Describes a large introductory physics course, that follows an individual mode without any class meetings, is laboratory centered and multilevel. After finishing a subtopic the student reports to his faculty examiner to take a written-oral proficiency exam. (DF)

Individualized instruction similar to the Keller plan with two additional features: (1) student freedom in selecting his own procedure for mastering the course material; (2) some variety in topics studied by each student. Describes two successful trials of this plan in an atomic physics course at MIT. (Author/DF)

Reports experiences with the Keller Plan (a self-paced, student-tutored, mastery-oriented system) in introductory physics, including student reactions to course and comments on how the course is run. Results of the program are favorable, with students reporting more thorough and efficient learning. (PR)

Twenty-five students were chosen randomly from a larger class and were taught in a self-paced format. Their performance was compared with the students in the large lecture-recitation section through a common final examination and a retest given two months later. The self-paced students did substantially better in both cases. (DF)

Describes the use of the Keller Plan in a course designed for non-science majors. The students perceived the unit tests and their immediate correction by the instructor as the most important component of their learning. (GS)

Describes a personalized system of instruction that has been tried in India and its advantages. Shows that students' responses were favorable to this type of instructional approach. (GA)

Describes a self-paced, mastery-oriented introductory physics course offered at Cornell University which incorporates aspects of audio-tutorial instruction and the Personalized System of Instruction (PSI). (SL)

Describes a course which organizes learning about moderately difficult projects designed to bring a sense of continuity and relevance to student studies. Student comments are used as a basis for evaluating this approach. (Author/GS)

Describes the development and operation of a college biophysics course as well as the educational materials used, the structure of the modules and the performance of the students. Also discusses the economics of such a flexible system of instruction. (GA)

Describes an introductory individualized physics laboratory system for science and engineering students. (SL)

Describes a flexibly designed set of activities used to teach physical science to education students. The activities in these units place the students in situations in which they must make sense out of their experiences and provides the instructor with opportunities for individualized instruction. (MLH)

Compares two teaching forms of an introductory laboratory course in physics. Concludes that the individualized version is more efficient in learning time and, on the whole, more effective than the traditional version, even though the latter one seems to reinforce student's existing positive attitudes towards physics experimentation. (Author/GA)