Individualized Instruction under Control: The Design of Distance Learning Environments to Maximize Learner Success. REDEAL Technical Report #4. Project REDEAL Research and Evaluation of Distance Education for the Adult Learner.

Autor/in	Coldeway, Dan O.
Institution	Athabasca Univ., Edmonton (Alberta).
Titel	Individualized Instruction under Control: The Design of Distance Learning Environments to Maximize Learner Success. REDEAL Technical Report #4. Project REDEAL Research and Evaluation of Distance Education for the Adult Learner.
Quelle	(1980), (27 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Adult Education; Adult Students; Distance Education; Educational Research; Foreign Countries; Higher Education; Independent Study; Individualized Instruction; Models; Program Design; Program Development; Program Effectiveness; Program Evaluation; Program Implementation; Success; Canada + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Distance study; Distance learning; Fernunterricht; Bildungsforschung; Pädagogische Forschung; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Selbststudium; Individualisierender Unterricht; Analogiemodell; Programme design; Programmaufbau; Programmplanung; Programme evaluation; Programmevaluation; Erfolg; Kanada
Abstract	Project REDEAL (Research and Evaluation of Distance Education for the Adult Learner) has designed a three-semester system for distance education. Design features have been recommended to maximize personal learner success as well as to have an impact on indicators of success. The individualized instructional environment recommended is a specific attempt to allow both sophisticated and naive individualized learners to maximize success. The six-month fall semester is designed to accommodate incoming adult learners with little or no previous distance educational experience. Learners are given maximum attention in a fairly structured individualized environment. The eight-month winter "flex" semester is designed for learners who are prepared for individualized instruction. The flexibility provided by a reduction in pacing and by continuous enrollments for all learners during the first three months allows the institution to accommodate learners with unique time requirements. The two-month summer semester offers intensive courses predicted to be of interest to particular groups (e.g., teachers). The implementation of such a semester system has many implications for the design of instructional systems and learner management systems and for institutional organization. (Guidelines for implementation of the semester system and a four-year evaluation plan are described.) (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC