Abstract
The principles and purposes of modular instruction (MI), its advantages for both students and instructors, and a comparison between the conventional and modular approach are presented. Separate sections deal with implementation and management of MI and include a discussion of evaluation and cost. Several examples of modular formats in use at North American universities are described.
Present evidence suggests that MI meets the needs of today's students more adequately than traditional instruction both with respect to the quality of learning and the content. However, certain problems may arise in implementing MI. These are presented from the perspective of the student, instructor, and administrator. Given its emphasis on individualized learning and its adaptability to large numbers of students, MI has emerged as one of the most promising alternatives in higher education today.
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Goldschmid, B., Goldschmid, M.L. Modular instruction in higher education: A review. High Educ 2, 15–32 (1973). https://doi.org/10.1007/BF00162534
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DOI: https://doi.org/10.1007/BF00162534