TYPES OF

PROGRAMMED
LEARNING
-by
Twinkle khanna(24)
Programmed learning
Programmed instruction (PI) refers to
instructional materials developed in
accordance with operant conditioning
principles of learning
-- (ODay, Kulhavy, Anderson, & Malczynski,
1971)
Programmed instruction is a teaching technique
that provides learners with small, discrete
increments of instruction plus immediate
reinforcement for correct responses
(Orlich et. al, 2001)
Types
Programmed
learning
Linear
programming
branching Mathetics
LINEAR OR EXTRINSIC
PROGRAMS
B.F SKINNER was the originator of this type(1955) and is
related with theory of OPERANT CONDITIONING
In this, a single track or a straight line program is broken
into a sequence of steps which remain unchanged and is
presented in a series of small steps (frames)
The learner responds actively to each frame and
immediate reinforcement is given
The programmer sitting at a distant place controls
externally the learners responses and the learner
constructs the response
Characteristics of linear
program
Simple linear machine design
5% rate of error as Programs minimize errors by
covering the same material in more than one
frame and by prompting student responses.
helpful in the modification of the behavior of the
learner.
It depends on the principle of- small steps, active
responding, minimum errors, self pacing and
knowledge of results.
The students move to the next frame where they
receive a response/feedback on the accuracy of
their answer

Contents are very small, i.e. simple statements plus a
question or direct questions
Answers are usually filling in the blanks
Structural, active and controlled responses
Immediate feedback and is in the form of the correct answer
Best suited in certain subject areas
Effectively used for-small children, slow learners, difficult
material and remedial teaching and to inculcate the self-study
skill
Useful to gain mastery in the subject area by attaining small
steps

Frames of linear programs
Limitations of linear programs
Lack of motivation
No freedom of choice
Encourages guess work
Difficulty in finding a background
No specified role of a teacher

BRANCH OR INTRINSIC
PROGRAMS


Branching or Intrinsic programming is one
which adapts the need of the students without
a medium of an extrinsic device such as a
computer
- NORMAN CROWDER
DIAGRAMMATIC
PRESENTATION
CHARACTERISTICS OF BRANCHED
PROGRAMS
Frame is relatively bigger in size compared to linear programming,
It contains two or three related ideas or related sequences,
learner has to arrive at the answer by setting the relationship
between one idea and the other and by filling up the gaps not fully
covered in the frame,
It contains multiple choice items where the learner selects the
response
It is applicable where the information of broader concepts is to be
given
Rate of error varies according to the program which is usually 20%,
It employs three principles: principles of exposition, diagnosis and
remediation
Students learn better if the whole content is exposed, students
errors help in diagnosis and doesnt necessarily hinder learning,
students learn better if the remediation is provided side by side.
BASIC ASSUMPTIONS
Learner learns better if its presented in totality or in the form
of meaningful components or units
Basic learning takes place during students exposure to the
new material
Basic learning takes place during the students exposure to
the new material
Wrong responses do not hinder the learning of a correct
response
Learning takes place better if a learner is allowed sufficient
freedom to take decisions for adapting the instruction to his
needs
Learning will be better if each response is used to test the
success of latest communication to the student and testing is
followed by remedial instructions
Multiple-choice items help more in learning process than the
forced choice single response items.
Procedure For Branching
Programs
Instructional material divided into units called FRAMES. Much
information, one or two paragraphs or even page is provided in a
frame . Thus, such, a frame is quite larger than that employed in linear
programming
The learner goes through the frame. After that he is required to
respond to multiple choice questions associated with the learning
material of the frame. He has to discriminate and choose one right
answer
He moves forward if he answers correctly , but is diverted(branched)
to one or more remedial frames if he does not. These frames explain
the matter afresh , ask him questions to elicit the right answer and
reveal his previous mistakes and return him to the original frame
The cycle goes on till the learner passes through the whole
instructional material at his own place.
MATHETICS
Thomas.P.Gilbert is the originator
it is the systematic application of
reinforcement theory to the analysis and
construction of complex behavior repertories
usually known as subject-matter mastery,
knowledge and skills.
Mathetics if applied diligently produces
material that exceeds the efficiency of lessons
produced by any known method.
It involves task analysis which may be stated
as---description of the task which the learner
has to learn, isolation of the required behavior,
identification of the conditions under which the
behavior occurs and determination and
generalization of a criterion of acceptable
performance.
It involves three principles: Principle of chain,
discrimination and generalizations
Learning packages are developed in small
steps.
It is divided in the main frames demonstration,
teaching and testing
This can be seen in the example below
1. Example: Program- To find the square of 26
2. Demonstration frame 1.Multiply the first digit 2 by the
next higher consecutive number. 2. Write 76 to the
right of the result 3. The square of 26 is 676.
3. Program - To find the square of 21
4. Teaching frame 1.multiply 2 by 2. 2. Write 41 to the
right of 4. 3. The square of 21 is 441.
5. Testing frame Program- what is the square of 25? ---
-----

Linear v/s branching
programs
Basis Linear programming Branching programming

1. propagator B.F SKINNER NORMAN A CROWDER
2.Background
concept
Operant conditioning Eclectic
3.Size of steps Small, 15-25 words Larger one or two
paragraph
4.Number of steps large Small
5. Purpose of
response
Fixing of learning Measure of learning
6. Error rate Less than 5 % 20 % general
7.reinforcement Correctness of the
responses
No remedy in case of
incorrect response
Remedial action follows
incorrect response
Advantages of programmed
learning
Individualized Instruction
Logical Sequence of material (Small Steps)
Interaction between the learner and the program
Immediate Knowledge of results
Organized nature of Knowledge
Learners Own Speed (Self Pacing)
Constant Evaluation
Disadvantages of programmed
learning
Not a Test
Not an Audio Visual Aid
No Chances for Real Objects
There is no equality (gifted will learn soon when compare to
slow learners)
There is no Love and concern
There are less auditory communication in PLM
Personal values of the students can not be evaluated

references
S.K MANGAL , UMA MANGAL ;Essentials of
Education Technology , Delhi :PHI learning Pvt
Limited ,2009
SKINNER, B.F.; Technology Of Teaching , New
York: Appleton Century Crofts,1955
SKINNER, B.F.; Programmed instruction
revisited The Phi Delta Kappan, Vol. 68, No. 2
(Oct., 1986), pp. 103-110
FATHIMA, SHAIKH; Thinking of Programmed
Instructional Design: Need of Todays Learner
International Journal of Modern Engineering
Research (IJMER) Vol.3, Issue.2, March-April.
2013 pp-1056-1060