PRESENTATION

ON PROGRAMMED
INSTRUCTION AND
SELF DIRECTED
LEARNING
INTRODUCTION
Programmed instructions is a self instruction whereby learner
proceeds through instructional materials in short steps at his own
pace receiving immediate knowledge of the correctness for his
answers. It is self teaching technique. Socrates is said to be the first
programmer who developed a programme in geometry. S.S Chouhan
an author of ‘textbook of programmed instructions’ places Gita as first
programmed text in the world.

DEFINITION
• Programmed instructions is a planned sequence of experiences,
leading to proficiency, in terms of stimulus-response relationship
that have proven to be effective – JE Espich and Bill Williams
• Programmed instruction is a method of designing a reproducible
sequence of instructional events to produce a measurable
consistent effect on behavior of each and every acceptable
student – Susan Markle

CHARACTERISTICS
 The subject matter is broken down into small steps called
frames and arranged sequentially
 Frequent response of the student is required
 There is a immediate confirmation of right answer or
correctionof wrong answers given by the learners i.e ‘self
correcting features’
 The content and sequence of the frames are subject to actual
tryout with students and revised on the basis of data gathered
by the programmer i.e ‘diagnostic features’
 Each student progress at their own pace without any pace of
being exposed
 An interaction is emphasized between the learner and the
programme in programmed learning

TYPES PF PROGRAMMED LEARNING

 1. Linear programming
2. Branching programming
3. Computer assisted instructions
4. Mathematics programming

LINEAR PROGRAMMING
Linear programming us based on learning theory of conditioning.
Learning theory of conditioning is to bring the behavior of a learner
under controlled condition. In this learner’s responses are controlled
externally by programmer sitting at a distant place. In linear
programming learner requires to participate actively.It is also called
straight line programme. Student proceeds from one frame to next
until he completes the programmme.

CHARACTERISTICS
 Learners are exposed to mall amount of information and proceed
from one frame to another frame in a orderly fashion.
 Learners are informed immediately about whether or not their
response is correct
 Learners proceed at their own pace

PRINCIPLES OF LINEAR PROGRAMMING

 Principles of small steps – A student can proceed from knowing
very little about a subject to mastery of the subject by going
through a programme.
 Principles of active responding – Another way to say that
people ‘learning by doing’ Is that they learn by active responding.
 Principles of conformation – It is a type of reinforcement to work
on the programme or to learn. A student who must wait two weeks
for the test results probably will not learn as well as students
whose test is scored immediately.
  Principles of self pacing – The student can work at their own
pace as slowly or as quickly as possible as he chooses. If the pace
of classroom is too fast or too slow for a child probably he will not
learn as well as go with his own pace.
 Student testing and evaluation – This will remind you that detail
record which the students leaves provides the basis for revising
the programme

LIMITATIONS
 Lack of motivation: Learning becomes double dull,monotonous
as a god deal of time is taken to teach a few and simple points.
The steps are small materials, lack of challenge and interest of
children.
 Serial order learning: Learning is acquired in serial order. But in
actual life learning may not be serial.
 No freedom of choice: The learner has no choice of his own to
respond. Creative imagination and judgmental ability of the learner
to respond re inhibited.
 Tendency to guess
 Used in limited areas

BRANCHING PROGRAMMING
It is developed by Norman A. Crowder’s(1960). A certain amount of
information is presented to learner and then multiple choice format
questions are given if the learner is correct then they move to next
body of information and if incorrect then they are directed to
additional information depending on the mistake they make. Frames
are not kept sequentially , it depends on the student responses which
frame will be next. It is not controlled by the programmer.

