Although there is an extensive literature available on individualised instruction and self-paced learning, much of it concerns particular methods and systems. This review looks at the development of individualised instruction, identifies issues and problems common to all variants and assesses the evidence on outcomes in terms of student achievement, student access, costs, and the role of the teacher. It is concluded that: individualised instruction is unlikely to reduce costs; may improve access but not automatically for all target groups; requires a commitment on the part of the teachers to be effective; provides a range of strategies which extend the options to educators intent on improving teaching and learning. © 1983, Taylor & Francis Group, LLC. All rights reserved.
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