Module 1

Self Learning Material

Dr. Sunil Dutt
Professor & Head
Education and Educational Management Department,
National Institute of Technical Teachers Training & Research, Sector-26, Chandigarh (India)

Objectives of the Module:

After reading the learning material, you will be able to:

 Understand the need of developing Self Learning Material

 Know the characteristics and types of Self Learning Material
 Understand the differences of Self Learning Material with Text Books and Conventional mode of
teaching

Learning Outcomes:
After reading the learning material, you will be able to:

 Explain the need of developing Self Learning Material

 Explain the concept of Self Learning Material
 Describe the characteristics of Self Learning Material
 Describe the types of Self Learning Material
 Describe the advantages of Self Learning Material over text books and conventional mode of
teaching

Pre-requisite Knowledge:
It is assumed that the learners are quite familiar with the concept of teaching and instruction. Teaching
involves face-to-face interaction between the teacher and learners in a classroom or laboratory, whereas
instruction can be facilitated through a text book or by watching a video or accessing the concerned
material online but in case there is some doubt, the learner cannot seek further information and
clarification which is possible in case of teaching.

Introduction
Dear learners, as you know that conventional mode of teaching suffers from various shortcomings like,
teacher’s failure to
 meeting the diverse needs of learners
 gaining attention of learners
 integrating instructional media
 evaluating learners and provide them feedback and more.

Now, a question arises what a teacher can do to cater to diverse needs of the learners? Self Learning
Material is the answer which can be used as an alternate mode of teaching in this regard. Thus, there is a
strong need to incorporate Self Learning Material in teaching learning process to meet the specific needs
of the learners and can thus supplement learning on the part of learners

The present learning module will enable learners understand the need, new challenges and
trends, characteristics and types of self learning material.

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Sub-Topic 1

1. Self learning Material – Need, New Challenges and Trends

All learning involves constructivist process, i.e., knowledge construction in one form or another.
The question of what instructional practices are likely to promote learning pertaining to such
knowledge construction is what the argument presented by Kirschner et al. 2006. The content to
be learned and the maturity of learners vary from grade to grade, and learning has varied aspects
and takes place through many avenues. The learners may not all learn things in the same ways or
at the same speed or with the same facility and completeness. The ever broadening spectrum of
education and scientific achievement has raised the questions of better learning and better
achievement for all. It is known fact that success has become an indicator of attaining position
and respect in a highly achieving society of today. Now the greater emphasis is being made on
the academic achievement of learners as a good academic record of learners is an indicator of an
effective educational system.

The traditional lecture is one of the oldest and predominantly used teaching methods in
educational institutions. Studies have revealed that the “pure” lecture method, mainly chalk and
talk, is not effective teaching strategy to stimulate thinking and enhance problem-solving skills.
Thus, a need has arisen for the educators and teacher trainers to consider moving beyond the
traditional lecture mode of imparting instruction to active learning models where learners can
take greater responsibility in their own learning.

With advancements in technology and a flourishing population globally, self-learning is on the

rise. Education, as of now, is no longer confined to just the conventional classroom since it is
considered to be out-of-date and is unable to satisfy the intellectual needs of individuals.

The high availability of MOOCs (massive open online courses) and more colleges and
universities offering Self learning material based Online courses has resulted in a new concept of
students being an autodidact, or self-teacher. There are several factors which necessitate the need
for developing Self Learning Materials in addition to the traditional education model.

1.1 Need of Self Learning Materials

Let us now study the need of incorporating Self learning material in teaching learning process.

1. Understanding “How to Learn” v/s “What to Learn”

By instructing students how to learn, instead of what to learn, the SLM equips them with the
requisite instruments and critical thinking abilities they require to figure out problems they
have seldom confronted before.

Hence SLMs are required so that the students are motivated to think critically as well as research
the various ways of thinking for problem solving.

2. Large Class Size

When the class size is large so that the teacher cannot give full attention to each and every
individual, the SLMs can supplement the instruction.

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3. Different types of learners
Different students have varying learning needs. Some students learn better when some visuals
are presented along with theory, while others perform better when they are given practice tasks.
In conventional classrooms, satisfying the individual needs is not possible for a teacher. Hence
SLMs are needed to cater to specific needs of the students.

4. Scoring Better
SLMs help students fare better at exams when SLMs are employed alongwith the conventional
classroom teaching. In the competitive world of today when private coaching is very costly and
not everybody can afford it, the need of SLMs become even more evident.

