addresses the topic of managing motivation in Keller's Personalized System of Instruction (PSI). Outlines the reinforcing features that are at the foundation of PSI theory, and examines methods used to ensure that these reinforcing properties are fu lly utilized. (JR)

Examines a number of reasons for the apparent failure of self-paced instruction when it is first adopted by enthusiastic engineering instructors, and describes how and why the typical self-paced course improves during the second offering. (JR)

Discusses the characteristics, especially the commonalities, of four innovative educational methods: audio-tutorial systems, guided design, programed instruction, and the Keller method. Indicates that content materials still play the major role in student learning at present. (CC)

Discusses the educational benefits associated with self-paced learning, emphasizing that student motivation to learn is enhanced by this teaching method. (JR)

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)

Suggests the use of individually paced instruction, projects, and directed individual study as teaching methods to encourage students' responsibility for learning. (CC)

Analyzes a traditional and an innovative course in terms of learning principles, involving Erickson's management methods and Gagne's learning activities. Suggests that learning systems should be designed by applying all principles rather than emphasizing one or two of them. (CC)

Compares the lecture and self-paced methods of instruction on the basis of student motivation and achieveme nt, comparing motivating and demotivating factors in each, and their potential for motivation and achievement. (Authors/JR)

Compares a personalized system of instruction (PSI) to the lecture method and linear self-paced instruction (LSPI) of teaching stoichiometry to undergraduate students. Discusses the methods used to assess student achievement which includes: the use of common midterms and final examinations; and modules, mini-courses and mini-course final exams.…

Reviews problems and successful techniques associated with various instructional systems including individualized instruction, personalized system of instruction, audiotutorial system, and others. Includes comments on behavioral objectives, mastery, and testing. (SK)

The Personalized System of Instruction, known as the Keller Plan, is compared with the mastery learning approach. Learning concepts of both are discussed, as well as differences, difficulties, and effectiveness of each method. (SA)

Describes an integrated approach to science instruction using large group, small group, and audio-tutorial sessions to teach students to master content, express themselves in written and oral presentations, and critically assess and organize material. Provides the orientation "Why are we all here?" and defends criticisms of cheating and…

Discusses the need to individualize instruction. Presents a model for such instruction based on learning efficiency. Outlines the model in terms of its impact on the learner, instructional materials and media, instructional methods, the teacher, and the teaching and learning environment. (TW)