No CrossRef data available.
We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.
We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.
Published online by Cambridge University Press: 12 May 2020
Somewhere around the corner is that better classroom: a place where students are motivated to learn our material and we, the instructors, gain satisfaction from helping them master it. Efforts to turn that corner are nowhere more difficult than in the larger classroom. How can we motivate individual students when there are so many of them that it is hard to remember their faces let alone their names? How can we evaluate each student's work when there are other courses to teach, research to do, committees to serve on, and families to cherish? This essay describes my attempt to deal with this all too common situation by merging a Personalized System of Instruction (PSI) strategy with the use of microcomputers.
Bloom, Benjamin S., “Learning for Mastery,“ Evaluation Comment, Vol. 1, No. 2 (May, 1968)Google Scholar; reprinted in Instruction and Curriculum: Topical Papers and Reprints (Durham, North Carolina: National Laboratory for Higher Education), pp. 1-11.
Earle, Ralph B. Jr., (ed.), PSI and Political Science: Using the Personalized System of Instruction to Teach American Politics (Washington, D.C.: American Political Science Association, 1975)Google Scholar.
Hoffer, William, “What Administrators Should Know About PSI,” College Management, (April, 1973), pp. 22-31.Google Scholar
Sherman, J. Gilmour (ed.). Personalized System of Instruction: 41 Germinal Papers (Menlo Park, California: W.A. Benjamin, Inc., 1974)Google Scholar.