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)

The concept of instructional improvement is used as a framework to synthesize research concerning systematic observation of instruction. A self-help model for improving classroom instruction is proposed that illustrates the concepts of instructional effectiveness, systematic observation of instruction, and assistance as a personalized,…

Describes the two functions of teaching and learning processes: short-range training and long-range education, and suggests that the course had better be carried out first via the Keller plan and then via lectures on exciting materials of the subject matter. (CC)

An annotated review of recent ERIC-indexed documents on the topic. (CH)

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)

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)

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)

Studied the effectiveness of applying Keller's personalized system of instruction (PSI) five consecutive times to the teaching of the switch principle in logic design problems. Concluded that the PSI method continued to be effective as compared with the lecture approach. (CC)

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 effects of unit sizes of reading materials on students' progress rates in an educational psychology course with a self-pacing instruction. Concluded that small unit size could aid in promoting studying behaviors, without the corresponding increase in the number of units being felt as a greater burden. (CC)

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)