5  Methods of teaching in Institutions of higher learning: Teacher centred vs. Learner centred methods; Off-line vs. On-line methods (Swayam, Swayamprabha, MOOCs etc.)

5.1 The Two Axes of Classification

The UGC NET syllabus organises teaching methods on two intersecting axes:

  1. Teacher-centred vs Learner-centred — who drives the lesson.
  2. Off-line vs On-line — where and how the lesson is delivered.

Together these produce a four-cell matrix. Almost every PYQ on this topic can be answered by correctly placing a method (lecture, seminar, MOOC, flipped classroom, SWAYAM) into the correct cell.

TipTwo-Axis Matrix of Methods
Teacher-centred Learner-centred
Off-line Lecture, Demonstration, Lecture-cum-Discussion Seminar, Workshop, Tutorial, Project, Group discussion, Brainstorming, Case study, Role-play, Heuristic, Problem-based, Inquiry
On-line Recorded lecture, Video lesson, SWAYAM Prabha DTH MOOC discussion forums, Flipped classroom, Webinar, Virtual lab, Collaborative wiki, Peer-graded MOOC 

flowchart TB
  M{Methods of<br/>Teaching} --> TC[Teacher-centred]
  M --> LC[Learner-centred]
  M --> OFF[Off-line]
  M --> ON[On-line]
  TC -.-> EX1[Lecture · Demonstration]
  LC -.-> EX2[Seminar · Project · PBL]
  OFF -.-> EX3[Classroom · Lab · Tutorial]
  ON -.-> EX4[SWAYAM · MOOC · Webinar]
    classDef default fill:#003366,color:#ffffff,stroke:#ffcc00,stroke-width:3px,rx:10px,ry:10px;

5.2 Theoretical Anchors

Two empirical bodies of work dominate the literature on teaching methods.

5.2.1 Dale’s Cone of Experience (1946)

Edgar Dale, Audio-Visual Methods in Teaching (1946), arranged learning experiences in a cone from concrete (direct, purposeful experience) at the base to abstract (verbal symbols) at the apex. The cone moves: direct experience → contrived experience → dramatised → demonstration → field trip → exhibit → motion picture → recording-radio-still picture → visual symbol → verbal symbol.

::: {.callout-note title=“The”10-20-30-50-70-90 %” retention numbers”} The percentages often attached to Dale’s Cone (people remember 10 % of what they read, 90 % of what they do, etc.) are a later misattribution by Treichler (1967). Dale himself never made these numerical claims; the cone is qualitative. Still — the principle that hands-on methods retain better than passive ones is empirically supported. :::

5.2.2 Bloom’s Mastery Learning (1968)

Benjamin S. Bloom (1968) argued that 95 % of students can master any subject given enough time and the right method. Mastery learning relies on small units, formative tests, corrective feedback, and re-testing — the conceptual root of modern competency-based and outcome-based education (OBE) used by NAAC/NBA.

5.2.3 Knowles’ Andragogy (1968 / 1970)

Adult-learner method choice in higher education is governed by Malcolm Knowles’s andragogy (Topic 2): adults are self-directed, bring experience, are problem-centred, and learn what they need to apply. Higher-education method design must therefore tilt toward learner-centred approaches.

5.2.4 The Constructivist Anchor

The shift from teacher-centred to learner-centred methods is grounded in constructivism — knowledge is constructed by the learner. Key theorists: Jean Piaget (cognitive constructivism), Lev Vygotsky (social constructivism, Zone of Proximal Development, scaffolding), Jerome Bruner (discovery learning, spiral curriculum), Seymour Papert (constructionism). NEP-2020 explicitly endorses a constructivist, learner-centred pedagogy.

5.3 Teacher-Centred Methods — A Working Catalogue

5.3.1 Defining Features

TipWhat Makes a Method Teacher-Centred
  • Teacher is the primary source of information.
  • Communication is largely one-way (teacher → learner).
  • Content coverage is the priority; pace is uniform.
  • Assessment is summative (final test).
  • Learner is largely passive recipient.