5. Limitations of Under-developed and Developing Nations

Students in under-developed as well as a few developing countries who are deficient in high
quality textbooks and instructors can learn through the SLMs provided by prestigious
universities.

6. Benefits to Self-Directed Learners

The need for SLMs also arise from the numerous benefits these can have on learners. Abdullah
(2001) noted that self-directed learners are tenacious, ambitious, independent, disciplined,
confident, and by and large take delight in learning. They are also able to monitor, evaluate, and
modulate their own learning.

7. Preparing for the Future

Students are often expected to solve problems by themselves. If students have acquired self-
study skills from SLMs, they can employ them in future. SLMs empower the students to become
fearless when encountering challenges. SLMs aid the students in developing the correct attitude
they require to take on the challenges and obstacles in their daily lives.

8. Increased Productivity at Work

Increased exploration of learning experiences results in higher creativity and productiveness in
the world (Rogers, 1969). The inner desire to achieve the learning goal is the very foundation of
instruction through SLM. Pink (2009) claims that this internal drive system is responsible for
improved productivities at work.

9. Increased Pressure at Work

The rapidly changing work demands impose a lot of pressure on people to keep their skills and
knowledge updated. This necessitates lifelong learning through various courses SLMs (Lin,
2008).

1.2 Challenges of Self Learning Material

Following are the barriers and challenges that are confronted by students in their learning
pursuits through SLMs:
1. Less external guidance
There is no provision of external guidance of any kind if a student gets stuck in
understanding of a difficult concept in SLM.

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2. No direct, real-time feedback
A student’s responses to questions are not given a real-time feedback by SLMs. Hence,
SLM does not have the capacity to replace the conventional classroom teaching altogether.
3. High impersonalization
4. Learner Procrastination
A student is always in a dilemma on what pace to proceed with the SLM, or should he take a
break and finish the SLM later on, etc.
5. Being flooded out by the large amount of resources made available by teachers and SLM
designers (Graham, 2006)
A student is presented with lots of information regarding a particular subject that sometimes
he/she is overwhelmed by it and is not able to comprehend it.
6. Lack of available technology (like internet) to support SLMs
Some SLMs are available on the websites of universities, which necessitate the use of
internet, but there might be circumstances where internet provision is not guaranteed to the
students.
7. Lack of time for informal learning
Working professionals find it hard to take out time out of their busy schedules to undergo
learning through SLMs.
8. High access fee / membership fee of some SLMs of prestigious universities
Some universities seek high fee to access their downloadable SLMs.
9. Little knowledge of technology to be able to use SLMs
Sometimes students are not fully equipped with enough knowledge of technology like
computers, internet, etc, to be able to use SLMs easily.
10. Little or no excitation/self-motivation among students
11. Difficulty in locating a trustworthy (in terms of correct data) and high quality SLM among
the large amount of SLMs existing online
12. Little appreciation being given to informal study through SLMs, for example, the distance
education degrees are not regarded as much as full-time studies.
13. Designing SLMs on all topics for all subjects is also a challenge because it demands for
good quality teachers devoting time towards the development of SLMs.
14. Also, there is no standardized curriculum on whose grounds the SLMs can be developed,
hence it is also a challenge to decide upto what depth the information is to be provided in the
SLM.
15. Just because a student is studying a SLM does not necessarily mean that he/she is learning
also from it. Hence it is a challenge to develop SLMs which focus on the facilitation of
learning and not merely transmission of information.

1.3 Self Learning Material - Trends

A Self learning material is a combination of various media. Thus it will be appropriate to trace
back its development. Text in the form of printed books came into existence after the invention
of printing press in 16th Century. Later on, photos and videos came into existence in 19th Century
after the development of various technologies followed by development of digital and interactive
media including computers in 20th Century. Davis & Sorrel (1995) highlighted that "The mastery
learning concept was introduced in the American schools in the 1920's with the work of
Washburne (1922, as cited in Block, 1971) and others in the format of the Winnetka Plan." It

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was later brought back with programmed instruction in the late 1950' by Caroll & Bloom's work.
The basis of Programmed instruction, developed by Skinner (1968), is "operant conditioning",
i.e., learning is a change in behavior through association of stimulus-response chain. Behavior
gets conditioned by the reward of the right stimulus-response patterns. Since conventional
lecture mode of instruction fails to meet the varied needs of learners, researchers started
exploring the effectiveness of alternate mode of delivering instruction. Research shows that
students don't learn by simply hearing or seeing as is in case of traditional lecture, they learn by
doing, a model often called active learning. Self Learning Materials provide individualized
instruction in which each learner is active and proceeds at his/her own pace and is provided with
immediate knowledge of result.

