The Center for Individualized Instruction: An Alternative to the Traditional College Classroom.

Autor/in	Knowlton, Leah N.
Titel	The Center for Individualized Instruction: An Alternative to the Traditional College Classroom.
Quelle	(1986), (15 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	College Curriculum; Course Evaluation; Educational Administration; Individualized Instruction; Instructional Design; Interdisciplinary Approach; Nontraditional Education; Outcomes of Education; Program Development; Two Year Colleges + Suchen Sie Ihr Suchwort? Bildungsverwaltung; Schuladministration; Schulverwaltung; Individualisierender Unterricht; Lesson concept; Lessonplan; Unterrichtsentwurf; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Non-traditional education; Alternative Erziehung; Lernleistung; Schulerfolg; Programmplanung
Abstract	This paper examines the development, organization, and administration of The Center for Individualized Instruction (CII) at Middlesex Community College (Massachusetts), which is designed exclusively for the nontraditional delivery of college courses across the disciplines as an alternative to the college classroom. The paper traces the evolution of CII, both conceptually and organizationally, since its inception in 1982. The conceptual model includes the rationale for CII; its goals and objectives; the relationship between CII and the classroom; and the purchase of course materials and instructional design procedures. The various components of the educational management system are also discussed, including the communication system; the registration/scheduling system; the records-keeping system; the course-management system; and the monitoring system. A profile of the staff is also presented. The reasons students take courses at the CII are identified, with the major reason being the degree of personal accountability and absence of anonymity. The quality of instruction at the CII is given a high rating by students, who find the educational experience a positive one. (DJR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC