Publications & Resources
Towards Individualized Instruction With Technology-Enabled Tools and Methods: An Exploratory Study
Gregory K. W. K. Chung, Girlie C. Delacruz, Gary B. Dionne, Eva L. Baker, John J. Lee, and Ellen Osmundson
This report addresses a renewed interest in individualized instruction, driven in part by advances in technology and assessment as well as a persistent desire to increase the access, efficiency, and cost effectiveness of training and education. Using computer-based instruction we delivered extremely efficient instruction targeted to low knowledge learners in sixth-grade algebra readiness classes and eighth-grade Algebra 1A classes. Our research questions were the following: (1) To what extent can very brief exposure to instruction result in learning? and (2) How effective is the instruction compared to no exposure? We found that computer-based “instructional parcels” can be developed to provide very brief instruction that results in learning of mathematics content.
Chung, G. K. W. K., Delacruz, G. C., Dionne, G. B., Baker, E. L., Lee, J. J., & Osmundson, E. (2016). Towards individualized instruction with technology-enabled tools and methods: An exploratory study (CRESST Report 854). Los Angeles: University of California, Los Angeles, National Center for Research on Evaluation, Standards, and Student Testing (CRESST).