5.3.2 The Lecture Method

Still the most common method in Indian HEIs. Strength: efficient for large groups, fast coverage. Weakness: low retention beyond first 15–20 minutes (attention curve), no individual diagnosis.

TipWhen the Lecture Works Well
  • Introducing a new topic or framework.
  • Covering content not yet in textbooks.
  • Large classes (50+) with limited contact hours.
  • When the teacher has deep mastery and the audience needs an organised overview.

Improvements (still teacher-centred but more effective): pause every 15 minutes, use the Lecture-cum-Discussion, integrate AV, ask probing questions, use advance organisers (Ausubel).

5.3.3 Demonstration Method

Showing a procedure — the chemistry experiment, the surgical technique, the software workflow. Best for skills, processes, equipment use. Sits between Dale’s “demonstration” and “contrived experience” levels.

TipSteps of an Effective Demonstration

Planning → Rehearsal → Introducing the demonstration → Performing slowly → Highlighting key steps → Recap → Learner practice → Feedback

5.3.4 Lecture-cum-Discussion

Hybrid: short lecture segments (10–15 min) interleaved with discussion. Bridges teacher-centred to learner-centred.

5.3.5 Tutorial (in its traditional form)

Small-group session where the teacher clarifies doubts and works through problems. Originally Oxford/Cambridge — increasingly used in IITs/NITs/IISc.

5.3.6 Programmed Instruction (Skinner, 1958)

B.F. Skinner designed programmed instruction as a self-paced, small-step, immediate-feedback method derived from operant conditioning. Two forms: linear (Skinner) and branching (Crowder). The technological descendants are Computer-Assisted Instruction (CAI) and today’s adaptive learning platforms.

5.4 Learner-Centred Methods — A Working Catalogue

5.4.1 Defining Features

TipWhat Makes a Method Learner-Centred
  • Learner is the active constructor of knowledge.
  • Communication is multi-directional (teacher↔︎learner, learner↔︎learner).
  • Process and skill are valued alongside content.
  • Assessment is formative + summative (CCE, OBE rubrics).
  • Teacher is facilitator, mentor, designer of learning environments.

5.4.2 The Big Eight — Names, Origin, Use

TipLearner-Centred Methods at a Glance
Method Origin / theorist What it is When to use
Seminar German university tradition; classical Student presents researched paper; peers critique under teacher’s guidance Deep, specialised content; PG level
Workshop Industrial training origins Short, intensive, skill-focused session Skills with hands-on practice
Group Discussion — Structured exchange among 6–12 learners Multiple perspectives; viewpoint clarification
Brainstorming Alex Osborn, 1953 Generate many ideas without judgement, then evaluate Problem-solving; idea generation
Heuristic H.E. Armstrong, 1898 Learner discovers principle via guided inquiry Science; concept formation
Problem-Based Learning (PBL) Barrows & Tamblyn, McMaster Univ., 1969 Ill-structured problem drives learning Professional courses (medicine, law)
Project Method William H. Kilpatrick, 1918 (Dewey’s student) Purposeful real-world task carried to completion Integration of content; long horizon
Case Study Harvard Business School, 1920s Detailed real situation analysed by learners Decision-making in context

5.4.3 Project Method (Kilpatrick, 1918)

William Heard Kilpatrick (1918, The Project Method) — direct intellectual descendant of John Dewey. Four types: construction, enjoyment (aesthetic), problem, drill. Steps: purpose → planning → executing → evaluating.

5.4.4 Heuristic Method (Armstrong, 1898)

Henry E. Armstrong in 1898. “Heuristic” from Greek heurisko — “I find out”. Learner is treated as an investigator. The teacher asks questions; the learner discovers principles experimentally. Foundation of inquiry-based learning.

5.4.5 Problem-Based Learning (Barrows & Tamblyn, 1969)

Howard Barrows and Robin Tamblyn developed PBL at McMaster University (Canada) medical school in 1969. Learners are given an ill-structured problem (the patient case) and must identify what they need to learn to solve it. Now standard in medical and many professional curricula.

