Answers criticisms of self-paced instruction (SPI) by citing advantages of SPI over lecture methods. Concludes that criticisms of SPI are useful since they indicate in which areas further research should be conducted to improve this method of instruction. (MLH)

PLATO has become a successful method for computer-based education in a statics course since it offers diversified teaching/learning activities as well as alternative ways to teach content and exercise skills. Advantages for student learning are discussed, course guidelines are given, and a description of the course's computer graphics is provided.…

Discusses a method for teaching engineering design in which case studies are combined with programmed instructional materials. (MLH)

Presents the objectives of a four-year college education in engineering. Evaluated self-paced instruction as a means of achieving those objectives. (GS)

Presents the view that formal assignments such as problem sheets to be solved at home within a given amount of time are detrimental to the development of a mature outlook in college students. Presents an alternative to this approach. (GS)

Discusses typical problems in self-paced courses and suggests ways to approach these problems: grading, student procrastination, and adequately introducing the students to the course. (MLH)

Presents three viewpoints on the Keller Plan or Personalized System of Instruction (PSI), given by an associate dean, a department chairman, and a professor. Concentrates on PSI engineering courses, but includes many general comments. (MLH)

Discusses the format, grading procedures, and student reaction to two undergraduate engineering courses taught by programed instruction. Statistical analysis shows that the programed instruction resulted in higher and more uniform student achievement than did the conventional instruction in the same subject area. (MLH)

Mechanics courses at West Virginia University are taught exclusively from programed instructional materials. Presents: (1) descriptions of these courses; (2) data indicating higher achievement by students participating in programed courses compared to students in courses using the lecture method; and (3) reasons for the success of the courses. (DH)

Discusses the advantages and disadvantages of three types of computer instruction in engineering education: tutorial, design, and simulations. Includes comments on efficiency, student acceptance, and scheduling problems. (MLH)

Uses extracts from a Learning Activity Package in basic surveying to illustrate the motivating factors found in the audio-tutorial system of instruction. (JR)

Describes a study in which engineering students were taught technical mathematics by either traditional lecture or self-paced, computer-assisted instruction. No overall significant difference in test scores was found, but for engineering technology majors, the treatment group scored higher. (MLH)

Describes an instructional system, used by the University of Florida for introductory engineering courses, which employs flexible combinations of modular curriculum packages, variable pacing, programed learning materials, and computer assisted instruction. Discusses the cost effectiveness of this system compared to conventional systems. (MLH)

Reports on some objective data and presents some subjective conclusions on the use of self-paced instruction in an experimental electrical engineering course. Outlines some of the problems involved in the development of self-paced materials and identifies several demotivating factors associated with their use. (GS)