scholarly journals The Personalized System of Instruction: Review and Applications to Distance Education

2003 ◽  
Vol 4 (2) ◽  
Author(s):  
Lyle K. Grant ◽  
Robert E. Spencer
Keyword(s):  
Distance Education ◽  
Teaching And Learning ◽  
Distance Teaching ◽  
Personalized System Of Instruction ◽  
History Of ◽  
Computer Based ◽  
Personalized System ◽  
Based Instruction ◽  
Basic Features ◽  
Key Terms

<P class=abstract>The present paper (a) outlines the basic features of the Personalized System of Instruction (PSI); (b) provides a brief history of PSI; and (c) describes the application of PSI to distance education. Some common misconceptions about PSI are also addressed. PSI is presented as a helpful universally applicable set of instructional practices that are well suited to distance teaching and learning.</P> <P class=abstract><B>Key Terms:</B> Personalized System of Instruction, distance learning, computer-based instruction, mastery-learning, self-pacing, higher-order objectives, scholarship of teaching, proctors, tutoring.</P> <p>

Design and Evaluation of an Internet-Based Personalized Instructional System for Social Psychology

2004 ◽  
pp. 286-314
Author(s):  
Erica Davis Blann ◽  
Donald A. Hantula
Keyword(s):  
Social Psychology ◽  
Distance Education ◽  
Instructional Strategy ◽  
Instructional System ◽  
The Internet ◽  
Personalized System Of Instruction ◽  
Computer Based ◽  
Personalized System ◽  
Based Instruction

Two iterations of an Internet-based Personalized System of Instruction (PSI) course are described. The course was designed to capitalize on the unique advantages of the PSI system while using the Internet to overcome some of its noted administrative drawbacks. Unlike previous computer-based PSI courses, the asynchronous nature of the Internet and the automated features built into Blackboard made it possible for students to attend lectures, to take quizzes and examinations, and to communicate with the instructor and other class members at any time from any networked computer. This reduced the labor intensiveness previously associated with PSI while training students to learn through distance education. The combination of PSI and the Internet produced an effective instructional strategy, reviving Keller’s (1968) original PSI model while setting the stage both for more advanced PSI research and Internet-based instruction.

A brief history of distance education in Chemistry at McGill University in Canada

2019 ◽  
Vol 0 (0) ◽  
Author(s):  
Ian S. Butler
Keyword(s):  
Distance Education ◽  
Rural Communities ◽  
Academic Career ◽  
Communication Technologies ◽  
Educational Institutions ◽  
Distance Teaching ◽  
Educational Approach ◽  
Post Secondary ◽  
History Of ◽  
Mcgill University

AbstractDistance education began as correspondence courses in the 1700s, chiefly to connect rural communities with secondary and post-secondary educational institutions located in major cities. Since then, owing to the overwhelming improvements in communication technologies over the past two centuries, distance education is now well-established and is a major educational approach employed throughout the world. This paper will include a brief overview of the history of distance education in general and a description of some of the author’s personal experiences with respect to distance teaching of university-level Chemistry courses since he began his academic career as a professor over 50 years ago.

scholarly journals Strategies for innovative teaching and learning Part 2: How to deliver a distance education online course

2021 ◽  
Vol 11 (9) ◽  
pp. 39
Author(s):  
Constance E. McIntosh ◽  
Diana Bantz ◽  
Cynthia M. Thomas
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Distance Learning ◽  
Teaching And Learning ◽  
Online Courses ◽  
Online Course ◽  
Innovative Teaching ◽  
Advantages And Disadvantages ◽  
Learning Platform ◽  
History Of

The second article in a three-part series discusses how to deliver a distance education online course by i) assuring understanding of the learning platform, ii) developing a course model, iii) creating individual assignment rubrics for courses, iv) requiring active participation from both instructor and students, and v) setting-up quality communication. This paper is a continuation of the first paper whereby the history of distance learning, the positives and negatives of online learning, advantages and disadvantages of online learning, and the initial considerations for establishing online courses.

Cutting Computation Time and Mastering the Underlying Science of Introductory Thermodynamics

2002 ◽  
Author(s):  
Guido W. Lopez
Keyword(s):  
Teaching And Learning ◽  
Engineering Students ◽  
Traditional Approach ◽  
Computer Software ◽  
Computation Time ◽  
Engineering Programs ◽  
Academic Level ◽  
Computer Based ◽  
Quantitative Results ◽  
Based Instruction

Traditionally, the teaching and learning of introductory undergraduate Thermodynamics in Mechanical Engineering programs stressed the manipulation of formulas and the use of property tables. At present, the use of computer-based instruction is becoming more common in the classroom and it is proving to be a valuable tool for enhancing the educational experience of students. In teaching Thermodynamics, for example, much of the tedious manipulative and computational work encountered while solving problems can now be effectively and quickly executed by computer software. This approach leaves ample time for instructors to emphasize concepts and principles instead of procedures, and to foster an environment that helps students to master the underlying science of the discipline while minimizing computational burden. A comparative study between teaching introductory Thermodynamics using a traditional approach versus using the software EES (acronym for Engineering Equation Solver) as a computational tool is presented in this paper. A statistical comparison of academic performance in introductory Thermodynamics between two groups of engineering students of comparable academic level and capability but enrolled in different schools is also part of this study. Qualitative and quantitative results suggest that students can achieve a clearer understanding of concepts, definitions and principles of introductory Thermodynamics when using computer software as a tool in their learning process.