Self-learning materials, whether developed as Self Learning Modules or Computer assisted

Instruction, must exploit the various means and ways of communication to suit it to the needs of
learners. These materials can perform the functions of a live teacher, and thereby stimulate
independent study/learning.

A large number of studies are available in the literature, which have given a clear direction in the
favour of Self learning material. A summary of few studies undertaken by various researchers in
varied subjects is given below:

Pant (1994), Narula (1997), Misra (1998), Kohli (1999), Ahuja (2002) and Saini (2004) in their
studies found that students exposed through Self learning modules gained more in achievement
than taught through traditional lecture method.

Kochhar (2007) experimented with Computer Assisted Instruction and Concept Mapping in
acquisition of concepts in biology in relation to style of learning & thinking and found CAI and
concept mapping as superior instructional strategy than traditional lecture method.

Pabla, (2006) found in her study Computer Assisted Instruction and Video Assisted Instruction
as superior strategies in teaching of Mathematics as compared to Self learning Modules.

Sharma (2006) found CAI as a superior strategy in teaching of Economics at the secondary stage
than Self learning modules as related to Cognitive Style.

Jindal (2008) in her experimentation found students taught through MMPs and Computer
Assisted Instruction to have achieved significantly high in acquisition of biological concepts than
through traditional lecture method.

Padmapriya (2015) experimented with Self Learning Modules on Achievement in Biology

Among Secondary School Students and the results revealed the effectiveness of Self
Instructional module on achievement among secondary school students.

Dhamija (2016) studied the effectiveness of Self learning modules on the achievement and
retention of undergraduate students in Commerce and found achievement of B.Com. 1st year
students of experimental group significantly higher on post-test than that of the control group.

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Dogra (2016) studied the effect of Online learning and Blended learning on achievement of
undergraduate students in Psychology and Engagement in learning in relation to Metacognitive
Awareness and found blended learning containing Self learning materials better than online
learning.

Kaur et. al. (2017) showed that students learn better through constructivism based on improving
their higher cognitive skills than self learning modules. Once they understand the ways to learn,
they can retain and transfer the process to solve new and different problematic situations in the
future.

In view of the above trends, it is quite clear that students when exposed through Self learning
material (in any format like Self learning module, Computer Assisted Instruction) achieved
better understanding of concepts, principles and skills in various subjects. Thus, it is
recommended that administrators must take necessary steps to give special training to teachers in
developing modular packages.

2. Concept of Learning

Before we understand the concept of Self Learning Material, it is essential to know the concept
of learning and elements of learning event.

If we ask somebody, what is learning? Definitely, a response is that learning is acquisition of

knowledge, skills and attitudes to do something. To learn is to modify behaviours, i.e., learning
is ‘a change in the ability of an individual to exhibit a desired behavior as the result of successful
or unsuccessful experience and the change is relatively permanent’. Gagne (1977) defines it as ‘a
change in human disposition or capability, persisting over a period of time and is not simply
ascribable to the process of growth’. It is a dynamic and active process and not a product. It
involves all those experiences and training of an individual which produce changes in his
behavior. Thus, Self learning material will enable the learner learn by self-instruction.

2.1 Elements of the Learning Event (Gagne, 1983)

The following are the elements that constitute the learning event (Gagne, 1983):

a. Learner. In any complex situation, the learner must interpret the stimulus, differentiate and
combine them, and give them some meaning.
b. Stimulus or stimuli situation. Any stimulus or set of stimuli to which the learner is sensitive
can become a part of the learning situation. More learning is likely to take place if the learning
situation is rich in potential stimulation.
c. The Internal Conditions namely perception, cognitive structure, self-concept, attitudes,
needs, motives, goals, intelligence, previous learning and recall of pre-requisites affect
learning.
d. Response. Any action(s) or reactions to a situation constitute response variables or overt
behaviour.

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2.2 Concept of Learning Material

Now let us understand the concept of Learning Material. It is any medium which facilitates
in the acquisition of Knowledge, Skills and Attitudes. It automatically helps the learner to
learn and help him/her to learn the content himself/herself. Even a learner can learn without
the presence of a teacher.

2.3 Concept of Self Learning Material

Self Learning material is learner-centred, may be print and non-print material that is mostly
self-instructional, e.g., Self-learning Module; Computer Assisted Instructional Package.
According to Rowntree (1986), the Self Learning Material conveys all the functions an
instructor would carry out in traditional scenario like Mentoring, motivating, challenging,
explaining, provoking, stimulating, reminding, inquiring, discussing answers, appraising
learners’ progress, providing appropriate help-and so on.

