A Reflection on the Personalized System of Instruction (PSI)
and the Audio-Tutorial (AT) models of instruction.
After reading the literature and watching the videos, I
found each model to be an effective tool for online learning. Each incorporates the ability for the learner
to learn at his or her own pace, adapt study time conveniently, and each
provides an individualized approach to learning the subject matter.
My preference, however, is the PSI model because it
incorporates a sense of presence in an asynchronous environment. Most literature suggests that it is important
to build a learning community in the online learning environment because it
helps to remove the feeling of isolation.
Learners have different styles of mastering content and each model can
be as effective as face-to-face learning.
In Koen’s article, the PSI system focuses on an asynchronous self-paced
learning strategy and it maximizes the interaction between the learner and the
facilitator (2005).
The PSI’s guided design of mastering the content
incorporates the sense of presence by using a facilitator rather than the “sage
on the stage” approach. Unit tests are available
at the end of each module and learners can move quickly through the course at
their own pace. The facilitator is
available through email, discussion boards, or chat rooms. On the other hand, the AT model provides a component
for sessions in which learners meet as a group or a cohort. This component appears to be mandatory and
contradicts the idea that online facilitation should not require a learner to
attend sessions in a course designed for online instruction.
I also favor the PSI model because it uses a proctor as the
mediator between the instructor and the learners. This is especially beneficial to minimize
cultural and language barriers that may exist.
I was not able to
glean much from the meta-analysis comparative study on the AT model (Kulik,
1979), however, the video lecture provided good insight about the model. I believe online learning is about
self-discipline, active learning, and taking responsibility for one’s own
learning. However, one of the
disadvantages noted for the AT model is the learner has to be one who is self-directed
and takes responsibility for his or her own learning.
Overall, I found both models to be appropriate for teaching
and learning. It will depend on the
pedagogical strategy of the professor to dictate which model is used.
Hi Cynthia,
ReplyDeleteI also have a preference for PSI, but I think both methods can be adapted to meet what some feel are their shortcomings. One of the things that struck me about the AT method as it was described and used in its earliest form is that it still seemed very "rigid" in terms of mastery requirements and testing, but I think that is still what a learner might need evin if they are working at their own pace. It would also depend on the subject matter being taught. Your last statements pretty much sum it up. I think we also have to think about whether we are instructing adults or K-12. An adult learner would more likely be self-directed, but even adults need guidance and structure.
Hi Cynthia,
ReplyDeleteThe online community is a key factor to engagement in online learning. For myself, the impersonal disconnect of online learning is one of the biggest drawbacks, but using a variety of online community building elements such as forums, chats, synchronous meetings, video chat, direct email, and more is a great start. Add in the educational technology elements and you have a great foundation. Again as with class online or in-person, the instructor(s) influence and passion for the subject and teaching is always apparent.
Hi Malissa and Dale,
ReplyDeleteThanks for your comments and feedback. Much appreciated.
Cynthia
Hi Cynthia,
ReplyDeleteI like how you pointed out that "online learning is about self-discipline, active learning, and taking responsibility for one’s own learning." That is something that I consider both a strength and weakness with the PSI and AT models, especially in an online context. The independent study portion of PSI and AT is a weakness because it is very easy for a learner to not be disciplined to do the self-directed work. Yet,at the same time, it is a strength, because it allows the responsible learner to get much more from the instruction through actively reviewing the content and making sure that the skills have been mastered. Much of the learner success with the PSI and AT models depends on the learner's ability to take responsibility for his or her own learning.