Programmed learning

Programmed instruction is a didactic- methodical way of the teacher to make the classroom. One can classify it under " self- learning of the student ." Other possible methods of the teacher are: frontal lessons, guided the conversation, partner and group work.

Term

When individual programmed lessons, the student develops a topic solely in the context of the so-called programmed instruction.

Until the 1970s, was Programmed Instruction - implemented with the help of intricately designed textbooks, learning the controls, branching, individual wells and digressions and even small experiments implemented - in the absence of current possibilities cheaper computer science. Some of the earlier times the usual learning boxes were adapted.

Designed for programmed instruction workbooks were not linearly worked through, but in short steps, usually only the right page was processed. For the treatment of the result then made ​​under circumstances jumps over many pages. The so- hidden solutions and 180 degree rotations of the book made ​​it difficult to self-deception by the pupils or learners in control tasks (see learning level survey). To give too much learning material at a time, according to certain sections also targeted breaks have been predefined.

Today typically employ e -learning programs to this form of instruction. Other tags on this rapidly growing field of learning technology and the underlying theories of learning are:

• Learning computers, learning platform, learning by doing, learning with moving images,
• Learning strategy, method of teaching, learning, educational software,
• Context, teaching context.

Principle

Programmed instruction goes back to an information- theoretically - cybernetic didactics understanding that dates back to Auguste Comte and positivism which he founded until the 19th century. Great influence had behaviorism under Burrhus Frederic Skinner middle of the 20th century. During this time reinforced theoretical models (eg TOTE model) came on in which learning is understood as a closed loop that follows the laws of cybernetics.

By approaching the learning objective in many small steps, the learning can be individual students individually adapted better. That is, it may on his personal study time, his knowledge, his skills are better received. After reaching the first learning objective there is a performance review. Only after successful completion of the examination is done processing the next learning objective, which simultaneously represents a reward.

Pros and Cons

The student can choose his own pace - a great advantage. Gifted students are promoted, the method opens up but at the same time less gifted students to master the material at their own pace. Students may be unable to " stay on track " for a learning objective is not completed, the steps can be repeated once more.

The disadvantages can be outlined as follows: The motivation of the student to work on the subject, must be given as in all teaching methods. Fully programmed recycled materials must be available. Social contacts, productive discussions and unterrichtsbelebende personal examples are not given in this method. What is partly an advantage, namely the individual independent development of the material, can also lead to a disadvantage: The student might feel restricted without practical advice and contact with other students. This could lead to demotivation. However, the right motivation is the basis of this method.

Already in the 1970s, as Programmed Instruction was mostly still in book form and not realized with computer programs, this has been criticized for example by Herwig Blankertz. Today, this criticism designed in the form of controversy over pure machine- based e -learning on the one hand and blended learning on the other.