2.4 Advantages of Self Learning Material

Now you will appreciate the advantages as given below:

• Learners conform to their individual timing needs because some learners can perform
well at one time of day, and others achieve most effectively at the extreme opposite time.
• Self-pacing. A learner can begin and accomplish learning outcomes at his /her own pace.
• Learning in any arrangement, at home, or any place.
• Performance Objectives
• Advance Organizer
• Content in an organized, logical, integrated manner and in small units
• Simple and interactive language
• Opportunity for Practice
• Knowledge of Results
• Active participants
• End-module tests

2.5 Drawbacks of Self Learning Material

Self Learning material has some of the drawbacks as given below:

• Poor Time Management. Learners who are deficient in managing time can lag behind
easily.
• Lack of Self-motivation. If the learner is not self-motivated, learning through Self
Learning Material may be tough for him/her.
• Lack of Opportunity to engage in Collaborative Learning as they are studying
independently at their own convenience.
• Inability to cope easily while studying alone through SLMs in case he/she has some
doubts and require clarifications.

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Practice Task

1. Define Learning and state elements of learning event.

2. Why large class size necessitates the use of Self learning materials.
3. State the challenges of Self Learning Material.
4. Define a Self Learning Material and state its forms.
5. Give any five advantages of Self Learning Material.
6. State drawbacks of Self Learning Material.

Feedback/Self-evaluation to Practice task

1. A change in the ability to exhibit a desired behaviour; this change, which is relatively
permanent, occurs as the result of successful or unsuccessful experience. Elements of
learning event are: Learner, Stimulus or stimuli situation, The Internal Conditions and
Response.
2. When the class size is large, the teacher cannot give full attention to each and every
individual, thus SLMs can supplement the instruction.
3. Less external guidance; No direct, real-time feedback; learner procrastination;
Difficulty in locating a trustworthy Self learning material.
4. Self Learning material is learner-centred, may be print and non-print material that is
mostly self-instructional, e.g., Self-learning Module; Computer Assisted Instructional
Package.
5. Self pacing; begin and accomplish learning outcomes at any time; Learning in any
arrangement - at home, or any place; Advance Organizer; Content in an organized,
logical, integrated manner and in small units; Opportunity for Practice; Knowledge of
Results; Learner being active.
6. Poor Time Management; Lack of Self-motivation; Lack of Opportunity to engage in
Collaborative Learning; Inability to cope easily while studying alone through SLMs.

You are Excellent! Now you may learn the next input (sub-topic 2) as
follows:

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Sub-Topic 2

3. Basis of Self Learning Material – Learning Theories

Learning theories provide an organized body of principles describing how individuals

acquire, retain, transfer and recall knowledge. We can better understand how learning occurs
if we understand the different learning theories. The principles of the theories can guide a
teacher to help select instructional materials, methods and strategies that promote learning.

We will now focus on three set of theories:

• Behaviouristic Learning Theories

Behavioristic learning is based on the concept of conditioning as a universal learning

process. While classic conditioning, by Ivan Pavlov, occurs when an instinctive reflex
responds to a stimulus, operant conditioning, by B.F. Skinner, occurs when a response to
a stimulus is reinforced. These theorists believe that knowledge exists independently and
outside of the learner. They advocate of providing the learning experiences as the learner
a blank slate. They believe that learning takes place through associations between stimuli
and responses. Thus, association leads to a change in behavior, called as learning.

However, behaviorism does not account for all kinds of learning pertaining to problem
solving or creative thinking. Since learner does what he/she is told by the teacher and
hence, do not take the initiative to solve problems. He is only prepared for recall of basic
facts, automatic responses or performing tasks.

Thus, the main emphasis of Behavioristic learning is on

– Behaviours (new or changed) acquired through stimuli and responses associations
– Drill / Rote task; Repetitive type of practice; incentive to do more; Involvement;
Verbal Reinforcement;
– No place for problem solving or creative thinking.

• Cognitive Learning Theories

Cognitivism view the learner as an information processor as he/she processes the
information (as computers do) that he/she receives, rather than merely responding to
stimuli. The change in behavior is observed, but only as an indicator to what is going on
in the learner’s mind. Cognitive information processing is used when the learner is active
in seeking ways to understand and process information that he/she receives and relate it
to what is already known and stored within memory. Cognitive learning theories are
rooted in Gestalt psychology and the work of Jean Piaget.

