Mastery learning: A case study and implications for instruction

Abstract

Abstract Mastery learning is usually associated with non‐traditional instruction methods. One such method, the audio‐tutorial system, has been applied to an introductory human geography course at Indiana University, Bloomington. Mastery learning procedures (self‐pacing, explicitly stated objectives, diagnostic progress tests) which are used In the course are described. The mastery learning philosophy and associated procedures can also be used in more ‘traditional’ instructional settings; some possibilities are considered.