Describes the use of a self-administered desensitization program as a teaching device and fear reduction procedure with graduate students in counseling psychology. (Author)

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)

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 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)

Compares a self-paced laboratory to a conventional laboratory; the students in the self-paced group achieved significantly higher grades and were enthusiastic about the format. (MLH)

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)

Determined was the effect of autotutorial instruction in the laboratory portion of a general biology course designed for nonbiology majors. Results indicate positive effects in enrollment, increased retention, and improved student achievement. (CS)

Studied relationships of college student's personality to his learning traits, preferences for instructional strategies, and evaluations of instructional experiences by using Myers-Briggs Type Indicator. Concluded that both attitude and performance were influenced by personality traits in the self-paced sample course. (CC)

The instructional effectiveness of two different presentation methods (lecture and self-paced or modularized) was examined using two groups of pharmacy students. Little or no difference was found in this study of junior and senior students at Oregon State University. (LBH)

A computer-based review system has been developed, based on the multiple-choice technique, at the University of London for medical students. The user can enter an answer or can have a list of questions to take away and enter later. Student response has been favorable. (LBH)

Time management may be the most important study skill. The effects of a specific teaching technique designed to alter the time management skills of undergraduate students in a voluntary study skills course were assessed. Of the 95 subjects, 34 were enrolled in the course and were exposed to time management instruction, 31 were future course…

This faculty project development had three main objectives: (1) to enable faculty to observe and evaluate their own behavior in the classroom; (2) to provide each faculty member with feedback from peers in a non-evaluative setting; and (3) to allow faculty to observe other teachers in action, to learn alternative teaching styles and to discuss…