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Implications of Behaviorism ((2) …
Implications of Behaviorism
(2)
Student's work is checked regularly and feedback is provided as well as encouragement
Implications to General Instructional Design :checkered_flag:
Correct responses must be followed with immediate feedback.
Stimuli can be (+ve) or (-ve)
The sensory perception in learning is very important
Implications to Instructional Technology (using computer programmes) :checkered_flag:
There could be (+ve) or (-ve) feedback
Animation ,sound, and color in a program are important to give immediate feedback and have to do with the sensory perception of the learner
Student who have good performance, will be praised and good scores.
Positive feedback could be given regularly. The learner can stop the program immediately if he does not like it.
The stimuli can be changed in a program if the response is not satisfactory.
(4) Instruction is direct / teacher centered.
Learning enviroment must be controlled
Eg: Software/ Website usually state the the objectives, uses text, visual or audio to apply appropriate reinforcer
Software/website provide repetition and immediate feedback
Uses principles to shape, chain, model punish and award the learners
Incorporated a scoring system
Provides status or progress of learner
(1)
Skills and information to be learned are broken down into small units
Implications to General Instructional Design :checkered_flag:
There must be definite goals to accomplish
Implications to Instructional Technology (using computer programmes) :checkered_flag:
Practice should take the form of question-answer
(stimulus-response) frames that expose student to the subject in gradual steps
Information should be presented in small amount so that responses can be reinforced ("shaping")
Learner should have mastered the first level before continue to the next level
question's difficulties is arranged so that the response is always correct , therefore results is in a positive reinforcement
The content is divided into small moduls/ units
Prerequisites are textually and graphically displayed
(5) Learning is passive
Teacher must arrange practice situations in which prompts are paired with the target stimuli that initially have no eliciting power but which will be expected to elicit the responses in the "natural" (performance) setting**
Students as passive recepient of learning provided by their teachers and parents
(6) Learning requires an external reward
Implication to general ID
Extrinsic motivation plays a critical role in behaviorism
Implication to IT
The computer program can provide these attributes:
Extrinsically motivated the learner wishes to get a better score
(7) Understanding is a
matter of seeing existing
patterns.
Implication to IT
The scoring and evaluation functions of a program are two ways to decide if the learner has learned.
The progress of the learner can be monitored by the computer program.
It conducts performance tests.
It provides questions on new content.
It allows a limited response time for memory-level questions.
It uses computers for context-rich testing.
Implication to general ID
The learner has learned
something when you
can observe his or her
behavior.