ProgrammedInstruction method of teaching is an autocratic and individualised

strategy. Its main focus is to bring desirable change in the cognitive domain of

the learner‟s behaviour. The responses of the learner are strictly controlled by

the programmer. Susan Markle defines it as “a method of designing a

reproducible sequence of instructional events to produce a measurable and

consistent effect on behaviour of each and every acceptable student”. The origin

of modern programmed instruction is from the psychology of learning and not

from technology. It is an application of „operant conditioning‟ learning theory

to teaching –learning situations. It got historical momentum only after the

publication of “The Science of Learning and Art of teaching” articles by B.F.

Skinner in 1954. Programmed Instruction is a highly individualised

instructional strategy for the modification of behaviour. Besides instructional

purpose, it can also be employed as a mechanism of feedback device for

improving teaching efficiency. Under this mode of instruction, the student is

active and proceeds at his own result. However, the Physical presence of

teacher is not essential in this strategy.

Major principles of Programmed Instruction are:-

1) Principle of Small Step.

2) Principle of Active Responding

3) Principle of Immediate confirmation.

4) Principle of Self - Pacing

5) Principle of Student - Testing.

Major objectives of Programmed Instructions are:-

1) To help the student to learn by doing.

2) To provide the situation to learn at his own pace.

3) To help student to learn without the presence of a teacher.

4) To present the content in a controlled manner and in logically related steps.

Types of Programmed Instruction/Learning:-

PROGRAMMED INSTRUCTION LINEAR PROGRAMMING

BRANCHING PROGRAMMING

3. LINEAR PROGRAMMING Linear programming refers to the Operant

Conditioning Model of Teaching. This is also termed as Skinnerian

Programming or Extrinsic Programming.

Major Characteristicsof Linear Programmed Instruction Material are:-

1) Programmed Instruction is individualised

2) Teaching material is carefully ordered.

3) Programming device presents material to be learnt in minimal increments. It

operates the principle that we learn better in small steps.

4) Students‟ progress at their own pace and his rate of working is established by

the performance alone.

5) Students‟ answer is checked simultaneously against the correct response

which appears before next question.

Types of Linear Programme Frames:-

(1) INTRODUCTORY FRAMES – Main function of Introductory frame is to

relate entering behaviours of learners to terminal behaviours.

(2) TEACHING FRAMES – Main function of teaching frame is to impart new

knowledge.

(3) PRACTICE FRAMES – The purpose of practice frames is to practice the

acquired new behaviours through teaching frames.

(4) TESTING FRAMES – The main focus of testing frames is to access as to

how much have the students learnt. These frames are related to terminal

behaviours.

Features of Good Linear Programme:- (a) It is accompanied with a self-

explained set of instructions.

(b) It controls the individual difference of the learners.

(c) It provides reinforcement to the learners.

(d) It provides „Learning by Doing‟ situation.

(e) It is designed in logical sequence of content structure.

 (f) Difficult concepts can be taught effectively.

4. The learner should perceive the whole phenomena exposed to

him.Limitations of Linear Programming:-

(1) Every learner has to follow the same linear path.

(2) It generates controlled learning situation.

(3) It may be used to teach the conceptual and explanatory content but factual

content cannot be taught.

(4) It is a difficult and time consuming process to develop and prepare good

programmed instruction material.

(5) It does not suit the creative and bright students.

Norman A Crowder says that Linear Programming is an insult to intelligent

students.

(6) It does not provide social motivation to learner which is important in human

learning.

BRANCHING PROGRAMMING In 1954, NORMAN CROWDER, a

psychologist with United State Air Force was asked to investigate the training of

aircraft maintenance men. The technicians were being taught to „trouble shoot‟ or

repair faults, in a bomber navigation system. And there lies the origin of Branching

Programming. It started by way of an ordinary practical training problem.

Crowder‟s approach is based on the psychology of Individual Differences.

Branching Programming employs multiple choice response pattern. A student is

required to discriminate and choose the right answer which is presented along with

a number of other plausible but incorrect answers. The assumption in Branching

Programme is that a wrong response does not necessarily hinder in learning of a

correct response. In a branching programme, the response takes the form of a

choice of various answers. Branching Programming is also termed as Intrinsic

Programming. Under this, Learning process is pure internal or intrinsic. After

exposure to the programme material, the student has to discriminate a correct

answer from the given multiple-choice questions. This process is within the

learner. The major rationale for the word „intrinsic‟ is that the student‟s response

is controlled by himself internally. Fundamental Principles of Branching

Programme 1) Principle of Exposition

5. Diagnosis provides the basis for remediation or Remedial Instructions.

Structure of Branching Programme Frame 1) In this strategy, content is not

presented in small steps but whole unit or concept is presented. 2) The size of

step may be a paragraph or two or whole page. 3) The learner perceives the

whole concept and tries to comprehend. 4) He has to follow the Sequence

Pages. 5) Therefore, branching programming text is known as Scrambled Text.

Characteristic of Good Branching Programming:- 1) Individualised Instruction

2) Freedom to respond 3) Remedial 4) Tutorial 5) Branching Programme has its

roots in human train It refers to identifying the weakness of learner. 3)

Principle of Remediation 2) Principle of Diagnosis ing and techniques

whereas linear programming is based on psychological experiments conducted

on Animals, Rats and Pigeons. 6) Branching Programming is mainly concerned

with teaching and instruction rather than learning. Advantages of Branching

Programming:- 1) It serves four functions: a) Teaching b) Diagnosis c)

Remediation d) Reinforcement 2) It is based on the principles of Problem

Solving. It generates appropriate situation of Learning. 3)Scrambled text-book

operates as tutorial strategy. 4) The focus of scrambled text is to provide

remedial instruction and teaching.

6. Limitations of Branching Programming:-

1) The learner has to select a response from given multiple choice alternatives.

He may select his response by guessing without comprehending the concepts.

2) The scrambled text-book cannot be used effectively for primary students.

3) It has no sound theoretical formulation or theory.

4) It cannot be used for preparing instruction material every school subject.

Programmed Instruction method is based on psychological principles of

Operant Conditioning. The structure of teaching method is that the selected

content is analysed and broken into smaller elements. Each element is

independent and complete in itself. The programmer develops frames based on

 each element. Responses are also provided to the learner. The correct response

of the learner is the new knowledge or new behaviour. Immediate confirmation

of correct response provides reinforcement whereas wrong responses require

feedback.

Advantages of Programmed Instruction:

1) The main emphasis is on individual differences and student‟s involvement.

2) Students may learn at their own pace.

3) Students are exposed only to correct responses, therefore, possibility to commit

errors is reduced.

4) Reinforcement and feedback helps students to develop mastery over the content.

Disadvantages of Programmed Instruction:-

1) It is difficult to develop an instructional programme.

2) There is no chance for student‟s creativity.

3)Development of programme is not economical.

4) In the absence of teacher, students may spoil discipline of the class.

5) It cannot be applied at primary level of education. Presence of the teacher helps

in maintaining discipline of the class as well as eradicating difficulties of the

learners. Personal touch of the teacher can be more fruitful and effective.