Like the PSI model discussed in the previous post some features included in AT were small learning modules, frequent assessment, an emphasis on doing rather than listening (despite the name), and student self-pacing (to a degree). However, the two models seem differ in two fundamental ways: pacing and people. Whereas the PSI model, or Keller Plan, allowed students move at there own pace throughout the entire course and under the condition of demonstrated mastery of the previous modules, the AT approach move students along on a weekly schedule, allowing them to spend as much or as little time as they needed to complete the week's unit. Beyond the independent study session, the AT approach also incorporates a social component (guest lecturers, small group work) to the classroom beyond the basic tutoring sessions of the Keller plan. It is the value added by the social component that I believe sets the AT approach apart from the PSI model. Granted, the inclusion of this component restricts students from truly moving at their own pace through the entire course, but I think that for many, the understanding that is gained from the unscripted conversations and exchange of ideas, viewpoints and experiences that take place when students interact, is worth it.
If you were to describe a rough sketch of this approach (learning kits complete with instructions and materials) to any elementary teacher, they would probably respond with something like this, "Oh, you mean centers." Though I'm ashamed to admit that I know many elementary teachers who deal exclusively in whole group, lecture style instruction even with younger children, it's standard practice among elementary teachers to incorporate a set of independent activities at stations throughout the room for students to work on at their own pace. Some teachers even have centers that they change on a weekly basis, much like the AT appraoch. Of course these centers are not likely to involve the complexity and rigor of AT, but from the teacher's standpoint, they provide them with an opportunity to set students meaningful (albeit lower level) curriculum related tasks while they work more closely with a single child or a small group of students. The inclusion of small group tasks is often mirrored in centers as well, with students working as study partners or peer tutors. Due to the constraints on the complexity of task that students can work on independently, I don't see this approach moving beyond a supplemental role to classroom instruction, at least at the elementary level. However, when we make the leap to high school and especially college campuses, I believe this approach has already caught on in the form of virtual high schools and online courses and degree programs.
Despite this approach's origins in on-campus learning labs and audio cassettes, I can't help but see this model's broad adoption (wittingly or unknowingly) among distance learning courses I've taken at the college level, plus or minus a few components. The semi-self paced nature is especially appealing to older students, particularly those with full-time jobs and families to juggle, but the weekly format allows it to fit into the traditional academic calendar and incorporate collaborative or cooperative activities among students. In the majority of courses I've taken, a learning management system such as Moodle or Blackboard was used to organize content into weekly sessions complete with resources and actvities, or rather, an online "learning kit". The tasks assigned are often adaptable to the students' situation and learning preferences, provided the instructor allows options or choice. And moving through the course with an entire course still gives students the perception that they are part of a group, though from what I've read in the literature, this sense of community is harder to establish in an online course than its face-to-face counterpart. The weekly format also helps to regulate the amount of feedback and support the instructor is to provide, making the instructors job a little easier than keeping up with a classroom of students all scattered throughout the course material as in the PSI model.
Overall, I see this approach as a happy medium between the PSI model and the traditional lecture based classroom. With the AT approach, structure is given to students, but flexibility to accommodate learner's needs is allowed. Accommodations are still made for students' learning speeds, but learning doesn't become an isolated activity. I should note here, though, that some students, particularly those with cooperative group experiences, prefer this. My wife is currently working on her Masters online through Michigan State University and though most of the course follow the AT approach, with collaborative projects thrown in here and there, one of her favorite courses was a completely self-paced course with no student interaction.
Beyond the standard use at the elementary level, virtual schools at the high school level, and online course in higher ed described above, I see the potential of the basic framework of AT (i.e. carefully structured "learning kits") to reach learners beyond the institutions in which they are created. Now that these "kits" can be digitized, they can made available online to anyone with an Internet connection and accessed by anyone who is passionate about learning. The Opencourseware movement, behind which academic powerhouses such as MIT, Stanford, and the University of Michigan have thrown their weight, now makes available high quality courses, including the materials in many cases, available freely on the web (sans instructor feedback and credit, of course). And with the rise of social networking applications, I can envision an number of self-organized learners, particularly in countries where access is limited, supplementing the instructional support missing from these "kits" to create true online learning communities. It would be fitting that a model originally designed to help struggling learners, could become a tool to empower those eager to learn, yet struggling because of their lack of opportunity.
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Kulik, J. A., Kulik, C. C., & Cohen, P. A. (1979). Research on audio-tutorial instruction: A meta-analysis of comparative studies. Research in Higher Education, 11(4), 321-341.