Thus, the main emphasis of Cognitivism is on

– Learning occurs through internal processing of Information
– Learner plays an active role
– Examples learning theory:
• Classifying information
• Real world examples; Discussions; Problem solving

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 • Constructivist Learning Theories

By Constructivism, we mean learners inability to construct knowledge for themselves.

Each learner individually constructs meaning as he or she learns through experiencing
things and reflecting on those experiences. In order to do this, they must ask questions,
explore, and assess what they know.

Thus, the main emphasis of Constructivism is on

– Individuals constructing new concepts based on their previous knowledge and/or
experience
– Focus on preparing learner to problem solving
– Examples:
• Case studies; Problem based learning; Brainstorming
• Discovery learning; Simulations

2.3 Characteristics of Self Learning Material

Since Self Learning Materials are designed on the basis of an eclectic approach of behaviouristic,
cognitive, and constructivist learning theories, hence the essential characteristics of self-learning
materials are described here:

1. Self-Explanatory: It means that the self-learning materials are developed in such a manner
that does not require any intermediary (teacher) to explain the content. The content is written
in simple language and in small chunks to help distance learners assimilate the content by
reading and working through the instructions. Content is organized in a logical and integrated
manner. Thus, a teacher is built in, into the text. But, these are different from instructional
manuals that come with electronic gadgets or home appliances. The materials are explained
with the help of examples, cases and illustrations, so that the learner can understand the
content without external support.

2. Self-Contained: It means that learners studying through self learning materials normally do
not require additional materials to learn the concepts/subject matter. This is highly important
for the distance learners, since they are isolated and dispersed; they may not have access to
good libraries and learning resources. Therefore, it is necessary that the learning materials
supplied to them are detailed and self-contained in nature. This is also related to the nature of
the ‘curriculum’ in distance education, which is open, whereas in face-to-face education, the
curriculum is hidden in the syllabus. An open curriculum envisages that the content is clearly
detailed, leaving nothing to the imagination of the learner and interpretation. Also, if a course
requires the use of external source materials, these are supplied along with the course. For
example, if a course requires the student to listen to an audio cassette then it should be
supplied in the course pack to make it self-contained. The materials are thus self-sufficient to
have a full comprehension of the subject matter. However, learners may be advised to read
additional reference material to enrich their understanding.

3. Self-Directed: As learners of self learning materials are dispersed and study alone, it is
important to provide necessary directions to them to study and progress. The materials are
directed towards learners, and help them fit into their own style of learning. They are given
necessary guidance, hints and suggestions, and are facilitated through access devices at each

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 stage of learning. In this regard, a variety of techniques may be used such as the use of
hints/clues, notes, highlighting main points, graphics (icons) and explicit directions on how
to do, what to do and what is expected of the learner. In order to facilitate meaningful
learning through self-learning materials, the integration of learning objectives, necessary
guidance in introduction & hints, and an interactive mode of writing text, directions to do and
how to answer the self-assessment questions are elements of self-direction.

4. Self-Motivating: As we all know that an important role of a teacher in the face-to-face

classroom situation is to inspire the learners towards acquisition of concepts in the content.
As such teachers act as role models while learners generally try to emulate them. Teachers
create learners’ interest and arouse their curiosity towards a subject. Thus, these features
need to be included in self learning materials. As such good self-learning material should
create learners’ interest, arouse their curiosity, and inspire them towards independent
learning and critical thinking, inspire them to undergo practice task/question and reflect on
their own experiences and practices, and also provide reinforcement on learning progress.
SLMs are designed in ways to enhance the learners’ motivation while learning by relating
knowledge to familiar situations, providing a feedback at every stage of learning. These can
be provided through the integration of an interactive mode of writing, anecdotes, real-life
examples and illustrations, feedback on self-assessment questions, etc.

5. Self-Evaluating: As the learner studies the Self learning material independently and he/she
wants to know how he/she is progressing in his/her studies, particularly because the learner is
not in direct contact with the teacher and others in their peer group. In this type of learning
situation, the learners may neither get timely feedback nor compare their performance with
other peer group. Thus, the self-learning materials should include self-assessment questions
(in-text questions), unit-end exercises, reflective action-based activities and feedback to
allow the learners to evaluate themselves and learn from their action. Thus, self-evaluation
feature of self learning materials would make the learner active in the learning process.