5.4.6 Discovery Learning (Bruner, 1961)

Jerome S. Bruner (1961, “The Act of Discovery”, Harvard Educational Review) — learners actively investigate to discover principles. Critique: pure unguided discovery is inefficient; modern practice uses guided discovery.

5.4.7 Cooperative Learning

David & Roger Johnson identified five essential elements of cooperative learning: positive interdependence, individual accountability, face-to-face promotive interaction, social skills, group processing. Variants: Jigsaw (Elliot Aronson, 1971), STAD (Slavin), Think-Pair-Share (Lyman).

5.4.8 Inquiry-Based Learning

Question-driven; the learner generates the question. Levels: confirmation inquiry, structured inquiry, guided inquiry, open inquiry.

5.5 Off-line Methods (Conventional Setting)

Off-line methods take place in a physical classroom, laboratory, library, or field — synchronous, face-to-face.

TipOff-line — Strengths & Limitations
Strength Limitation
Immediate teacher–learner & peer interaction Bound by geography and time
Strong non-verbal feedback loop Limited reach (one room per teacher)
Easier classroom management Higher per-learner cost
Builds social & affective skills Pace fixed for the whole group
Robust to bandwidth and device gaps Vulnerable to teacher absence / strike

5.6 On-line Methods (Digital Delivery)

On-line teaching delivers instruction through ICT — internet, satellite TV, broadcast, mobile. Three modes:

TipThree Modes of On-line Teaching
Mode What it means Example
Synchronous Teacher and learner online at the same time Live webinar, Zoom class
Asynchronous Pre-recorded; learner accesses on own pace SWAYAM MOOC video, YouTube lecture
Blended / Hybrid Mix of off-line + on-line Flipped classroom, NEP-2020 mandated 40 % online cap for UG

5.6.1 MOOCs — Massive Open Online Courses

MOOC = Massive Open Online Course. Term coined by Dave Cormier and Bryan Alexander in 2008 for a course by George Siemens and Stephen Downes (“Connectivism and Connective Knowledge”).

TipThe Four Defining Features of a MOOC
  • Massive — thousands to lakhs of learners
  • Open — free or low-cost access
  • Online — internet delivery
  • Course — structured with start–end, assessment, certificate
TipTwo Pedagogical Families of MOOC
Type Pedagogy Examples
xMOOC Behaviourist; video-quiz-exam Coursera, edX, SWAYAM
cMOOC Connectivist; networked & social Original Siemens-Downes course

Global platforms: Coursera, edX, FutureLearn, Udacity, Khan Academy.

5.6.2 SWAYAM — India’s National MOOC Platform

SWAYAM = Study Webs of Active Learning for Young Aspiring Minds.

TipSWAYAM — Facts to Memorise
  • Launched by Government of India in 2017 (announced 2016).
  • Implementing agency: MHRD (now MoE) with AICTE; technical partner Microsoft (originally).
  • Built on the “4 Quadrant” model: (1) Video Lecture, (2) Specially-prepared Reading Material, (3) Self-Assessment (tests/quizzes), (4) Online Discussion Forum.
  • Free to learn; small fee only for proctored examination & certificate.
  • Credit transfer: UGC permits transfer of credits from SWAYAM MOOCs into the regular degree, capped at 40 % of the course’s credits (UGC Credit Framework for Online Learning Courses, 2021).
TipSWAYAM’s Nine National Coordinators
Coordinator Segment
UGC Non-technology post-graduate
CEC (Consortium for Educational Communication) Under-graduate
AICTE Self-paced & international (and management/technical)
NPTEL Engineering
NCERT School (9–12)
NIOS School (Open Schooling)
IGNOU Out-of-school adult learners
IIMB Management
NITTTR Teacher training

5.6.3 SWAYAM PRABHA

A bouquet of 32+ DTH educational TV channels, broadcasting curriculum-based educational content 24×7 via GSAT-15 satellite, free-to-air. Coordinated by INFLIBNET (Information and Library Network Centre), Gandhinagar. Targets learners without internet — uses television set + DTH dish. Crucial for equity in remote areas.

