Keller's Personalized System of Instruction (PSI) uses small units of instruction, self-pacing, mastery learning, lectures for motivation, and proctors for immediate feedback. While highly successful in the early 1970's, PSI fell out of favor for a variety of reasons. This developmental dissertation resurrects Keller's system in its purest form and uses PSI for an online Master's program. Using Cold Fusion™ and Dreamweaver™ an online Keller experience was created. Experts of PSI reviewed the product to check for fidelity to Keller's ideas. Formative and summative evaluation showed that this system of instruction is viable for the online environment. Recommendations and implications for future use are discussed. / Ph. D.

The Personalized System of Instruction (PSI) is designed to individualize instruction based on traditional learning theories. Students are required to demonstrate mastery before advancing to new material. A self-pacing feature allows students to dictate their rate of progress. Compared to lecture-discussion instruction, PSI courses have demonstrated superior examination performance as well as increased ratings of course quality. However, studies have been criticized for testing only basic skills while ignoring more complex processes. In this research project, the PSI study guides were designed to emphasize complex processes and mastery test and review examination questions reflected increased item-level complexity. Results showed that students were able to master these complex items at the required 90% criterion. Performance on the comprehensive review examinations was slightly lower for complex items. Expected differences relating to the three group sequence requirements were not obtained. Nevertheless, mastery performance on the complex items was achieved by all students regardless of experimental group.

Made available in DSpace on 2016-04-29T13:18:09Z (GMT). No. of bitstreams: 1 Sabrina Lucila de Araujo.pdf: 378388 bytes, checksum: 0d604a9eef503379df9b2c9c4e6321b0 (MD5) Previous issue date: 2008-05-16 / Distance learning is growing everywhere. In Brazil distance learning courses are becoming more common and educational institutions are authorized to develop distance learning programs. Nevertheless, distance learning courses as any other teaching procedures, will be effective only if teaching contingencies are carefully planned and implemented. Behavior analysis as a discipline has accumulated technology that is suitable for distance learning, based on the Personalized System of Instruction (PSI), first developed by Keller, in 1968. PSI courses are characterized by: course content is broken down in small units, learning goals are previously established, studying pace depends on the student, mastery is a requisite on each unit, emphasis on written material, immediate feedback for students, proctors. A distance learning program that uses the internet, called Computer-aided Personalized System of Instruction (CAPSI), developed at the University of Manitoba, Canada, some 20 years, has been applied to many disciplines with promising results. CAPSI courses have all the characteristics of PSI courses and are taken by students through the internet. The system makes tests and exams available to the student, records students performances and progress, and manages aspects of the course, such as sending tests for correction. Tests are taken when students apply for them and are marked by teachers, instructors and/or proctors (advanced students). Tests become eligible when students master previous tests. This study was conducted to test the generality of previous research on CAPSI with Brazilian students, with a course on Behavior Analysis Principles. 77 students (62 from the same teaching institution) and the others from other state were enrolled, but only for 33 of them the course was initially mandatory (as part of their professional training). The mandatory status was changed on the 9th week of the course. The following variables are considered as the course results: dropouts, students performances on tests and exams, level of difficulty of tests, students activities as proctors, precision and content of feedbacks to students, feedback effects, and students assessment of the course. Results showed a larger number of dropouts when compared with the literature. Other results are consistent with the literature: students grades are high and students evaluation of the course is similar to those reported previously. The higher percentage of dropouts is discussed as s a probable function of students previous history as well as the elective character of the course / A educação a distância é uma modalidade de ensino que vem sendo empregada no mundo todo e no Brasil, onde instituições, inclusive de nível universitário, são autorizadas a promovê-la. Como no caso do ensino tradicional, entretanto, também nos cursos a distância é necessário programar o ensino para que a aprendizagem de fato ocorra. A Análise