PRINCIPLES OF BRANCHING PROGRAMMING

1. PRINCIPLE OF EXPOSITION
2. PRINCIPLE OF DIAGNOSIS
3. PRINCIPLE OF REMEDIATION
1. PRINCIPLE OF EXPOSITION
The whole concept is presented to the students so that he can learn
the complete information better which is provided in the home page. It
serves two purposes : TEACHING & DIAGNOSIS.
2. PRINCIPLE OF DIAGNOSIS
Here the weakness of the learner is identified after exposition and it
is assessed whether the learner could learn what the causes are. And
then it is modified.
3. PRINCIPLE OF REMEDIATION
If a learner chooses the wrong alternative, the learner has to move to
a wrong page where a remedial instruction is provided. And the
student is directed to return to the home page and he / she is asked
to choose the right answer.

STRUCTURE OF BRANCHING PROGRAMME

The programme text is called SCRAMBLED TEXT.This consists of
two types of pages
1. HOME PAGE.
2. WRONG PAGE.
HOME PAGE
This page consists of content or concept and followed by multiple
choice questions which involve four aspects :
1. TEACHING -(The learner goes through the instructions to
comprehend the concept or information).
2. RESPONSE - (At the end of instruction, multiple choice is given to
the learner to choose the correct response, which the learner has to
discriminate. The response is intrinsic).
3. DIAGNOSIS - (If the learner chooses the wrong response, he has
to move to the wrong page. If he chooses the right response, he
moves to the next home page, where the next unit is presented.)
 4. REINFORCEMENT - The response is reinforced by confirming it at
the beginning of the home page, hence the learner is encouraged
through verbal approval or praise.
WRONG PAGE
Wrong page or remedial frame involves :
1. Repeating student response.
2. Negative confirmation.
3. Reason as to why he is wrong.
4. Further explanation in a single language.
5. Direction as to where the learner should go next.

TECHNIQUE OF BRANCHING PROGRAMME

There are two tenchniques :
1. BACKWARD BRANCHING.
2. FORWARD BRANCHING.
BACKWARD BRANCHING
If the learner makes an error, he has to take to the remedial frame
where; He is given some more help in understanding the concept and
solving the problem. He is then directed to the original frame number
one. So the learner goes through the same frame twice, once before
the remedial material is referred by him.

FORWARD BRANCHING
When the learner gives a correct or wrong response, he goes to the
next or new page. If he makes a wrong choice, he is directed to the
remedial frame where his mistakes are fully explained. This is
followed by another parallel question from which he goes to the next
frame in the main stream. 
 LIMITATIONS
• Guessing
• Difficulty in praising branches
• Diagnostics may not suit the individual learners
• Cost of preparation is high
• No guarantee that the pupil has learned everything
• Unable to control the student.

COMPUTER ASSISTED INSTUCTIONS

To impart formal and informal education at all levels in all areas.CAI
is an interactive instructional technique whereby a computer is used
to present instructional material and monitor the learning takes
place.CAI programs use tutorials, drill and practice, simulation.
(REFER SHWETA DI’S PRESENATION)

MATHEMATICS PROGRAMMING
According to Thomas Gilbert mathematics means learning.
Systematic application of reinforcement theory to the analysis and
construction of complex behavior. Frames size is organized in small
step but in a reverse chain i.e. from complex content to its small,
simple units to attain mastery level. It is useful for developing
concepts of mathematics and grammar. It can be used in Distant
Education.

DEVELOPMENT OF A PROGRAMMED INSTRUCTIONS

A. Preparatory phase
B. Writing phase
C. Validation phase
A. PREPARATORY PHASE
1. Involves viewing the programme on any topic.
2. Deciding to prepare a programme.
3. Selecting a topic.
4. Preparing a content outline.
5. Specification of objectives in behavioural forms.
6. Specifications (Assumptions about learner).
7. Entering behaviour (Pre requisite skill).
8. Preparation of pre test.
9. Terminal behaviour. Expected performance of the learner at the
end of a course.
10. Preparation of post test i.e. preferably criterion test.

