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Web-based Personalised System of Instruction: An effective approach for diverse cohorts with virtual learning environments?
ARTICLE

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Computers & Education Volume 57, Number 4, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

The Personalised System of Instruction is a form of mastery learning which, though it has been proven to be educationally effective, has never seriously challenged the dominant lecture-tutorial teaching method in higher education and has largely fallen into disuse. An information and communications technology assisted version of the Personalised System of Instruction using a virtual learning environment is promoted here based on the authors’ longitudinal design research into this pedagogy. The particular elements of the virtual learning environment which are promoted are short video clips, online formative tests and an assessment management system. The authors present their experiences of developing and deploying this pedagogy for the teaching of introductory discrete mathematics to large classes of Computer Science students at two UK higher education institutions both with whole cohorts and ‘at risk’ groups of students. In particular, this method is promoted as particularly helpful to students who do not adopt a deep approach to learning as many students fail to do. Moreover ‘at risk’ students using this method (n=71) demonstrated an average Glass effect size of 0.83 compared with other ‘at risk’ students who did not (n=35). Based on these experiences, this pedagogy is promoted as an effective approach to teaching in higher education, especially the teaching of cognitive skills to diverse cohorts of students on foundation level modules.

Citation

Rae, A. & Samuels, P. (2011). Web-based Personalised System of Instruction: An effective approach for diverse cohorts with virtual learning environments?. Computers & Education, 57(4), 2423-2431. Elsevier Ltd. Retrieved May 19, 2019 from .

This record was imported from Computers & Education on January 31, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2011.06.003

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