do Comportamento oferece uma alternativa de curso a distância baseada nos princípios do Sistema Personalizado de Ensino (PSI), proposto por Keller em 1968. As principais características do PSI são: divisão do conteúdo do curso em unidades, objetivos finais previamente estabelecidos, ritmo de estudo dependente exclusivamente do aluno, exigência de domínio a cada unidade para prosseguir no curso, ênfase em material escrito, uso de feedback imediato, participação de monitores. O Computer-aided Personalized System of Instruction (Sistema Personalizado de Ensino com Ajuda de Computadores CAPSI) foi desenvolvido na Universidade de Manitoba, Canadá e é aplicado em diversas disciplinas há mais de 20 anos pela internet. Cursos CAPSI têm as características mencionadas dos cursos PSI e são feitos pela internet. O sistema na internet torna disponíveis os testes e exames intermediários, registra os pontos dos alunos em cada teste respondido e mantém registro completo da trajetória do aluno no curso. O computador também auxilia no gerenciamento do curso, envia testes para correções e permite a coleta de outros conjuntos de dados sobre o programa. Os testes são corrigidos pelo professor/instrutor, professor assistente/mentor, ou por dois monitores, alunos do curso que estão em unidades mais avançadas. Pretendeuse, neste estudo, aplicar uma disciplina de Princípios de Análise do Comportamento com alunos brasileiros para avaliar o CAPSI. Participaram 77 alunos, sendo 62 vinculados a uma mesma instituição de ensino e os demais de outro estado brasileiro. Para 33 desses alunos, o curso inicialmente foi apresentado como obrigatório e fez parte da grade curricular de um curso de especialização em Análise do Comportamento no contexto clínico. Foram dadas também videoconferências sobre os conteúdos trabalhados. Foram analisados: desistências; desempenho nas avaliações de unidade e nos exames; dificuldade das avaliações de unidades; atividade de monitoria; desempenho dos corretores, envolvendo precisão, qualidade e tipo de feedback; efeito das correções e avaliação do curso pelos alunos concluintes. O número de concluintes foi menor do que o mencionado na literatura sobre o CAPSI, porém os demais resultados são bastante semelhantes. As notas dos concluintes foram altas e as principais vantagens e desvantagens relatadas pelos concluintes são consistentes com a literatura da área

Made available in DSpace on 2016-04-29T13:18:15Z (GMT). No. of bitstreams: 1 Carolina Moreira do Couto.pdf: 5874411 bytes, checksum: bf2b162f644f4c2c316dff6ccabd1dc5 (MD5) Previous issue date: 2009-06-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Distance learning is a teaching modality that contains specifics characteristics, a way to create a space to generate, to promote and to implement where the students can learn. In distance learning the space and time are not shared, the tasks usually are done thru different technologies. A learn technology that has been applied in distance learning is the CAPSI (Computer Aided Personalized System of Instruction), developed in Canada and based on the rules of Personalized System of Instruction (PSI), proposed by Keller in 1968. The main characteristics of the PSI are: individual time, material broken down in small units, final goals established in advance, mastery is mandatory in each unit, emphasis on written material, immediate feedback, proctors. The courses in CAPSI are divided in study units, where the student, following their own rhythmus, systematically apply for an evaluation for each unit and just move to a new unit when gets the maximum core. The system makes tests and exams available to the student, records students performances and progress, and manages aspects of the course, such as sending tests for correction. This study evaluated the experience of a distance learning course using the CAPSI system with Brazilian students. 117 students were enrolled in a course on Behavior Analysis, but only 47 started the course and were approved on Test Unit 1 (about the system functionalities). It was analyzed: desistance; performance on test units and exams; use of the Moodle s environment and an evaluation of the course by the students. Results showed a larger number of dropouts when comparing with the literature about CAPSI. The scores of the students that were exposed to a bigger number of activities were high and the main advantages and vanities related by the students are consistent with the literature. It has been discussed the relationship between the desistance and the no obligation on finish the course and the desistance and the own organization for the work / A Educação a Distância é uma modalidade de ensino com características especificas, isto é, uma maneira particular de criar um espaço para gerar, promover e implementar situações em que os alunos aprendam. Nela o espaço e o tempo não são compartilhados, os trabalhos geralmente são mediados por tecnologias. Uma tecnologia de ensino que vem