A social constructivist approach to computer-mediated instruction
Computers & Education
The affect of lecturers' attitude on students' use of an online learning environment
ECCE '08 Proceedings of the 15th European conference on Cognitive ergonomics: the ergonomics of cool interaction
User models for adaptive hypermedia and adaptive educational systems
The adaptive web
An empirical study of narrative imagery in implicit and explicit contexts
Computers in Human Behavior
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The Personalised System of Instruction is a form of mastery learning which, though it has been proven to be educationally effective, has never seriously challenged the dominant lecture-tutorial teaching method in higher education and has largely fallen into disuse. An information and communications technology assisted version of the Personalised System of Instruction using a virtual learning environment is promoted here based on the authors' longitudinal design research into this pedagogy. The particular elements of the virtual learning environment which are promoted are short video clips, online formative tests and an assessment management system. The authors present their experiences of developing and deploying this pedagogy for the teaching of introductory discrete mathematics to large classes of Computer Science students at two UK higher education institutions both with whole cohorts and 'at risk' groups of students. In particular, this method is promoted as particularly helpful to students who do not adopt a deep approach to learning as many students fail to do. Moreover 'at risk' students using this method (n=71) demonstrated an average Glass effect size of 0.83 compared with other 'at risk' students who did not (n=35). Based on these experiences, this pedagogy is promoted as an effective approach to teaching in higher education, especially the teaching of cognitive skills to diverse cohorts of students on foundation level modules.