Students’ Interaction.

Modules can be designed to provide student-oriented interaction. Students should be encouraged to work together on complex learning activity. Many students find it helpful to tutor each other and assist one another in developing mastery of the materials.

A module should have the following characteristics:

· Self-contained, self-instructional package,

· Concern for individual differences,

· Statement of objectives,

· Association, structure and sequence of knowledge,

· Utilization of a variety of media (printed, visual and projected materials, audio materials, real objects and direct human interaction),

· Active participation by the learner,

· Immediate reinforcement of responses,

· Mastery evaluation strategy.

A wide variety of media and activities can be incorporated into modules. Examples include:

a) reading textbooks and articles.

b) examining diagrams and photographs.

c) viewing films and colored slides.

d) handling real objects and models.

e) studying demonstration materials.

f) listening to audio tapes.

g) conducting actual or simulated experiments.

h) discussing subject matter with other students and teachers.

Modular instruction is much more student-oriented, if compared to a traditional one.

Table1.

Traditional class vs Module class

Traditional Class	Module Class
Learning Experiences Conventional materials are typically characterized by lectures, reading the texts, group discussions. The learning experiences are oriented toward teacher performance and group instruction with emphasis on teaching.	Learning Experiences Modules provide for a combination of learning experiences providing an integrated sequence so that each learning activity can enhance and complement the others. The learning experiences are oriented toward student performance and individual instruction with emphasis on learning.
The role of the teacher The role of the teacher is one of disseminator of information.	The role of the teacher The teacher functions as a tutor. His role is one of diagnostician, motivator and resource person.
Objectives Objectives are not usually stated in specific terms. They must be inferred from the content of the subject matter and tests.	Objectives Objectives are stated in terms of student performance and usually are presented to the student before the instruction begins.
Rate Students are forced to go through the course “in a lockstep manner” (all going at the same rate).	Rate Each student can proceed at his own rate, he is free to repeat any portion of the module as often as necessary.
Strategies Teachers tend to use just one or two strategies, such as lectures and written assignments, regardless of the many different types of learning in the course (psychomotor manipulations, cognitive skills).	Strategies Various learning strategies are used for objectives representing different kinds of learning. A variety of instructional strategies are used to optimize learning on a given topic.
Individualization Conventional lessons are group oriented. Students are usually provided with a limited number of instructional resources. Usually, the teacher specifies exactly how the student should proceed – read 20 pages of the text and answer 10 questions, etc.	Individualization Modules may be highly individualized. Each student can use any or all of the media and materials available. The selection of the most appropriate approach is often left to the student – listen to a tape, read a text, look at diagrams, view a film, examine real objects or any combination thereof.
Participation The student’s role is usually passive – reading the text or just listening to the teacher.	Participation Modules provide for active student participation. The student learns by doing. The student is actively involved in manipulating the instructional materials.
Testing Tests usually sample the content which has been covered. The student usually sits through the course, then takes an examination to determine his grade for the course. Tests are too often used to give grades, rather than for feedback or diagnosis.	Testing Learners are given the objectives and told how attainment of them will be evaluated. Tests are designed to measure mastery of the objectives. Test questions are used for assessing prerequisite skills, for diagnosing difficulties and for confirming mastery.

Thus, among various systems of individualized instruction, modular instruction combines many advantages of a number of separate instructional innovations, such as performance objectives, self-pacing, and frequent feedback.

Answer the following questions:

1. When and how did the Bologna process start?

2. Name the objectives of the Bologna process.

3. Do credits include only in-class students’ hours?

4. Who was modular instruction first introduced by?

5. Dwell on Edgar Dale’s Cone.

6. Name the principles of the modular instruction.

7. What are the advantages and disadvantages of the modular instruction?

Дата добавления: 2015-11-14