sendo utilizada em cursos a distância é o Capsi (Computer aided Personalized System of Instruction- Sistema personalizado de ensino com o uso de computadores), desenvolvido no Canadá e baseado nos fundamentos do Sistema Personalizado de Ensino (PSI), proposto por Keller em 1968. O PSI tem como características principais: ritmo individualizado, material dividido em pequenas unidades, objetivos finais previamente estabelecidos, exigência de maestria em cada unidade, ênfase no material escrito, feedback imediato, participação de monitores. Os cursos no sistema CAPSI são divididos em unidades de estudo, o aluno segue seu próprio ritmo, sistematicamente se submete a avaliações de unidade e só progride para novas unidades quando demonstra excelência. Os testes de unidades e exames intermediários são disponibilizados pelo sistema que também registra os pontos em cada teste respondido e a trajetória completa do aluno no curso. Neste estudo avaliou-se a experiência de um curso a distância utilizando o sistema CAPSI com alunos brasileiros. Inscreveram-se voluntariamente em um curso de Análise do Comportamento 117 alunos, do quais 47 iniciaram o curso e foram aprovados no Teste 1 (sobre o funcionamento do sistema). Foram analisados: desistências, desempenho nas avaliações de unidade e nos exames, utilização do ambiente Moodle, e avaliação do curso pelos alunos concluintes. Os resultados mostraram que o número de concluintes foi menor do que o mencionado na literatura sobre o CAPSI. As notas dos alunos que se expuseram ao maior número de atividades foram altas e as principais vantagens e desvantagens relatadas pelos concluintes são consistentes com a literatura da área. Discute-se a relação entre desistência e não obrigatoriedade de fazer o curso e entre desistência e organização para o trabalho

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-03-21T12:43:34Z No. of bitstreams: 1 Felipe Maciel dos Santos Souza.pdf: 1503174 bytes, checksum: d781e0be9bb5887943877b642f573a55 (MD5) / Made available in DSpace on 2017-03-21T12:43:34Z (GMT). No. of bitstreams: 1 Felipe Maciel dos Santos Souza.pdf: 1503174 bytes, checksum: d781e0be9bb5887943877b642f573a55 (MD5) Previous issue date: 2017-03-10 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Distance education (DE) is a teaching modality that has been standing out in the current scenario, and provides a new platform for the teaching / learning process, which requires consideration of alternative models. This study analyzed the effects of the application of a Personalized System of Instruction (PSI) on student learning in a compulsory subject of the Psychology course of a private university, offered at distance, in relation to: (a) student performance on the initial and final evaluations; assessments of unit, on the bimonthly test, substitute and final exams; (b) interaction with the opportunities offered in the course; (c) possible relationship between student performance and interaction with the opportunities offered in the course. 28 students participated in the study. In all corrections, substantive feedbacks were used. The bimonthly test had a maximum value of 7.5 points, and 15 participants scored at or above 6.0. The others had scores varying from 4.5 to 6.0. It is verified that completing the units is an important factor for a good performance in the bimonthly test, but other factors may also have affected the performance of the participants: the difficulty of the questions presented in the test and the fact that the participants had another evaluation in the same day. The regularity of the work does not seem to be a predictor of the yield in the bimonthly test. In the evaluation of the majority of the participants, the discipline, as taught, was considered better or better than the Institution's traditional distance education method. PSI applied to distance education seems to be a very effective system of teaching, given the high final grades obtained by the students who responded to the initial and final evaluations / A educação a distância (EAD) é uma modalidade de ensino que tem se destacado no cenário atual, e proporciona uma nova plataforma para o processo de ensino/aprendizagem, que requer a consideração de modelos pedagógicos alternativos. Este estudo analisou os efeitos da aplicação do Sistema Personalizado de Ensino (PSI) sobre a aprendizagem dos alunos, em uma disciplina, de caráter obrigatório, do curso de Psicologia de uma universidade privada, oferecida a distância, em relação a: (a) desempenho de participantes nas avaliações inicial e final; de unidade; nas provas bimestral e substitutiva, e no exame final; (b) interação dos participantes com as oportunidades oferecidas no curso e (c) possível relação entre o desempenho dos participantes e suas interações com as oportunidades oferecidas no curso. Foram participantes do estudo 28 estudantes. Em todas as correções realizadas foram utilizados feedbacks substantivos. A prova bimestral teve valor