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Unit 23: Meaning, Nature and Strategies of Learner Controlled Instruction

students. When we say that in learner-controlled instruction the students assume the responsibility Notes
for his or her learning, we want to draw your attention toward the main attribute of this method.
That is the emphasis here is on learning rather than teaching. Your role becomes more of a
manager, a facilitator or a guide. Your help is essential throughout the instructional process.
Learner controlled instruction includes a number of techniques which range from the simple
assignment to the most sophisticated computer-assisted instruction. All learner controlled
instructional techniques come under the umbrella of self-learning or individualised instruction.
In the next section, we discuss the concept and different forms of self-learning.
All of you know that any instructional system comprises the teacher and the learner, besides the
curriculum. It is not appropriate to claim that the teacher alone controls the instruction system.
Of course, there are certain instructional procedures in which the participation of the teacher is
more in comparison to that of the learner. But there also exist other instructional procedures in
which the learner plays a pivotal role in the instructional process as compared to the teacher. We
discussed a few teacher controlled instructional techniques, namely, lecture, demonstration, team
teaching and activity-based instruction. Similarly, instructional system which is more controlled
by the learner results in learner-controlled instruction.
Self Assessment
1. Fill in the blanks
(i) ....................... is a process where instruction causes a change in an individualis knowledge
or behaviour.
(ii) ......................., the learner takes up the responsbility for his/her learning.
(iii) Learner controlled instruction includes a number of .............. which range from simple
assignment to the most sophisticated computer assisted instruction.
(iv) .................... and ................... learning theories, on the other hand, view learning as change
in cognition and focus mainly on internal mental activity.
23.3 Strategies of Learner Controlled Instructions

23.3.1 Self-Learning
Every individual has a natural desire to learn. Another assumption is that every individual is
unique; he or she learns according to his or her abilities. Hence, any teaching system based on
presentation of information to a group cannot take into account the wide variation in the rates at
which individual students learn. Self-learning or individualised instruction developed when
teaching methods meant for all members of a group failed to meet the varying needs of individual
students. An underlying assumption in this method of instruction is that human-beings learn
many things through their own efforts. As the students entering secondary education vary in
their abilities, interests and needs, there is a pressing need for a wide range of instructional
alternatives which may cater to their individual differences.
The most common description of self-learning methods is that teaching is directed towards
individual students rather than the group of students. However, self-learning is not synonymous
with independent learning or learning in isolation from other students. Self-learning may
encourage independence from the teacher; this, however, is not usually the main aim. During
self-learning, the students do not necessarily work in isolation from their peers. The main
characteristics of self-learning are:
(i) Programmed Instruction: The real landmark in the development of programmed learning
was the work of B.E Skinner. After conducting extensive research on rats and pigeons,
Skinner developed a theory of learning called operant conditioning. According to this theory,
behaviour is leamed only when it is immediately reinforced, that is, when it is followed by
some pleasurable event such as food, praise or attention. Therefore, the task of the

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