Article focused on the desirability of an organization's developing a rationale for applying technology to instruction and the recognition of the need for the learner to develop a rationale for the use of technology in self-determined learning projects. (Author/RK)

Independent study for gifted and talented middle-level students progresses through five stages, from the affective sensing of a problem to be solved through assessing both product and process. J. Renzulli's Enrichment Triad model can serve as a framework for independent study, which must be carefully structured and guided. (CL)

Distinguishes self-directed learning from individualized instruction and discusses the role of the teacher in promoting self-directed learning. (FL)

Describes development and implementation of Individualized Instruction programs for foreign languages through a grant at the Ohio State University. Program emphasizes four-skill approach including proficiency in basic skills of reading, writing, listening and speaking. Believes computer assisted instruction program in German adds to high test…

Depressed clients were assigned to an immediate (IT) or delayed (DT) treatment group. Results did not support the effectiveness of IT. However, after receiving treatment, DT clients successfully increased activities and decreased depression relative to IT. Effects were maintained through the follow-up. Factors accounting for these results are…

Describes a model for educating students of widely varying abilities in the same classroom by combining a base of common activities and opportunities for special independent projects. (Author/JM)

Describes an independent learning experience for nursing students. Elements that are discussed include the week of orientation, program design and teaching strategies, individual guidance, keeping a log, the evaluation process, and end results. (CT)

The rationale for providing media center projects for elementary gifted students is considered and an independent study project involving the student and the media specialist is described. Interaction between the student and media specialist is stressed and suggested projects for upper elementary students are listed. Guidelines for conducting…

Examines the view of modular unit as a self-contained, self-instructional package with clear cut objectives, a variety of media, and requiring active participation by the learner which is immediately reinforced. The module is concerned with the sequence and structure of knowledge. An appendix applies these ideas to instruction in standard Chinese.…

Self-instructional learning modules were used to teach the skill portion of a continuing education course. Short- and long-term results obtained from course evaluations and a follow-up survey indicate that dental hygienists are willing to extend their role to include prosthodontic care. (Author/LC)

The learning station process approach to curriculum enrichment in gifted education is considered. Key aspects of such an approach, including facilitator availability, spontaneity, flexibility, individualized and creative problem solving, and individual programing, are described. (CL)

Discusses the use of prerecorded material as an aid to learning stress-rhythm and intonation. Central to this method is that learning prosodic features is largely auto-instructional. Once study materials have been carefully chosen and assembled, and a pace of self-instruction established, students' resources assume control. (Author/PJM)

While self-paced instruction works well at earlier stages of Latin language learning, it becomes ineffective at intermediate levels. Latin students are expected to read continuous prose by the third or fourth term. Classroom instruction is better for the transition from syntax and grammar to reading, where group effort reinforces learning. (PJM)

Self-instructional programs in the commonly taught languages are recommended for: (1) those who cannot get to classes, (2) classes with individual learner needs, and (3) learners advanced enough to take on self-directed tasks. The roles of teacher and learner in self-instructional programs are discussed. (JB)