5.6.4 Other Indian Digital Initiatives — A Cheat Sheet

TipDigital Initiatives in Indian Higher Education
Initiative What it is Coordinator
NPTEL National Programme on Technology Enhanced Learning IITs + IISc
NDLI National Digital Library of India IIT Kharagpur, MoE
e-PG Pathshala PG e-content UGC, INFLIBNET
e-ShodhSindhu Consortium of e-journals INFLIBNET
Shodhganga Repository of Indian PhD theses INFLIBNET
Shodhgangotri Synopses of approved research topics INFLIBNET
VIDWAN Expert database of Indian academics INFLIBNET
NMEICT National Mission on Education through ICT (umbrella) MoE
DIKSHA Digital Infrastructure for Knowledge Sharing (school) NCERT
NEAT National Educational Alliance for Technology AICTE
e-Yantra Robotics education project IIT Bombay
Spoken Tutorial FOSS-based learning IIT Bombay
Virtual Labs Online labs in science/engineering IIT Delhi (lead)
FOSSEE Free & Open-Source Software for Education IIT Bombay
ABC Academic Bank of Credits (NEP 2020) UGC
NETF National Educational Technology Forum (NEP 2020 proposal) —

5.6.5 Three Generations of Distance Education (Anderson)

Terry Anderson describes three generations of online/distance learning:

TipThree Generations of Distance Education
Generation Pedagogy Dominant tech
Gen 1 — Cognitive-Behaviourist Mass-produced content Print, broadcast TV, video
Gen 2 — Social Constructivist Interaction, dialogue Web conferencing, LMS forums
Gen 3 — Connectivist Network, knowledge as connections MOOCs, social media

5.7 Blended Learning & The Flipped Classroom

5.7.1 Blended Learning

A planned combination of off-line and on-line, in proportions chosen for the learning outcome. Models (Christensen Institute taxonomy):

TipFour Models of Blended Learning
  • Rotation Model — Station, Lab, Flipped, Individual rotation
  • Flex Model — online is the backbone; teacher provides on-call support
  • A La Carte — online courses on top of face-to-face programme
  • Enriched Virtual — primarily online with required in-person sessions

5.7.2 The Flipped Classroom

Term popularised by Jonathan Bergmann and Aaron Sams (high-school chemistry teachers, Colorado, 2007). Idea: homework is moved into class and lecture is moved into homework.

flowchart LR
  H[At Home<br/>Watch video lecture] --> C[In Class<br/>Discussion · Problem-solving<br/>Lab · PBL · Project]
  C --> A[After Class<br/>Self-assessment]
    classDef default fill:#003366,color:#ffffff,stroke:#ffcc00,stroke-width:3px,rx:10px,ry:10px;

Why it works: low-Bloom levels (remember, understand) handled by video at home; high-Bloom levels (apply, analyse, evaluate, create) happen in class with the teacher present.

5.7.3 NEP 2020 — Online Cap and ODL

NEP-2020 permits up to 40 % of a UG course to be taught online (with credit transfer via the Academic Bank of Credits), and elevates Open & Distance Learning (ODL) as a quality-assured equal of conventional learning.

5.8 Choosing the Right Method — A Decision Framework

TipSix Filters for Method Choice
  1. Objective — Bloom level (remember → lecture; analyse → case study; create → project).
  2. Learner profile — age, readiness, prior knowledge, motivation (Topic 2).
  3. Content nature — declarative, procedural, conceptual, attitudinal.
  4. Class size — large → lecture/MOOC; small → seminar/tutorial.
  5. Available facilities — bandwidth, lab, AV (Topic 3).
  6. Time — single session vs semester-long.

5.9 How the Four Cells Interact

flowchart TB
  L[Lecture<br/>off-line · teacher-centred] --> H{Hybrid /<br/>Blended Pedagogy}
  S[SWAYAM MOOC<br/>on-line · teacher-centred] --> H
  P[Project · Seminar<br/>off-line · learner-centred] --> H
  F[Flipped · Webinar<br/>on-line · learner-centred] --> H
  H --> O[Outcome:<br/>Deep + Wide Learning]
    classDef default fill:#003366,color:#ffffff,stroke:#ffcc00,stroke-width:3px,rx:10px,ry:10px;

The most-evidence-supported design is blended learning — taking the best of each cell, not anchoring in one.