B. WRITING PHASE
Involves the following activities:

1. PRESENTATION OF MATERIALS IN FRAMES.

2. REQUIRES AN ACTIVE STUDENT PARTICIPATION.
3. PROVE ANSWERS FOR CONFIRMATION OR CORRECTION
OF STUDENT RESPONSE.
4. USE PROMPTS TO GUIDE STUDENT RESPONSE.
5. PROVIDE CAREFUL SEQUENCING OF FRAMES.
PRESENTING THE MATERIALS IN FRAMES A frame is a small
segment of information that calls for particular student response. The
task of a programmer is to provide the stimulus necessary to evoke
student response. The acquisition of these responses is a step
towards terminal behaviour. Be sure that each frame presents a
relatively small segment of material. The programmer should present
only enough material to elicit a single response
ACTIVE STUDENT RESPONSE In every frame the response of the
student is elicited. The responses in programmed material should be
overt or covert.
Student who make overt responses should write down their answers
on sheets of paper. Student who make covert responses should
mentally compose their own responses to each blank in the frame
before turning the page to the correct
CONFIRMATION / CORRECTION Providing the correct response
with which students can compare their own responses is a standard
characteristic of programmed instruction. Students come to know
their responses are correct or incorrect.
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.
SEQUENCING OF THE FRAME
Sequencing depends on:
1. The description and analysis of the behaviours the programme
intends to teach.
2. The conditions necessary for the learning required by the various
tasks. All the basic learning conditions - discrimination,
generalization, contiguity, practice and reinforcement can be
embodied in the frame sequence. Frame sequence can also provide
for review and testing whenever these are necessary.
VALIDATION PHASE Involves :
1. Try out and revision.
2. Individual tryout.
3. Small group try out.
4. Master validation.
5. Editing, reviewing, revising and modifying the programme for final
preparation based on fruits of tryout.

ADVANTAGES
Programmed Instructions are more successful in critical sagacity
(discernment) of the logic or various subjects and inspiring students'
creative thinking and judgement.
 Good teachers are freed from the humdrum of routine classroom
activity and they are in a position to devote their time to more creative
activities.
• Enables student at his own pace
• Develop high efficiency
• Facilitates self evaluation
• Gives individual instructions
• Active involvement
• Provided with immediate knowledge of result
• Physical presence of teacher is not necessary
• Permits mass teaching
• Facilitates decision taking in complex problems

DISADVANTAGES
 Required experts on programmed instructions
 Preparation is difficult and time consuming
 Material is not available
 High additional cost of teachers time and money
 No group dynamics

SELF DIRECTED LEARNING

INTRODUCTION
A process in which individuals take the initiative, with or without the
help of others, to diagnose their learning goals, identify resources for
learning, select and implement learning strategies, and evaluate
learning outcomes. It is also known as adult learning.
DEFINITION
• Self-directed learning as a “process in which individuals take
initiative, with or without the help of others, in diagnosing their own
learning needs, formulating goals, identifying human and material
resources for learning, choosing and implementing appropriate
learning strategies and evaluating learning outcomes.” - Malcolm
Knowles, 1975
• Self directed learning is a process in which the learner initiating
learning making decisions about what and How to learn self in
order to achieve a particular task. - Neema Bhaskar

PURPOSES
• To plan and participate in one’s own learning activities.
• To develop the capacity of learning and thinking of learner.
• To develop the sense of independence by enhancing
emancipatory learning.
• To develop the problem solving approaches.
• To develop time management skills.
• To develop decision making skills.

SELF DIRECTED LEARNING MODEL

It involves a continual process of:
1. self -motivation
2. self-management
3. self-monitoring
4. self-modification
1.Self-motivation
Motivation affects the learning strategies and cognitive processes an
individual employees (Dweck & Elliott, 1983). It increases the likelihood
that people will pay attention to something, study and practice it, and try
to learn it in a meaningful fashion. It also increases the likelihood that
they will seek help when they encounter difficulty. • Motivation directs an
individual toward certain goals and fulfill their objectives.
2.Self-management
 Establishes clear goals
 Thoroughly gathers information
 Persistently stays with a task
 Uses a systematic approach to problem solving, organizational
planning, and decision-making. Uses articulate, thoughtful
communication
 Continuous process

3.Self-monitoring
 Consideration of the ramifications of thoughts, plans, decisions,
and actions
 Metacognition - the process of consciously monitoring one’s own
thinking
 Self -reflection - process of reflecting on one’s own thinking
patterns, plans, decisions, and actions.