Is Anyone There? Being ‘Present' in Distance Education

2010 ◽  
pp. 194-208 ◽  
Author(s):  
Andrea Reupert ◽  
Darryl Maybery
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Teaching And Learning ◽  
Distance Teaching ◽  
Technical Aspects ◽  
Use Of Technology ◽  
The Subject

Research on higher education distance education tends to focus on the technical aspects of distance teaching, with little focus on the personal components of teaching and learning. In this chapter, students are interviewed to identify whether they want a personal presence from their lecturers and if so, what this presence might look like in distance education. Conversely, lecturers are interviewed to determine what they personally bring of themselves when teaching in distance mode. Results indicate that many, but not all, distance students want their lecturers to be passionate about their subject, form relationships and be open and available. However, there were some students, albeit a minority, who wanted to focus solely on the subject. Other students were clear that even though they valued lecturers’ personal revelations, these needed to be directly related to subject materials. Similarly, distance lecturers suggest that while they do reveal aspects of their personality there are also boundaries as to how much they ‘give’ of themselves. A case study is presented that extends this discussion and provides one approach, through the use of technology, for taking the ‘distance’ out of distance teaching.

Effectiveness of Technology in Precollege Mathematics and Science Teaching

1983 ◽  
Vol 12 (2) ◽  
pp. 137-158 ◽  
Author(s):  
James A. Kulik ◽  
Robert L. Bangert-Drowns
Keyword(s):  
Student Achievement ◽  
Student Attitudes ◽  
Teaching And Learning ◽  
Individualized Instruction ◽  
Programmed Instruction ◽  
Science Classrooms ◽  
Computer Based Instruction ◽  
Computer Based ◽  
Based Instruction ◽  
Mathematics And Science

The first major applications of scientific technology to education were made by psychologist B. F. Skinner three decades ago. In the years since, the emphasis in instructional technology has shifted from programmed instruction to individualized systems of teaching to computer-based instruction. These three approaches show different degrees of promise as aids in precollege mathematics and science classrooms. Programmed instruction and individualized instruction have had only limited success in raising student achievement or improving student attitudes in precollege education. Computer-based instruction, on the other hand, has raised student achievement significantly in numerous studies, dramatically affected the amount of time needed for teaching and learning, and greatly altered student attitudes toward the computer.

scholarly journals Paradigmas del proceso enseñanza-aprendizaje a distancia

2020 ◽  
pp. 22-25
Author(s):  
Carlos Rangel-Romero ◽  
Juan Carlos Rojas-Garnica ◽  
Guillermo Flores-Martínez ◽  
Ricardo Hernández-Lazcano
Keyword(s):  
Distance Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
New Paradigm ◽  
Learning Materials ◽  
Online Teaching And Learning ◽  
Innovative Strategies ◽  
Face To Face ◽  
Personalized System ◽  
The Web

Online teaching and learning are an alternative paradigm to face-to-face education. It promotes the generation of knowledge through theoretical and methodological processes derived from the development of science and technology in the field of communication and information. With distance education, the teacher undertakes innovative strategies that promote meaningful learning. In this paradigm, the teacher as an educational subject is not excluded, on the contrary, it assumes a new role that transits towards the new culture of distance education based on the diversity of resources that the Web has. The most relevant challenges of this new paradigm are accessibility, personalized system, flexibility in study, and interactivity with better learning materials and resources.

scholarly journals Teachers' Perspectives about Distance Education for Refugee Students Amid the COVID-19 Pandemic in Greece: Challenges and Implications

2021 ◽  
Vol 11 (4) ◽  
pp. 1
Author(s):  
Anastasia Gkaintartzi
Keyword(s):  
Distance Education ◽  
Teaching And Learning ◽  
School Closure ◽  
Vulnerable Groups ◽  
Small Scale ◽  
Distance Teaching ◽  
Refugee Students ◽  
Teachers And Students ◽  
Teaching Learning ◽  
Teachers Perspectives

This article presents a small scale qualitative study which aims to investigate the teachers' perspectives, practices and experiences regarding distance teaching and learning among refugee students in Greece during the first wave of the COVID-19 pandemic. Through the teachers' voices, we attempt to initially map and frame the context of distance education for refugee students, as it was implemented during the first lockdown (March-May 2020) and understand the experiences, challenges and changes involved for both refugee students and teachers. The study was conducted through open-ended online questionnaires, which were completed by 27 participant teachers, teaching students with a refugee/migrant background in their classes and implementing distance teaching during the first COVID-19 school closure. The findings provide insights into the ways teachers and students responded to and experienced distance education as well as the challenges and possibilities involved. Implications are drawn for supporting vulnerable groups with (language) teaching/learning in crisis.

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