2.4 Features of Self Learning Material

The Self Learning Material has following main features which make them distinctive from text
books and traditional method of teaching:

 Interactive allowing it to be used by an individual learner

 Learner-centred and Modular in nature
 Standardized Content in an organized, logical and integrated manner where all learners
receive the same teaching materials; Contents can be updated easily and quickly
 Always sequentially arranged and structured in the form of units
 Written in a simple language and conversational mode
 Provide self-learning opportunities to the learner
 Arouse learners’ curiosity and interest in the content through an advance organizer, which
highlights the relevance of the content and its application in the world of work
 Generate creative thinking in the learner by viewing the potential difficulties of the learner
thereby promote problem-solving and critical thinking skills
 Clearly stated objectives

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 Provides individualized instruction in which each learner is active and proceeds at his/her
own pace rather than the pace of the group (may be too fast/slow)
 Highly flexible being its availability at any time help the learners learn when they wish as
opposed to a fixed timetable
 Accessible at any place, may be college canteen, lawn, home or even while travelling, unless
some fixed or special equipment is necessary
 Available to any number of learners, with no limit on the number of students who can study
it at one time
 Provision of end-of-module tests for summative evaluation of learners’ performance
followed by feedback to the learners for monitoring their progress and improvement
 A multi-sensory approach to learning by utilizing a variety of media and methods for
delivery of instruction
 Provision of opportunity for practice in the form of exercises to promote retention of
knowledge
2.5 Advantages of Self Learning Material over Text Books
Although textbooks are an extremely portable source of information and can be accessed
wherever the learner desires according to his/her own needs, but its non-interactive nature,
information overload, and often outdated results in boring and unamusing learning. Let us
compare the text books and Self Learning Material on various dimensions indicating the
effectiveness of SLMs over text books.

Dimensions Textbooks Self Learning Material

Style Textbooks are usually written in Self learning materials are written in
Impersonal style. Personal style, using interactive
mode and words like I, we, you,
etc.
Self-assessment Text books have trivial or no self- Major emphasis is given to self-
assessment. assessment in Self learning
materials.
Interest Since text books contain little Self learning materials are quite
illustrations and few examples, interactive and contain lot of
thus tend to be boring. illustrations, thus, arouse interest
and motivate the learners.
Audience Text books are planned by authors Self learning materials are designed
keeping in mind broader for specific target group to learn
audiences. individually.
Teacher or learner- Text books are mainly Teacher- These are mainly learner-oriented
centred centred and may serve as guide to and structured according to the
both teachers and learners. needs of learners.
Learning Outcomes These seldom specifies Learning Each Self learning material specifies
Outcomes of the course. However, Learning Outcomes of the course.
few text books, written recently,
contain LOs at the beginning of
each chapters.

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 Teacher Guidance In case a learner, while reading a
text book, needs clarification can
have guidance from a teacher
Summary All text books do not provide a
summary at the end of each
chapter.
References for All text books do not provide
further learning references for further learning.
Language All text books may not have
simple language to be
comprehended by every learner.
Time Estimation It is the teacher who has to
estimate study time.
Difficulties Since text books are planned for
broader audiences, thus these
seldom anticipates difficulties of
the learners.
Active versus Passive Text books can be read passively.
Direction Text books do not guide the
learners how to study the
particular course
Any other guidance is not available
to the learner of a self learning
material.
Each self learning material provides
a summary.
Each self learning material suggests
references for further learning.
Self learning materials are written in
an interactive language, which is
simple and clear
Self learning materials give an
estimate of study time.
As self learning materials are
designed for specific target group to
learn individually, thus these pre-
suppose their potential difficulties.
These require active participation of
the learners in form of interactive
in-text practice questions & answers
Self learning materials are self-
instructional and thus provide
directions to learners to study in the
particular course.

2.6 Advantages of Self Learning Material over Conventional Teaching

The teachers have been organizing their teaching-learning through the words of mouth, i.e., one-
way lecturing. With the advent of technology, they have started using printed books and
multimedia for the teaching-learning process. Conventional or traditional teaching pertains to a
teaching methodology which involves teachers and learners in a face-to-face interaction in the
classroom. The teachers initiate discussions in the classroom with focus on the subject matter in
textbooks. Learners take in the lesson passively and reiterate it in the exams. Hence, the
conventional mode of teaching fails to meet the varied needs of the learners. Let us compare the
Conventional Teaching and Self Learning Material on various dimensions indicating the
effectiveness of SLMs over Conventional Teaching.

