Page 218 - DEDU403_EDUCATIONAL_TECHNOLOGY_ENGLISH

Educational Technology

Notes (B) Interval Schedule Reinforcement—It is also called as time interval einforcement. Reinforcement is

given after a fixed interval such as after five or one hour or eight hour. Time is more emphasized and

reinforcement is given from the interval of time. These are of two type –
(B ) Fixed Interval Schedule Reinforcement.
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(B ) Variable Interval Schedule Reinforcement.
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(B ) Fixed Interval Schedule Reinforcement—Reinforcement is provided after a fi xed interval then
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it is called as fixed interval schedule reinforcement. It is already decided that after how much time,

reinforcement will be provided such after every fi ve minutes, fifteen minutes or every hour. The fi xed

interval of time is more emphasized rather than the quantity of work.
(B ) Variable Interval Schedule Reinforcement—In this, time interval is not fi xed rather it can be
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changed so this type of reinforcement is called variable Interval Schedule Reinforcement. The behaviour
changes and knowledge attain by the student through this reinforcement are not stable.
Directions for the use of above Reinforcement
1. Teacher should use fixed ratio reinforcement to increase the pace of students’ response.

2. Continuous Reinforcement should be used for attaining the goals of information and intermittent
reinforcement should be used for attained the experimental, understanding and other higher goals.
3. Interval reinforcement should be used for the goals of behaviour change and to make new knowledge
stable.
4. In the beginning, continuous reinforcement and then fixed ratio or interval reinforcement and in

last situation, the use of Variable interval reinforcement is more founded.
5. The methods of Continuous reinforcement for introverted students and variable fixed ratio
reinforcement for extroverted student are founded more capable for effective learning.
6. It is considered that the use of variable ratio and variable interval reinforcement for bright students
and the use of continuous or fixed ratio reinforcement for dull student, is more productive and

effective.
(4) The Transfer of Stimulus Control—In the beginning of programmed instruction material, when
student responses with Stimular, he is already familiar to them. As he moves forward, responses help
in reaching from the entering behaviour to ending behaviour and stimulus control keeps moving in
learning order. This is called as the transfer of Stimulus Control.
(5) Feedback—Feedback is that process in which students are made aware to their weaknesses, faults
and errors so that students can improve, also student’s good features, good work, their quality and
strengths are explained in this process so that they can they can display them even further into their
behaviour. Reinforcement increases the possibility of response while feedback is a powerful tool for
change in behaviour. Feedback methods improves the students behaviour, develop them and make
desired changes in them.

(6) Confi rmation—Confirmation is also called as third principle of programmed instruction. The
feedback is immediately provided that students’ response is correct due to which students move
forward. Confirmation is a form of feedback due to which students attain new knowledge and also

reinforcement is provided to them. Student gets the completeness of teaching material by moving

forward though ordered fractions based on confirmation of his response.
(7) Prompting—In programmed instruction student have to response for every fraction for which an
extra stimulus is used. This is called as Prompt. An information contained in a frame to help the learner
to respond correctly is known as prompt or cue.
This will prevent students from making the wrong response.
(8) Generalisation and Discrimination—The ability to acquire the skills, aptitude and knowledge etc.
in a situation and to response them in a similar situation for the same elements is called generalisation.

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