Alternative Learning Methods: Self-Paced Learning
(Part 3 of 5) (November 2001)

Self-paced or individualized learning is defined as learning directed by the individual in order to meet personal learning objectives. Although self-paced learning and individualized learning have essentially the same meaning, there are some subtle differences. In self-paced learning, the learner controls the pace of the learning process. For example, in a self-paced computer-based course, two clinicians might begin the course on the same day but one may finish days ahead of the other. By contrast, in individualized learning, there may be some time parameters. For example, a structured on-the-job training (OJT) course may require the individual to reach specific points in the course at specific times. The learning is still targeted to the individual, but the pace of learning may be partially controlled by the trainer or facilitator. Here, the term self-paced learning is used to describe both approaches.

Examples of Self-Paced Learning

In self-paced learning, the content, learning sequence, pace of learning and possibly even the media are determined by the individual. Examples of self-paced learning include:

• Reading a book to acquire new information about a topic.
• Reading a book, listening to accompanying audiotapes and completing exercises in a workbook.
• Reading a reference manual and watching a video.
• Completing a computer-assisted learning (CAL) course that uses interactive computer modules for knowledge transfer and one-on-one work with the clinical trainer for skills transfer, first with models and then with clients.
• Completing a CAL distance learning course on the Internet (knowledge transfer only).
• Participating in a structured OJT clinical skills course that involves reading assignments in a reference manual, completing exercises in a workbook and working one-on-one with the clinical trainer for skills transfer, first with models and then with clients.

Advantages

In most group-based courses, the trainer attempts to present the information to the typical or average learner. The more capable learners may become bored or frustrated, while the less capable learners may feel lost or overwhelmed. By contrast, a self-paced approach allows the learner to make many of the decisions about when, where, what and how quickly to learn. The trainer functions as a guide and facilitator of learning.

And there are other advantages to this "just-in-time" approach to learning:

• Learners can learn information and skills when they need them.
• Learners are not as dependent on the structure and pace established by the trainer.
• Assuming control of the learning process is highly motivating for many learners.
• Each learner has the same level of participation in the learning process. Participants are active rather than passive, and assume greater responsibility for their own learning.
• Because most self-paced learning courses allow participants to begin and end a segment of the training course at any time, it is an efficient use of training time and resources.
• Learning activities can be organized sequentially, because each component in a self-paced course has objectives that must be met before proceeding to the next component.
• Self-paced learning provides trainers with the time to focus more attention on participants who need assistance. Although participants who are not having difficulties certainly should not be neglected, this approach allows the trainer to spend time with participants who do require assistance.
• Essential equipment, materials and supplies used can be kept at a minimum because only one or two participants may be involved in training at any one time.

Limitations

As with any approach to learning, there are also limitations to consider:

• Most participants have not learned this way before, so they may feel uncomfortable with learning on their own.
• Participants may lack the necessary motivation to work independently.
• Participants may have poor reading skills, especially when the language of the reference materials is different from their primary language. Because most self-paced learning approaches require reading, this can be a major limitation.
• Participants may possess poor time management skills. Procrastination may make the self-paced learning process less effective than it can be.
• Most trainers did not learn this way and therefore need training to become effective facilitators of self-paced learning.
• Trainers may feel that they do not have time to manage a self-paced learning system.
• It may be challenging and time-consuming to design and develop the appropriate learning materials, in either print or electronic format.
• Without good planning, it may be difficult for the trainer to arrange for times to meet with the participant.
• Trainers may find that documenting, evaluating and updating participants' progress is very time-consuming.

The next installment will review the advantages and limitations of computer-assisted learning as an alternative learning method.

For more information about alternative learning methods, contact Rick Sullivan.

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