Keller's Personalized System of Instruction: the search for a basic distance learning paradigm

Coldeway, Dan O.; Spencer, Robert E.

doi:10.1080/0158791820030104

Cited by 10 publications

(11 citation statements)

References 2 publications

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“…Although PSI was originally designed based on behavioral principles (Keller and Sherman, 1974;Sherman, 1982), PSI is compatible with a wide range of philosophical and theoretical viewpoints with respect to learning and instruction (Coldeway and Spencer, 1982). All of the individual features of PSI have appeared in a variety of theoretical historical contexts.…”

Section: Psi Accommodates Diverse Educational Perspectivesmentioning

confidence: 99%

“…Consistent with the constructivist approach, PSI is a learner-centered system that puts the student in an active and focal role (Buskist et al, 1991;Coldeway and Spencer, 1982). As Coldeway and Spencer (1982) maintained, PSI is helpful to educators because it provides a sound instructional baseline upon which the instructor can add content, tailor student assignments, and otherwise structure the course according to their own philosophy of education. Founders of PSI encouraged the development of PSI in different academic fields, permitting Sherman (1982) to surmise that PSI had been used to teach all major academic disciplines.…”

Section: Psi Accommodates Diverse Educational Perspectivesmentioning

confidence: 99%

“…PSI may be broadly regarded as a universal system of instruction that is applicable to diverse teaching environments (Brothen, Wambach, and Hansen, 2002;Coldeway and Spencer, 1982).…”

Section: Psi Applied To Distance Instructionmentioning

confidence: 99%

“…As a domain in which to apply the quasi-universal principles of PSI, distance education is a promising field (Coldeway and Spencer, 1982;Kinsner and Pear, 1988;Lauzon and Moore, 1989;Pear and Kinsner, 1988;Schmitt, 1998). Due to the nature of PSI as an integrated package, with its emphasis on the written word, flexibility in relation to distance learners and adoption of computer and telecommunications technologies, PSI is especially applicable to distance education and the emerging scholarship of teaching.…”

Section: Psi Applied To Distance Instructionmentioning

confidence: 99%

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

Grant¹,

Spencer²

2003

IRRODL

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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. Key Terms: Personalized System of Instruction, distance learning, computer-based instruction, mastery-learning, self-pacing, higher-order objectives, scholarship of teaching, proctors, tutoring.

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Section: Psi Accommodates Diverse Educational Perspectivesmentioning

confidence: 99%

Section: Psi Accommodates Diverse Educational Perspectivesmentioning

confidence: 99%

“…PSI may be broadly regarded as a universal system of instruction that is applicable to diverse teaching environments (Brothen, Wambach, and Hansen, 2002;Coldeway and Spencer, 1982).…”

Section: Psi Applied To Distance Instructionmentioning

confidence: 99%

Section: Psi Applied To Distance Instructionmentioning

confidence: 99%

See 2 more Smart Citations

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

Grant¹,

Spencer²

2003

IRRODL

Self Cite

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“…For instance, Spencer (1980), Elton (1980), and Coldeway and Spencer (1982) have argued that Keller's Personalised System of Instruction has clear advantages for designing and managing DE systems. In contrast, Holm berg (1986) has argued that a cognitive orientation and strategies that enhance deeper-level processing of content, and which accommodate individual learning styles, best fits the DE context.…”

Section: Learning and Instructional Strategiesmentioning

confidence: 98%

Applying learning and instructional strategies in open and distance learning

Naidu¹

1994

Distance Education

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This paper is about the application of learning and instructional strategies in open and distance learning settings. First, a brief comment is made on the nature of open and distance learning and also teaching and learning in such settings. This is followed by a brief discussion of the impacts of particular types of learning and instructional strategics on learning. A framework is presented for applying learning and instructional strategies in open and distance learning contexts, and the translation of this framework into an instructional transaction that offers a generic plan for developing instruction. This is, therefore, a conceptual paper. It discusses a theoretical framework for applying learning and instructional strategies that is currently being implemented in the design and development of instruction for an on-line (electronic) teachinglearning environment. The results of that implementation will be reported at a later date. Distance educationDistance education refers to various forms of educational activity in which learners are physically apart from the teacher or the teaching institution for much of the teaching and learning process (Rumble, 1989). It is this feature of distance education that distinguishes it from conventional classroombased education. Since much of what is proposed in this paper has relevance to both open and distance learning, the term distance education (hereafter DE) is used in this paper to include open learning.Distance education places greater emphasis on guided independent study on the part of the learner, without eliminating the possibility of some face-toface contact, either between the teacher and the learners, or the learners themselves. Hence the more face-to-face contact there is in distance education programmes the 'less distant' they are called, and conversely the less face-to-face contact there is in such programmes, the 'more distant' they are called. In this manner, certain forms of computer-based and computer-managed instruction can be considered distance education activity.The greatest challenge for DE institutions, therefore, is the variety of functions they must conduct-which call for an equally large number of organisational styles. While running production systems and operating 23 Downloaded by [University of Arizona] at 02:29 04 February 2015 Distance Education Vol. 15 No. 1 1994course materials warehouses may be best done through the rigour of industrial processes, functions such as the creation of DE course materials by course teams, as well as by individuals, require the most modem forms of project and personnel management and skill in systematic instructional materials design. In the same manner, organising the information flows necessary to support effective tutoring and counselling for DE learners is also a complex task.In the following sections of this paper these implications of DE activity on its teaching and learning processes, instructional materials design and development, and DE learners are briefly discussed.Teaching and learning.At the heart o...

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Mastery Learning: The Achievement of Excellence

Hallinan

1990

Australas. j. spec. educ.

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Keller's Personalized System of Instruction: the search for a basic distance learning paradigm

Cited by 10 publications

References 2 publications

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

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

Applying learning and instructional strategies in open and distance learning

Mastery Learning: The Achievement of Excellence

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