5.10 Theory Anchors at a Glance

TipPersons & Years to Memorise
Person Year Contribution PYQ hook
John Dewey 1916 Democracy and Education; learning by doing Constructivist root
W.H. Kilpatrick 1918 Project Method (purpose-plan-execute-evaluate) 4 types of project
H.E. Armstrong 1898 Heuristic Method (Greek heurisko — “I find out”) Inquiry / discovery
B.F. Skinner 1958 Programmed Instruction (linear) Behaviourist; CAI ancestor
Jerome Bruner 1961 Discovery learning Constructivist
Alex Osborn 1953 Brainstorming 4 rules
Edgar Dale 1946 Cone of Experience (concrete → abstract) AV taxonomy
Benjamin Bloom 1968 Mastery Learning (95 % can master) OBE, CBCS root
Barrows & Tamblyn 1969 Problem-Based Learning, McMaster Medical curricula
Elliot Aronson 1971 Jigsaw cooperative learning 5 stages
Johnson & Johnson 1970s 5 elements of cooperative learning Cooperative
Bergmann & Sams 2007 Flipped Classroom Blended pedagogy
Siemens & Downes 2008 First cMOOC; Connectivism MOOC origin

5.11 Practice Questions

Q 01 Axes Easy

The UGC NET syllabus organises teaching methods on two axes. They are:

  • AVerbal vs Non-verbal; Lecture vs Project
  • BTeacher-centred vs Learner-centred; Off-line vs On-line
  • CInductive vs Deductive; Synchronous vs Asynchronous
  • DFormal vs Informal; Behaviourist vs Constructivist
View solution
Correct Option: B
Syllabus axes: Teacher- vs Learner-centred, and Off-line vs On-line.
Q 02 Categorisation Easy

Which of the following is a teacher-centred method?

  • ASeminar
  • BProject method
  • CLecture
  • DHeuristic method
View solution
Correct Option: C
Lecture is teacher-centred. Seminar, project, heuristic are all learner-centred.
Q 03 Project Method Medium

The Project Method of teaching was systematised in 1918 by:

  • AJohn Dewey
  • BWilliam Kilpatrick
  • CH.E. Armstrong
  • DB.S. Bloom
View solution
Correct Option: B
William Heard Kilpatrick, The Project Method, 1918 — Dewey's student at Teachers College, Columbia. Steps: purpose → planning → executing → evaluating.
Q 04 Heuristic Medium

The Heuristic Method of teaching was given in 1898 by:

  • ABruner
  • BH.E. Armstrong
  • CPestalozzi
  • DFroebel
View solution
Correct Option: B
Henry Edward Armstrong, British chemist, 1898. Greek heurisko = "I find out." Learner as investigator.
Q 05 MOOC Easy

In the acronym MOOC, the four letters stand for:

  • AMajor Open Online Course
  • BMassive Open Online Course
  • CModular Open Online Curriculum
  • DMany-to-One Open Channel
View solution
Correct Option: B
Massive Open Online Course — coined by Dave Cormier & Bryan Alexander, 2008, for Siemens & Downes's course on Connectivism.
Q 06 SWAYAM Easy

SWAYAM stands for:

  • AStudy Webs of Active-learning for Young Aspiring Minds
  • BSystem for Wide-area Adult Yearly Mentorship
  • CSelf-paced Web of Active Youth Modules
  • DStudents' Web for Advanced Yoga & Mathematics
View solution
Correct Option: A
SWAYAM = Study Webs of Active-learning for Young Aspiring Minds; launched 2017 by Govt of India.
Q 07 SWAYAM 4Q Medium

SWAYAM courses follow a "4-quadrant model". The four quadrants are:

  • ALecture · Tutorial · Exam · Certificate
  • BVideo · Reading material · Self-assessment · Discussion forum
  • CAudio · Video · Notes · Quiz
  • DTheory · Practice · Project · Exam
View solution
Correct Option: B
The four quadrants are Video Lecture, Reading Material, Self-Assessment, Online Discussion Forum.
Q 08 SWAYAM Prabha Medium

SWAYAM Prabha is best described as:

  • AA MOOC platform identical to SWAYAM
  • BA bouquet of 32+ DTH educational TV channels broadcast 24×7
  • CA satellite-based teacher-training network
  • DA digital library of Indian theses
View solution
Correct Option: B
SWAYAM Prabha = 32+ DTH channels (via GSAT-15) broadcasting educational content 24×7. Coordinated by INFLIBNET.
Q 09 SWAYAM Coordinators Hard

Match the SWAYAM coordinator to its segment:

(i) NPTEL (a) Under-graduate
(ii) CEC (b) Non-tech PG
(iii) UGC (c) Engineering
(iv) NCERT (d) School (9–12)
  • A(i)-c, (ii)-a, (iii)-b, (iv)-d
  • B(i)-a, (ii)-c, (iii)-d, (iv)-b
  • C(i)-d, (ii)-b, (iii)-c, (iv)-a
  • D(i)-b, (ii)-d, (iii)-a, (iv)-c
View solution
Correct Option: A
NPTEL = engineering; CEC = UG; UGC = non-tech PG; NCERT = school 9–12.
Q 10 Flipped Classroom Medium

In the flipped classroom model:

  • ALecture is done at home and problem-solving in class
  • BLecture is done in class and problem-solving at home
  • CBoth lecture and problem-solving are at home
  • DBoth lecture and problem-solving happen in the LMS only
View solution
Correct Option: A
Flipped: content delivery (low-Bloom) moves home via video; high-Bloom application happens in class. Popularised by Bergmann & Sams, Colorado, 2007.
Q 11 Dale's Cone Medium

Dale's Cone of Experience arranges learning experiences from:

  • AAbstract at base to concrete at apex
  • BConcrete at base to abstract at apex
  • CEasy at base to difficult at apex
  • DVisual at base to auditory at apex
View solution
Correct Option: B
Edgar Dale (1946): base = direct purposeful experience (most concrete); apex = verbal symbols (most abstract).
Q 12 PBL Hard

Problem-Based Learning (PBL) originated at:

  • AStanford University (Allen & Ryan)
  • BMcMaster University (Barrows & Tamblyn)
  • CHarvard Business School (Christensen)
  • DCambridge University (Tyler)
View solution
Correct Option: B
Howard Barrows & Robin Tamblyn, McMaster University medical school, Canada, 1969.
Q 13 Brainstorming Medium

The technique of brainstorming was developed in 1953 by:

  • ABruner
  • BSkinner
  • COsborn
  • DTyler
View solution
Correct Option: C
Alex F. Osborn, advertising executive, in Applied Imagination (1953). Four rules: defer judgement, encourage wild ideas, go for quantity, build on others' ideas.
Q 14 Programmed Instruction Hard

Programmed instruction is rooted in the work of:

  • AB.F. Skinner
  • BJean Piaget
  • CLev Vygotsky
  • DCarl Rogers
View solution
Correct Option: A
B.F. Skinner developed linear programmed instruction (1958) from operant conditioning. Crowder developed branching programmed instruction. Direct ancestor of CAI and adaptive learning.
Q 15 Cooperative Learning Medium

"Jigsaw", a popular cooperative-learning technique, was developed in 1971 by:

  • ASlavin
  • BAronson
  • CLyman
  • DJohnson & Johnson
View solution
Correct Option: B
Elliot Aronson, University of Texas, 1971. Each student becomes "expert" on one piece; teaches the rest. Johnson & Johnson formalised the 5 elements of cooperative learning.
Q 16 Modes Easy

Pre-recorded SWAYAM video lectures accessed at the learner's pace are an example of:

