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Audio-Tutorial Method
Samuel Postlethwait H Purdue University, 1961 H audio-tape as supplements to lectures H help students lacking prerequisite skills to keep up with classes H other material beyond lecture tape added: diagrams, photos, plants, text, workbook
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© 1999, Kevin Oliver, Virginia Tech

The Audio-Tutorial method was created by Samuel Postlethwait of Purdue University in the early1960s. Although dated, the method has the potential to make a comeback with the onset of streamed audio and video tracks over the Internet.

Three Phases (1)
General Assembly Session (GAS) H used at beginning of course to orient all students to approach, objectives H used during the course to present a film, guest speaker, occasional lecture, or final exam
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© 1999, Kevin Oliver, VirginiaTech

The A-T method encompasses three phases. The first phase, a general assembly session, refers to situations in which the entire class assembles. GAS sessions are held at the beginning of a course and at other times when general instruction is required.

Three Phases (2)
Independent Study Session (ISS) H on their own, the student reads, writes, or manipulates learning material to mastera set of objectives H instructor/TA available in learning center to provide support H student guided by audio-tape, but other support material available (e.g., film, slides)
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© 1999, Kevin Oliver, Virginia Tech

The second A-T phase is independent learning. Each student accesses the compiled course material in units. The audio tape and learning guides originally were provided in a studycarrel with a student assistant available to answer questions. Today, A-T units could be provided in a computerized or online format, perhaps with asynchronous peer or tutor scaffolding using e-mail or electronic bulletin boards.

Three Phases (3)
Small Assembly Session (SAS) or Integrated Quiz Session (IQS) H small groups/cohorts of 8 students meet TA at end of week to review material theycovered on their own H students asked to present/teach others one or more objective; peers correct and revise H print-based test/quiz follows
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© 1999, Kevin Oliver, Virginia Tech

The third A-T phase is the small assembly session in which small teams meet to review weekly materials. A student assistant leads the teams, asking each learner to recite or teach the others about some concept coveredthat week. If a student responds incorrectly, other students can correct the faulty response. After discussion and clarification, a quiz or test is administered to all students.

Advantages
students can adapt study pace to their ability H students can adapt study time to their schedule H better students are not held “captive” and can use their time more effectively H more individual attentionprovided for
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© 1999, Kevin Oliver, Virginia Tech

Advantages of the A-T method include allowing students of varying abilities to master course material. Slow students are not lost by a fast-paced lecture, and students with advanced understanding are not slowed by others. The use of behavioral objectives specifies precisely what each student is to accomplish.

Disadvantages
students mustbe self-directed, must take responsibility for their own learning H considerable development time for tapes H must prepare or acquire a large set of materials (30 carrels?)
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© 1999, Kevin Oliver, Virginia Tech

Students in A-T approaches must be self-directed, or they could fall behind quickly. Weekly quizzes and discussions should help to keep students on task. Further, whether developingmaterials for traditional audio tape or Internetbased streaming, development time could be substantial. One consideration is the shelf-life of your content. If the subject you teach changes infrequently, it may be worth the time to develop a large, modular A-T course. If your content changes constantly, you may not find this method to be productive. Finally, online course modules won’t teach...