4.Self –evaluation and Self-modification

 Revises strategies and implies a great effort to maximize his/her
effectiveness based on feedback
 Changes in one’s behavior based on the data gathered during self-
monitoring and on feed back received from others.

SKILLS NEEDED TO BE A EFFFECTIVE SELF DIRECTED LEARNER

 Goal setting skills.
• Processing skills.
• Decision making skills.
• Self awareness.
• Content competence
• Other cognitive skills

• GOAL SETTING SKILLS

Here the individual identifies the problem rather than developing a
cognitive ability to engage in problem identification and solving. • They
have a good observation skills and ability to determine what is important
in their learning environment
 • PROCESSING SKILLS
Observing the ability to see and understand.
 Seeing and translating- the ability to translate visual information to
notes and records.
 Reading -the ability to read ,translate and compared written
material
 Listing -the ability to receive and process aural information and
related it is existing information schemes.

• DECISION MAKING SKILLS

 This denotes the learners thinking ability.
 learner must develop the ability to identify, prioritize; select
validate, evaluate and interpret information obtained through
processing.

• SELF AWARENESS
 The successful self directed learner has the ability to be aware
self.
 It enables the individuals to be aware of their learning
processes their weakness and strengths to know of their ability
to use different in their environment,
 To know when, how and what is distracting in their environment.
 To know when they need assistance, and to have a realistic
perception of their ability to achieve learning goal.

• CONTENT COMPETENCE
Here some personal observation indicates that people skilled in certain
areas tend to emphasize those while avoiding topics and activities in
areas in which they are less competent. for example one who knows the
own language may learn another language based on first language.

• OTHER CONGNITIVE SKILLS

Other cognitive skills appear to be associated with self directed learning
success.
They are-
 Sensory- including ability to select, identify and classify
information.

 Memory- working memory is important in the processing of

information before it is assimilated into existing long-term memory.
 Elaboration-includes the ability to taken item from working memory
and process it by imaging, deducing, discriminating generalizing
etc.
ADVANTAGES
Self-directed learning allows learners to be more effective learners and
social beings.
 It enhances the ability to think and learn.
 It promotes emancipatory learning process.
 Self-directed learners are curious and willing to try new things.
 They can view problems as challenges, desire change, and enjoy
learning.
 Self-directed learners are motivated and persistent, independent,
self-disciplined, self-confident and goal-oriented.
 self-directed learners demonstrate a greater awareness of their
responsibility in making learning meaningful and monitoring
themselves.
 Self-directed learning encourages students to develop their own
rules and leadership patterns.
 SDL is more deep and permanent.
 It helps to develop time management skills.
 It helps to identify the requirements for a problem solving process.
 It increases self-esteem.
 Helps in decision making.
 It promotes self-awareness.

DISADVANTAGES

 Research have proved that some adults are unable to engage in

self directed learning because they lack independence,
confidence or resources.
 Possible for frequent error and sometimes it misguides the student
how to learn.
 Self directed learning needs to be combined with other learning
methods for content to be fully learned.
 Self directed learning is quite time consuming.
 It lacks team spirit.

BIBLIOGRAPHY
 Jaspreet Kaur Sodhi, “Comprehensive textbook of
Nursing education”, 1st edition.,2017, Jaypee Brothers
Medical publishers, New delhi, page no 103-108
 B. T. Basavanthappa, “Nursing Education”, 2nd edition,
2009, Jaypee Brothers, Medical Publishers, New Delhi,
page no. 513-515. 
 http://www.slideshare.net/LouisGrauer/self-directed-
learning-