Dimensions Conventional Teaching Self Learning Material

Pace Teacher is teaching at a particular Self Learning material allows the

rate which may or may not suit learner to study at one’s own pace.
the individual learner in a
classroom situation. Moreover,
real-time Classroom lectures are
loaded with assignments and
exam deadlines.

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Technical Technical/Hardware are required These may require technical/
Requirements only when the teacher uses the hardware like Personal Computer,
multimedia in the classroom. software, internet connection,
headphones, etc.
Course Fee The learner is required to pay Courses of self learning material
course fee for a particular course available on internet may be both
in a formal educational setting. free and paid.
Examination Learners appear in supervised Learners appear in unsupervised
examinations at the end of the examinations at the end of the
course. course.
Flexibility No flexibility as the learners are These can be used by those who
required to attend requisite cannot attend regular full-time
number of lectures for becoming course
eligible in a course.
Motivation level of Here, competition among peers Here, some learners may struggle to
students and rewards from teachers keeps keep up the motivation when
them motivated studying within their own comforts
Self discipline More disciplined attitude of Learners deficient in time
students as the learner has to management skills easily lag
attend every session regularly. behind.
Social Interaction There is a face-to-face Here, the learners are independent/
communication between the isolated, so there is minimal social
teacher and learners and often interaction with the teachers and
they learn through collaborative other peers.
learning.
Language Barrier In case a learner fails to Language of SLM may pose a
understand any concept due to problem if not written well
language barrier, the learner can
seek further information/
assistance of a teacher to
overcome all language barriers
Follow up Other activities in different Essentially self-contained, all
places and at different times information available at the same
time and place
Teaching input Characterized by lectures Combination of learning
experiences in an integrated
sequence
Instructional Just one or two strategies for A variety of instructional activities
Strategies teaching-learning process and media to complement the
teaching-learning process
Student Role Passive Active participation of student;
learning by doing
Knowledge about Correction and reinforcement Immediate correction and
result only after exams reinforcement at every step of
learning

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4. Types of Self Learning Material

4.1 Types of Learning Activities

Let us first know three types of learning activities in which learners are likely to be
associated with.
1. Thinking: The multiple types of questions motivate them to think and find alternative
answer to the question asked. Besides thinking, such questions will assess learner’s
retention.
2. Writing: As there is no one to provide additional help, give practice in using the
information which they have just gone through. Simple activities, writing from memory,
asking to explain the topic in their own words etc.
3. Doing: It is said that one learns best by “doing”. In science courses, in which we wish to
develop certain skills, some practical exercises or activities should be given to the
learners. The material can be clubbed with practical exercises. In some courses, learners
can be organized into groups at study centers and given opportunities to perform skills,
experiments, etc. The course writers have to make room for such activities within the
materials. These activities can be different types such as conducting experiments,
reading of maps, going on study and field visits to collect information and data etc.

4.2 Approaches to Self Learning Material

There are two general approaches which form the basis of design of Self Learning Materials:
Self-paced and Instructor-led/facilitated. In a self-paced learning material, learners are alone
and completely independent, while instructor-led/facilitated learning materials provide
varied support/ clarifications from teacher and collaboration among learners.

1. Self-paced Self Learning Material: In a self-paced learning material, a learner is alone

and completely independent and is thus offered e-learning courseware, coupled with
supplementary resources and self-assessments. The course is generally loaded on a Web
server for the learners to access the same from an online learning platform or copy on
CD-ROM. The learner learns at his/her own pace by defining personal learning paths
based on his/her individual specific needs and interests. SLM content is prepared to
achieve desired learning objectives using different media, such as text, graphics,
animations, audio and video. In addition, sufficient learning support in the form of
explanations, examples, interactivity, feedback, glossaries, etc. can also be provided in
order to make learning self-sufficient.

2. Instructor-led/facilitated Self Learning Material: Here, course content is developed

integrating several inputs and activities into a chronological course or syllabus. Through
an online learning platform, the course is scheduled and led. The SLM content for
individual study can be integrated with instructor’s lectures, web links/video clippings,
practice tasks/assignments and collaborative activities among learners. Various
communication tools like e-mails, discussion forums, chats, application-sharing and
audio and video conferencing etc. can be used by the learners, facilitators and instructors
to communicate with each other. At the end, an exercise or assessment is included in the
material to measure learning on the part of the learner.

