Self-pacing in post-school education/training

Abstract

In this paper are reviewed the definition of the variable ‘Control of Pacing’, the relationship between a self-paced system and the variable of Control of Pacing, empirical data relating to self-paced systems used in post-school education/training, and variables which may play major roles in self-paced systems. The paper concludes that self-paced methods allow of more student-based learning by more readily accommodating differing entering behaviours, differing degrees of industrial experience, and mastery learning techniques.