Active learning is the new standard for teaching in higher education. As more faculty seek to expand their teaching practices by including active-learning activities that promote higher levels of learning, many are doing so in small doses by temporarily postponing traditional lectures in favor of group activities. While there is evidence…

A modified model of cooperative learning known as the GIG model (for group-individual-group) designed and implemented in a large enrollment freshman chemistry course. The goal of the model is to establish a cooperative environment while emphasizing greater individual accountability using both group and individual assignments. The assignments were…

At RMIT University, students may now elect to study infectious diseases through a course called Outbreak--The Detection and Control of Infectious Disease. Outbreak was designed to simulate in an online class the effective teamwork required to bring resolution to outbreak crises and enable frameworks for future prevention. The appropriateness of…

Individualized instruction is defined and the distinctive elements common to the various modes of individualized instruction are presented. (CS)

Describes how Dartmouth College has integrated computers into the total curriculum of that institution with implications for individualized instruction. (CS)

Summarizes proceedings of the Honors Symposium at the twelfth annual International Congress for Individualized Instruction (II) and lists speakers who have been pioneers in the field of II. (CS)

Overviews the present status and historical background of the audio-tutorial (A-T) method, by the innovator of A-T. (CS)

Reviews conditions for effective learning, discusses the limitations on learning imposed by group instruction, and describes methods employed by the author to increase individualization. (CS)

Surveys various forms of Individualized Instruction (II) at German universities, describes the development of an II program at the University of Koln, and reports the results of a project in which II was transferred to several other universities. (CS)

Presents viewpoints by an assistant secretary at the Department of Education (DOE) regarding the status of educational research in instruction, including individualized instruction, in the United States. Discusses the need for reform in education, the ineffectiveness of the government, and the purposes and concerns of the DOE. (CS)

Describes aspects of Guided Design, a recent instructional strategy designed to teach process skills, in which students engage in the decision-making process to devise solutions for a series of open-ended problems. (CS)

Discusses the role of individualized instruction (II), and educational innovation in general, in the back-to-basics movement. Describes several approaches to innovation and lists some common reasons for the failure of innovative instructional practices. (CS)

Provides general guidelines for conducting educational research in the field of individualized instruction. (CS)

Presents a brief review of the historical background of Personalized System of Instruction (PSI) by one of its founders. Reflects on the past and future for this form of individualized instruction. (CS)

Reports results of a study designed to determine how well several forms of adjunct questions establish encoding by visual imagery, and whether such coding enhances performance compared to questions designed to encourage verbal encoding alone. (CS)