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)

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)

Discusses self-paced learning techniques for teaching a senior elective course in compressible flow, involving informing the course objectives, the material to be covered, the minimum achievement standards, and the grading system. Included are tables of cumulative test averages and a chart illustrating the approach to self-paced study. (CC)

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

Discusses the design principles and operations of a new program with emphases upon integrated curriculum planning, individually paced instruction, and mastery learning. Indicates that students succeed better both in pre-professional courses and in follow-up engineering courses than do those in conventional courses. (CC)