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Implications of Behaviorism (Understanding is a matter of seeing existing…
Implications of Behaviorism
Understanding is a matter of seeing existing patterns
Teacher - student interface
Evaluation through written examinations, field work, projects, reports, assignments, etc.
Learners are monitored by an authority figure that is trained to give unbiased feedback regardless of their individual personality differences
External changes matter only - all learners are considered and treated equally, hence internal factors are not considered
No bias
Internal factors such as the IQ and EQ of students
Mental & emotional changes are not taken in account
Learning has taken place if there are behavioural changes from learners
Software/Computer - student interface
Evaluation through scores accumulated, levels of difficulty undergone, etc,
Absolutely unbiased as computer programs do not have emotions and do not require training for carrying out unbiased evaluation.
Direct instruction / "teacher centered"
The content is textually / graphically displayed
Animation, sound, pointers, & others (attention-focusing devices) are used
The teacher / program controls the presentation sequence & display rate
The computer program plays the role of a teacher in posting the problems to be solved
Guide the design of the software by lectures, tutorials, drills, demonstrations, & other forms of controlled teaching
Students' works is checked regularly and feedback is provided as well as encouragement (reinforcement)
The sounds, animation audio and color is most important to give attraction and immediate feedback
Depending on the function, there can be positive and negative feedback
Increasing positive interactions with students by effectively implementing positive reinforcement, including praise, prizes and good score.
The stimuli can be changed in a program if the response is not satisfactory
Giving the learner immediate feedback, breaking task down into small step, repeating the same direction as many time as possible and giving positive reinforcement
Skill and information to be learned are broken down into small units
Organize the information
Identify the similarities of patterns
The difficulty of the question is arranged
Break larger amount of informations into manageable units
Practice should take the form of question-answer frames that expose the student to the subject in gradual steps - by doing some research into whichever skill, keeping in mind the specific goal and underlying purpose for itself.
Students must learn the correct response
It displays the score / correct answers
It provides answer keys & outcome guides coordinated with performance tasks
Problems can be randomized, and the same problem can be repeated until the learner answers correctly (repeats content not mastered)
It requires that the learner make a response for every frame and receive immediate feedback
The exercise can be checked by the computer once it is completed
Learning is passive
If there are changes in behaviour from one-way communication, then learning has taken place
Learners have no control over the content of what they are about to learn. They are dependent on their trainer/teacher for information supply as well as evaluation
Learners do not explore options and go across boundaries to gain knowledge
In terms of computer program
Learners do not have control over the contents, questions and evaluation
Knowledge provided are definitive and students are required to retain the exact information in their memory for evaluation purposes
One-way communication throughout the learning process
The instructor conveys knowledge (stimulus) to learners and the latter accepts it without questioning or reasoning