Self Instruction versus Classroom Instruction

Abstract

Classroom instruction and self-instruction are compared in terms of instructional functions—stimulus presentation, student response, confirmation of response, and branching.

Both the lecture method and self-instruction allow stimulus presentation in many variations by means of audiovisuals. Both allow student response, confirmation of response, and feedback to the teacher, though these are guaranteed to all students in self-instruction. Both allow branching—or slanting the presentation to the individual needs of the students, though self-instruction is particularly appropriate in this way. When working primarily within one format or the other, instruction can be improved by using a variety of audiovisual media to meet the requirements for stimulus presentation.

The lecture format can be enhanced by borrowing from self-instructional methods the desirable techniques of student response, confirmation, and, to some extent, branching.

But we must conclude that a variety of instructional methods is appropriate—because a variety of functions must be met. The logical plan is to combine methods and media to meet these needs most effectively and efficiently.