Presented is a report on the cost-effectiveness of an engineering economy course which is being taught by the personalized system of instruction method at the Montana State University. (BB)

A series of study guides was developed to accompany a mathematics textbook. The guides were designed not only to teach the content, but also to inculcate good study skills. Experiments verified that the guides were more effective than a lecture course. (BD)

This article presents two broad aspects of audio technology: as a developmental tool for gathering information and an instructional tool. Three applications of audio instruction and two innovations (variable speech and audio indexing) are described. (Author/BD)

An educator's self-directed critical reflection on experiences led to the following discoveries about faculty development: articulation of assumptions about educational processes, explication of knowledge claims about development, and identification and examination of faculty development conventions. (SK)

This model of self-directed learning integrates three dimensions: self-management (contextual control), self-monitoring (cognitive responsibility), and motivation. (SK)

Contrasts the dominant view of distance education as mass production and independent study (industrial model) with an emerging view incorporating interactive communications technology and personalized and collaborative learning (postindustrial model). Argues that computer conferencing is the most feasible and effective postindustrial technology…

Describes a study that investigated the effectiveness of prototypes of interactive learning environments used for independent learning in the Open University of the Netherlands and the University of Ghent (Belgium). The prototypes differ in the extent that they support interactivity in embedded support devices (ESDs) and the degree of…

Describes how the author addresses his independent study students. Suggests that teachers who write study guides and "teach" independent-study courses in literature should try to invent effective instructional aids that will mitigate the disadvantages of not having the everyday-classroom experience and provide maximum opportunity for freedom of…

A paper by Gow and Kember suggesting that higher education does not promote independent learning and that students' use of deeper cognitive processes diminishes during higher education is criticized for not considering the method, frequency, and perceived importance of evaluation and grading practices more thoroughly. Authors of the original paper…

These 13 project ideas, designed to be reproduced, cut, and distributed to elementary/middle school students, can serve as launching points for in-depth independent study in social studies. Topics include dramatization, maps, letter writing, cartoons, creative writing, charts, editorials, opinion, comparisons, sketching, oral presentation,…

Leisure is best when contributing to the excitement of independent learning and the advancement of individual growth and development. To help youngsters use free time effectively, public recreation providers should join with public education to provide out-of-school access to high technology. Such experiences should not be limited to the affluent.…

Discusses how to develop and implement an open learning program when there are materials available but no trainers to use them. (JOW)

The article offers suggestions for helping gifted elementary students learn to use independent thinking skills to challenge their own thinking as well as to solve mathematical problems. (DB)

Suggestions for motivating gifted underachieving secondary students include independent study projects for credit, science fair projects, curriculum compacting, the use of adult mentors, and other approaches which emphasize building on student interests. (DB)

Cognitive style constructs challenge learning theories or practices that presume a high degree of cognitive style similarity among adult learners. The cognitive style of field dependence/independence explains differences in adults' capacities for self-direction and indicates possible contradictions inherent in andragogical assumptions. (JOW)