máximo de 7,5 pontos, e 15 participantes tiraram nota igual a ou acima de 6,0. Os demais tiveram notas que variaram de 4,5 a 6,0. Verifica-se que completar as unidades é um fator importante para um bom desempenho na prova bimestral, mas outros fatores também podem ter afetado o desempenho dos participantes: a dificuldade das questões apresentadas na prova e o fato de os participantes já terem realizado outra avaliação no mesmo dia. A regularidade do trabalho não parece ser um preditor do rendimento na prova bimestral. Na avaliação da maioria dos participantes, a disciplina, como ministrada, foi considerada melhor ou muito melhor do que o método tradicional de ensino a distância da Instituição. O PSI aplicado à educação a distância parece ser um sistema muito eficaz de ensino, dadas as altas notas finais obtidas pelos alunos que responderam às avaliações inicial e final

Title from PDF of title page. / Document formatted into pages; / Thesis (Ph.D.)--University of South Florida, 2001. / Includes bibliographical references. / Text (Electronic thesis) in PDF format. / ABSTRACT: Current learner-centered trends, such as supplying students with content on demand (CoD), coupled with research findings that indicate distributed practice is superior to massed practice in terms of increased memory function and that the Personalized System of Instruction (PSI) is superior to traditional instruction in terms of academic achievement, content retention, and student satisfaction, prompted an investigation merging these two lines of research. Although PSI is more feasible today based on advances in technology and students prefer its self-paced component, they often procrastinate. In fact, this problem is resurfacing in distance education courses and is reflected in low completion rates as well as in the number of nonstarters. Numerous researchers have used deadline contingencies to reduce procrastination without adversely affecting student achievement and satisfaction, but few have considered the benefit of enhanced memory. / ABSTRACT: It was hypothesized that, by providing students with CoD, a lesser form of self-pacing, and by using contingencies to regulate the pace of assignment submissions, procrastination would be reduced and content retention subsequently increased without detriment to immediate achievement and student satisfaction. To quantify differences in procrastination level, a comprehensive, sensitive, and reliable measure of procrastination, called the rate of relative digression from a target response (RDTR), was proposed. Undergraduate, preservice teachers in an instructional technology course were randomly assigned to one of three treatments. All groups were given the same deadlines. For one treatment, the deadlines were recommended (R) with one absolute deadline at the end of the treatment interval. For another they were conditional (C) with opportunities to earn bonus and penalty points for early and late work. / ABSTRACT: For a third, they were all absolute (A) with no assignment accepted for credit after its due date. Although many problems experienced by students in A made findings for this group inconclusive, analysis of differences between students in R and C indicated that C was superior in reducing procrastination and enhancing memory function without detriment to immediate achievement, pacing preference, and course satisfaction. Although more research is needed to replicate, extend, and clarify findings, these results support using conditional deadlines for assignments when learners are supplied CoD. / System requirements: World Wide Web browser and PDF reader. / Mode of access: World Wide Web.

The present study evaluated the use of a self-instructional manual supported by a computer-aided personalized system of instruction (CAPSI) for teaching Discrete-Trials Teaching (DTT) to university students. Prior to studying the manual, five participants taught three tasks, commonly taught to children with Autism Spectrum Disorders (ASD), to a confederate role-playing a child with an ASD. Using the Discrete-Trials Teaching Evaluation Form (DTTEF), the main researcher assessed the participants’ ability to perform DTT accurately. Subsequently, participants studied a self-instructional manual using CAPSI to demonstrate mastery of study questions about DTT. Finally, participants once again attempted to teach the three tasks to a confederate role-playing a child with an ASD. Overall mean baseline accuracy on the DTTEF was 54.86%, and improved to 84.73% in post-treatment, a 30% improvement. Participants’ self-recorded study time was an average of 12 hours and 48 minutes. The results suggest that CAPSI is an effective educational tool for the delivery of the self-instructional manual. Future research should investigate (1) how to make CAPSI even more effective, and (2) whether these results can be generalized to other populations such as ABA tutors, parents, and paraprofessionals working with children with ASD.

