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)

Reported are some findings from a study designed to discover the opinions of science educators about the procedures they used in the development of audio-tutorial (AT) lessons and/or minicourses. (PEB)

Describes the conducting of three experimental courses by using texts, programmed supplements, lab manuals, behavioral objective sets, study guides, and tutoring and lecturing techniques in instruction. Indicates the feasibility of this model in institutions that can not use strict Keller Plan systems. (CC)

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)

Discusses the teaching of a junior level physical chemistry course with self-paced instruction to engineering and physical science students. Included are a description of topics and a summary of student responses. (CC)

Reports some reactions and opinions of the students to a course in nuclear and radiation chemistry using programmed instructional aids. Concludes that the findings were very favorable to the course. (GA)

Examines some of the objections of secondary school teachers to the application of the Personalized System of Instruction (PSI) or Keller Plan and provides reasons why these objections are not valid. (PEB)

Presents a description of the development and use of a revised two-semester introductory organic chemistry course. (EB)

This study was designed and conducted to determine the effectiveness of audio-tutorial minicourses in increasing achievement in the biological sciences at the college freshman level. In 1971, 75 randomly selected students in the experimental group attended regular lecture and laboratory periods in addition to completing 10 minicourses. The 79…

Describes a Keller Plan program for teaching thermodynamics to college students. The outcome is improvement in study habits, and a more positive attitude towards examinations, but less performance in problem solving ability than via traditional approach. (Author/GA)

Describes the Elastically Structured Teaching (EST) method of instruction employed at West Virginia University which gives students more freedom than does traditional lecture, but which is not totally self paced. (SL)

Discusses the use of self-paced study programs to teach physics to deaf students through lip movements, sign language, and fingerspelling. Describes several instructional problems encountered in the teaching-learning process. (CC)

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