  • ASynchronous on-line teaching
  • BAsynchronous on-line teaching
  • COff-line teaching
  • DSynchronous off-line teaching
View solution
Correct Option: B
Pre-recorded, self-paced = asynchronous. Live webinars = synchronous; mix = blended.
Q 17 NEP 2020 Medium

Under NEP 2020 and UGC's online-learning framework, the maximum proportion of a UG course that may be taken online is:

  • A10 %
  • B25 %
  • C40 %
  • D100 %
View solution
Correct Option: C
UGC regulations (2021, updated 2023) allow up to 40 % of a course's credits via SWAYAM MOOCs, deposited via the Academic Bank of Credits (ABC).
Q 18 Mastery Learning Hard

"Given enough time and appropriate method, 95 % of students can master any subject." This claim defines mastery learning, given by:

  • AB.S. Bloom
  • BR.W. Tyler
  • CBruner
  • DCarroll
View solution
Correct Option: A
Benjamin S. Bloom (1968), "Learning for Mastery". Conceptual ancestor of OBE, CBCS, competency-based assessment.
Q 19 Categorisation Medium

Which of the following is the BEST example of a learner-centred, on-line method?

  • ASWAYAM Prabha telecast of a lecture
  • BA recorded YouTube lecture
  • CA flipped classroom with online discussion forum
  • DA classroom lecture
View solution
Correct Option: C
SWAYAM Prabha telecast and recorded YouTube lectures are on-line but teacher-centred (passive). Classroom lecture is off-line. Flipped + discussion forum is on-line + learner-centred.
Q 20 Sequence Hard

Arrange the following steps of the Project Method in the correct sequence:

(i) Executing   (ii) Purpose / Choosing   (iii) Evaluating   (iv) Planning

  • A(ii) → (iv) → (i) → (iii)
  • B(i) → (ii) → (iii) → (iv)
  • C(iv) → (ii) → (i) → (iii)
  • D(ii) → (i) → (iv) → (iii)
View solution
Correct Option: A
Kilpatrick's Project Method: Purpose → Planning → Executing → Evaluating.

5.12 Quick Recall

ImportantQuick recall
  • Two axes: Teacher- vs Learner-centred · Off-line vs On-line.
  • Teacher-centred: Lecture, Demonstration, Programmed instruction.
  • Learner-centred: Seminar, Workshop, Group discussion, Brainstorming, Heuristic, PBL, Project, Case study.
  • Dale’s Cone (1946): concrete base → abstract apex (the 10-20-…-90 % numbers are Treichler misattribution, not Dale).
  • Bloom Mastery Learning (1968): 95 % can master with enough time + right method → OBE root.
  • Kilpatrick Project Method (1918): Purpose → Planning → Executing → Evaluating; 4 types (construction, enjoyment, problem, drill).
  • Armstrong Heuristic Method (1898): Greek heurisko = “I find out”.
  • Barrows & Tamblyn PBL (1969): McMaster medical school.
  • Skinner Programmed Instruction (1958): linear; Crowder branching.
  • Osborn Brainstorming (1953): 4 rules — defer judgement, wild ideas, quantity, build on others.
  • Aronson Jigsaw (1971): each student = expert on one piece. Johnson & Johnson: 5 elements of cooperative learning.
  • MOOC: Massive Open Online Course (Cormier & Alexander, 2008); xMOOC (behaviourist) vs cMOOC (connectivist; Siemens & Downes).
  • SWAYAM (2017): Study Webs of Active-learning for Young Aspiring Minds; 4 quadrants (Video · Reading · Self-assessment · Discussion); 9 coordinators (UGC, CEC, AICTE, NPTEL, NCERT, NIOS, IGNOU, IIMB, NITTTR).
  • SWAYAM Prabha: 32+ DTH channels, 24×7, GSAT-15, INFLIBNET.
  • Flipped classroom (Bergmann & Sams, 2007): lecture at home, application in class.
  • NEP 2020 + UGC 2021: up to 40 % of UG course online + ABC credit transfer.
  • Three generations of distance education (Anderson): Cognitive-Behaviourist · Social-Constructivist · Connectivist.