Current learner-centered trends, such as supplying students with content on demand (CoD), coupled with research findings that indicate distributed practice is superior to massed practice in terms of increased memory function and that the Personalized System of Instruction (PSI) is superior to traditional instruction in terms of academic achievement, content retention, and student satisfaction, prompted an investigation merging these two lines of research. Although PSI is more feasible today based on advances in technology and students prefer its self-paced component, they often procrastinate. In fact, this problem is resurfacing in distance education courses and is reflected in low completion rates as well as in the number of nonstarters. Numerous researchers have used deadline contingencies to reduce procrastination without adversely affecting student achievement and satisfaction, but few have considered the benefit of enhanced memory. It was hypothesized that, by providing students with CoD, a lesser form of self-pacing, and by using contingencies to regulate the pace of assignment submissions, procrastination would be reduced and content retention subsequently increased without detriment to immediate achievement and student satisfaction. To quantify differences in procrastination level, a comprehensive, sensitive, and reliable measure of procrastination, called the rate of relative digression from a target response (RDTR), was proposed. Undergraduate, preservice teachers in an instructional technology course were randomly assigned to one of three treatments. All groups were given the same deadlines. For one treatment, the deadlines were recommended (R) with one absolute deadline at the end of the treatment interval. For another they were conditional (C) with opportunities to earn bonus and penalty points for early and late work. For a third, they were all absolute (A) with no assignment accepted for credit after its due date. Although many problems experienced by students in A made findings for this group inconclusive, analysis of differences between students in R and C indicated that C was superior in reducing procrastination and enhancing memory function without detriment to immediate achievement, pacing preference, and course satisfaction. Although more research is needed to replicate, extend, and clarify findings, these results support using conditional deadlines for assignments when learners are supplied CoD.

Made available in DSpace on 2016-04-29T13:18:01Z (GMT). No. of bitstreams: 1 Dissertacao Ana Paula Vedovato Maestrello.pdf: 1360637 bytes, checksum: 2082e1de49c19e03526aa12a71ca631f (MD5) Previous issue date: 2006-06-29 / Fundação Aniela e Tadeusz Ginsberg / The theorical perspective of behavior analysis contributes with education when it considers student´s and/or teacher´s behaviors, as well as conditions of teaching, making statements in order to make learning more satisfactory. One of these contributions is the Personal System of Instruction (PSI) idealized by Fred S. Keller (1974). The aim of this research was the elaboration, application and analysis of an English teaching programm meant for children studying in public school as an extra-course activity foccused on the students mistakes during the evaluations throughout the course. The research was divided in three steps: 1st) the application of two tests throughout the period when teaching was conventional; 2nd) the transition between the conventional and the proposal of an individualized teaching; at this time a third test, an analysis of the mistakes happened in the previous evaluations and planning and application of remediative procedures introducting some principles of programmed teaching occured; 3rd) the application of the final three evaluations already under a new perspective from the first three previous, and the utilization of individualized exercises as a teaching initial condition. The results proved that teaching may be more effective and faster when the proposal of individualization is established as a teaching condition / A perspectiva teórica da análise do comportamento contribui com a educação ao olhar para comportamentos dos alunos e/ou professores, bem como para as condições de ensino, e realiza proposições que tornam o ensino mais efetivo. Uma destas contribuições é o Personal System of Instruction (PSI) idealizado por Fred S. Keller (1974). O objetivo da presente pesquisa foi elaborar, aplicar e analisar um Programa de ensino de inglês, como atividade extra-curricular para crianças do ensino fundamental público, tendo como foco para análise os erros cometidos pelos alunos no decorrer das avaliações realizadas durante o curso. A pesquisa se dividiu em três momentos: 1º) aplicação de duas avaliações ao longo de um período em que o ensino era convencional; 2º) transição entre o convencional e a proposta de aplicação de ensino individualizado; neste período ocorreram a 3ª avaliação, análise de erros das avaliações anteriores e planejamento e aplicação de procedimentos para remediação, com introdução de alguns princípios da programação; e 3º) aplicação das três últimas avaliações já sob uma perspectiva totalmente diferente das três primeiras e utilização de exercícios individualizados como condição inicial de ensino. Os resultados demonstraram que o ensino pode ser mais efetivo e rápido quando a proposta de individualização é colocada como condição de ensino.