mastery in
subject matter”.

 Although it is a bit complicated nature programming skills difficult to

achieve, bring about the desired behavior and the subject matter is
considered viable in the absolute right to earn.

 Mathetics programming unit of the initiatives ‘post’ and not ‘practice’ is.
The text-as a link object is placed in the last position is presented as the
first post. Retrogressive Chaining
 Conditions of Mathetics
 Mathetics was initially used in mathematics but also in other disciplines
can be used. This initiative has three positions

 1. Demonstration
 2. Prompting
 3. Release

Learning performance of students-behavior is displayed. Prompt the

state to generate learning behavior are provided. Immunity learning curve
behavior, which are designed for learning, their practice opportunities are
provided. Prompt are not used in the third stage. Mathetics building is
difficult, for it must be merit in successive advance. Learned the subject
starting from the last post, the fi rst post is a little diffi cult to reach normal
student.
 Characteristics of Mathetics and Related Work-System

 (1) Like other instructional format Mathetics programming teaching-

learning is derived from a detailed analysis of the material.
 (2) The unit frame rather than the practice or learning diffi culties.
 (3) Practice or to fi nd a solution to this problem provides students
Reinforcement.
 (4) The descending chain theory is used.
 Work of Mathetics Programme
 Mathetics programme on the basis of the above process can be expressed
as follows—
 (1) The fi rst is to seek the post of expertise. The post office as often
happens in the lastes series.
 (2) Then the programmer to master all the job offers to the students and
students expertise required to
 post with your prompt response provides skills so that they can reach the
final stage.
 (3) Before reaching the final rank of expertise, all other positions are
placed in front of students. Students
 are given prompt, they are responding to them are called to practice
dexterity post.
 (4) The ultimate dexterity in front of students from the post offi ce before
the term pre to leading positions Notes is presented.
 (5) Keep the student response. At the end of the fi rst term response is
required. Thus gradually master is walking on the wrong side. It can be
displayed as follows:
 (4) The ultimate dexterity in front of students from the post offi ce before
the term pre to leading positions Notes is presented.
 (5) Keep the student response. At the end of the fi rst term response is
required. Thus gradually master is walking on the wrong side. It can be
displayed as follows:
Limitations of Mathetics Programming
Mathetics boundaries of initiatives is being given below—
• (1) Mathetics initiatives to build complex and difficult. Adequate skills
and specific training is required for this.
• (2) All kinds of topics related to the subject matter is not useful in this
area. Its usefulness, mathematics, physics and psychology skills have
been found to achieve more impressive.
• (4) Normal or slow intelligence for students than it has not proved
viable.
• (5) Built in the style of these initiatives are more costly because
illustrations, paintings and drawings, etc. are used more.
• (6) It is suitable for all types of style is not the achievement of learning
objectives.
A Comparison of Different Types of Programming
 Blended learning
 Blended learning in educational research refers to a mixing of different learning
environments.
 Blended learning is a type of learning that combines traditional classroom
instruction with online or digital learning.
 It combines traditional face-to-face classroom methods with more
modern computer-mediated activities.
 Blended Learning is a form of instruction that incorporates both traditional face-to-
face instructions with web-based multimedia instruction.
 Blended learning can take many different forms, and can be tailored to meet the
specific needs of individual students and teachers.
 Here are some examples of how blended learning can be implemented:
1. Flipped classroom: In a flipped classroom, students are assigned online lessons or
videos to watch before coming to class, allowing the teacher to spend more time on
interactive activities and discussions during class time.
2. Rotation model: In a rotation model, students rotate between different stations,
including in-person instruction with the teacher, independent work, and online
learning.
3. Flex model: In a flex model, students have more control over the pace and timing
of their learning, and can choose to complete some or all of their learning online.
4. Enriched virtual model: In an enriched virtual model, students attend class in-
person a few times a week, and complete the rest of their learning online.
 Blended learning can offer several benefits, including:
1. Flexibility: Blended learning allows students to learn at their own pace and on their
own schedule, which can be particularly helpful for students who may have other
commitments or challenges that make traditional classroom learning difficult.
2. Personalized learning: Blended learning allows for personalized instruction and
tailored learning experiences, as teachers can use online tools and data to track
student progress and provide targeted feedback and support.
3. Enhanced engagement: Blended learning can make learning more engaging and
interactive, as students can participate in online discussions and collaborative
activities, and use multimedia resources to explore complex concepts.
4. Improved outcomes: Research has shown that blended learning can lead to
improved learning outcomes, including higher test scores and better retention of
material.
 References
 Aggarwal, J.C. (2001). Principles, Methods and Techniques of Teaching. Delhi: Vikas.
 Aggarwal, J.C. (2008). Elementary Educational Technology. Delhi: Shipra Publication.
 Allison Little John (2003): Refusing Online Resources. A Sustainable Approach to eLearning, Kogan Page Limited.
 Bengalee, Coomi (1986). Introduction to Educational Technology: Innovations in Education. Mumbai: Saith.
 Bhatia, K.K. (2001). Foundation of Teaching Learning Process. Ludhiyana: Tandon Publishers.
 Bhatt, B. D.,Sharma, S. R.(1992). Educational Technology: Concept and Technique. New Delhi: Kanishka Publg House.
 Dahiya, S.S. (2008). Educational Technology: Towards Better Teaches Preference. Delhi: Shirpa Publication.
 Das, R. C.(1993). Education Technology: A Basic Text. New Delhi: Sterling.
 Rastogi, S.(1998). Educational Technology for Distance Education. Jaipur: Rawat Publication.
 Salmon, G. (2002). E-Tivities: The Key to Active Only Learning. Sterling, VA : Stylus Publishing Inc. ISSN 0 7494 3686 7
Retrieved from [Link]
 Saxena, N. R. Swaroop,Oberoi, S.C.(2004). Essentials of educational technology and management. Meerut: [Link] Book
Depot.