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4.3 Types to Self Learning Material

By taking into consideration of the five basic characteristics, any learning materials for any
educational programme/course can be prepared. There are three types of self-learning materials
(Lockwood, 1998):

1. Tutorial-in-Print: It may often be called a ‘present and evaluate’ type of learning materials
that simulate a situation where a teacher is teaching a student either through print (self
learning modules containing text, graphics) or technology (computer assisted instruction
containing animations, video and audio in addition to text, graphics). The content is
presented in small steps. The lesson actually provides a deductive approach based on the
possible responses of the learners while attempting in-text questions or self-assessment
questions. Thus, feedback is provided to students in tutorial-in-print. Tutorial-in-Print
materials, which are highly interactive in nature, are based on principles of ‘guided didactic
conversation’ as suggested by Holmberg, 1986.

2. Reflective Action Guide: The focus of this type of learning material is on the integration of
reflective-action-based activities that the learner is expected to perform/carry out and hence,
allow more scope of increased personalization of learning experiences. In addition, this type
of self-learning material inspires the learner to look upon critically and integrate skills of
reflection to develop his/her own construct or conceptions of knowledge. Being more
learner-centric, these activities demand more time and effort on the part of the learner.

3. Dialogic: Since this type of learning material is based on the principles of multiple
perspective dialogue between the teacher and learner, hence the material allows the learner to
question critically what is presented and simulate conversation by the course writer to
interpret the viewpoints and thinking of the teacher and the learner. An effective interaction
in this type of self-learning material should include:
 The significance of the topic and its learning outcomes
 The how of acquiring knowledge & skills about the topic
 The improvement of personal independence and responsibility of the learner.

4.4 Types of Self Learning Material Content

Now let us focus on types of self learning material content. The content of Self Learning
Material can include:

 Simple Learning Resources: These include handouts, documents, multimedia presentations,

animations, graphics, videos or audio files etc. which are non-interactive resources such as.
As such learners can only read or view the content without carrying out any other action.
These resources can be rapidly developed as per the defined learning outcomes in a structured
way. They can be a valuable learning resource even though they don’t provide any
interactivity.
 Interactive Self Learning Materials: The most popular approach for self-paced learning is
text in print called as interactive self learning module or Web-based instructional material
consisting of a set of interactive e-content lessons called as computer assisted instruction. An

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 e-content lesson consists of screens which may include text, graphics, animations, audio,
video and interactivity in the form of questions and feedback. E-content lessons can also
include recommended references and web links and/or additional information on specific
topics.

Practice Task

7. Give the basis of Self Learning Material

8. State the five characteristics of Self Learning Material.
9. State the advantage of Self Learning Material over Text Books in terms of LOs.
10. State the advantage of Self Learning Material over traditional mode of teaching in
terms of pacing.
11. Name the three types of self-learning materials as given by Lockwood, 1998.

Feedback/Self-evaluation to Practice task

7. Basis of Self Learning Material is an eclectic approach of behaviouristic, cognitive, and

constructivist learning theories.
8. Self-explanatory; Self-contained; Self-directed; Self-motivating; and Self-evaluating.
9. Text books seldom specify LOs of the course, whereas each Self Learning Material
specifies Learning Outcomes of the course.
10. Self Learning Material allows the learner to study at his/her own pace, whereas a
teacher in a traditional classroom teaches at a particular rate which may or may not
suit the individual learner in a classroom situation.
11. Tutorial-in-Print, Reflective Action Guide and Dialogic.

You are Excellent!

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Support Learning Resources:

 Video film on ‘Self Learning Material – Need and Challenges’ developed/recorded by

Professor (Dr.) Sunil Dutt, NITTTR, Chandigarh.
 Video film on ‘Self Learning Material – Concept, Advantages and Disadvantages’
developed/recorded by Professor (Dr.) Sunil Dutt, NITTTR, Chandigarh.
 Video film on ‘Characteristics of Self Learning Material’ developed/recorded by Professor
(Dr.) Sunil Dutt, NITTTR, Chandigarh.
 Video film on ‘Self learning Material versus Text Books’ developed/recorded by Professor
(Dr.) Sunil Dutt, NITTTR, Chandigarh.
 Video film on ‘Self learning Material versus Conventional Teaching’ developed/recorded
by Professor (Dr.) Sunil Dutt, NITTTR, Chandigarh.
 Video film on ‘Types of Self Learning Material’ developed/recorded by Professor (Dr.)
Sunil Dutt, NITTTR, Chandigarh.
 Awadhiya, AK (2012). Development of Self Learning material:
https://www.slideshare.net/AshishKumar70/development-of-self-learning-material-
14586249

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http://online.tarleton.edu/Home_files/EDTC_538/Week_3/Week_32.html.
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 Educational Technology: Systematic Approach to Teaching.
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