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-11-14T13:58:25Z No. of bitstreams: 1 Luiza de Souza Aranha.pdf: 955753 bytes, checksum: 8d20f7b1d32a331bce179616d00e4eff (MD5) / Made available in DSpace on 2017-11-14T13:58:25Z (GMT). No. of bitstreams: 1 Luiza de Souza Aranha.pdf: 955753 bytes, checksum: 8d20f7b1d32a331bce179616d00e4eff (MD5) Previous issue date: 2017-11-10 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Education is the primary method of transmitting knowledge for the survival of culture, and therefore effective instruction is necessary. Based on Experimental Behavior Analysis, Behavior Analysts suggest Programmed Instruction and the Personalized System of Instruction (PSI) in order to improve the quality of teaching. An issue that warrants attention in the Brazilian educational system is that the student is always involved in a collective situation, which implies consideration of the possibilities of a group instruction application. The present study aims to analyze works published in Brazil on the application of individualized programmed instruction proposals, Programmed Instruction and PSI applied in group situations. The search was performed at Portal Capes and resulted in fourteen papers between 1973 and 2015; among these, only four were published scientific articles, the remainder being theses and dissertations. The results show that a wide variety of authors from different institutions were responsible for the work, and did not produce a second work on the subject, suggesting that there is no longer a tendency in this field. Most study groups were made up of 10 to 19 participants each. All authors of the studies that aimed to test a procedure reported successful results. Others affirmed the superiority of the methodology under investigation over the traditional one. However, although based on proposals derived from exhaustive literature of the area, few papers reported the use of the features that a programmed instruction should have. The only one present in all studies was the division of content into smaller portions. Future research could apply individualized programmed instruction, IP and PSI, to group context in Brazil. As well, expand the research on the literature of the area in other countries / A educação é a principal maneira de transmitir conhecimento para a sobrevivência da cultura e, para isso, faz-se necessário um ensino efetivo. Embasados na Análise Experimental do Comportamento, Analistas do Comportamento propõem a Instrução Programada (IP) e o Sistema Personalizado de Ensino (PSI), com o intuito de melhorar a qualidade do ensino. Uma questão que merece atenção na aplicação desses sistemas é que, no cenário educacional nacional, o aluno está sempre inserido em um contexto coletivo, o que implica em considerar nas possibilidades da aplicação em grupo. O presente estudo teve como objetivo analisar as publicações sobre a aplicação, no ensino brasileiro, das propostas de ensinos programados individualizados de IP e PSI em situação de grupo. A busca realizada no Portal de Periódicos Capes resultou em 14 estudos, publicados entre os anos de 1973 e 2015. Destes, apenas quatro eram publicações em artigos de revistas cientificas, o restante eram teses e dissertações. Os resultados evidenciaram que uma ampla variedade de autores, de diferentes instituições, foi responsável pelos trabalhos e deixaram de produzir uma segunda obra sobre o tema, indicando que não existe uma tendência de continuidade de investigação nas publicações da área, apenas estudos pontuais. Os grupos de alunos eram formados em sua maioria por 10 a 19 participantes. Todos os autores que tinham como objetivo testar o procedimento relataram resultados bem-sucedidos. Outros afirmaram a superioridade da metodologia investigada sobre a tradicional. No entanto, embora embasados em propostas derivadas de exaustiva literatura da área, houve poucos trabalhos que respeitaram todas as características que o ensino programado deveria atender. A única característica presente em todos foi a divisão do conteúdo em conteúdos menores. Pesquisas futuras poderiam aplicar ensinos programados individualizados, IP e PSI, a grupos no Brasil. Como também, pesquisar sobre a literatura da área em outros países