In David Hung's article that you have read, Dr. Hung describes how computer mediated technologies can be integrated in relation to the learning theories. He then proposed a framework for this integration in different instructional contexts. He expresses the view that human cognition is complex and there is a role for each one of the three theories of learning. In this section we will look at what many advocates, especially of distance learning, consider a most critical value of the technologies i.e applying the theories of learning in the context of individualised learning. In this section we will not focus on distance education but consider the role of computing technologies in individualised learning, especially in the context of   exceptional children whether they are extraordinarily gifted or differently-abled. In both cases individualised learning helps learners progress at a rate that is most suited to their needs.

Individualised learning is a philosophical approach to the teaching and learning process. It involves the measuring of the cognitive maturity of a student in any subject and customising content and delivery strategies to suit that individual. You will note that in some aspects the progression made through individualised instruction resonates with the theory of constructivism which states that the student should build his or her learning and knowledge.

Most of us are familiar with mass instruction, that is, instruction where contents, materials and pace of learning are the same for all students in a classroom. In individualised instruction the exact opposite takes place - here the organisation of content, instructional technology (such as materials) and pace of learning are based upon the abilities and interests of each individual learner. Individualised instruction does not require a one-to-one student/teacher ratio. It relies upon  well-designed instructional materials - whether audio, video, multimedia, computer-assisted instruction (CAI), or simply a good textbook and an environment for the learner to work through the subject.  Hence, learners would be able to learn at their own pace. In this way, individualised instruction is like direct instruction, which also places greater reliance upon carefully prepared instructional materials and explicitly prepared instructional sequences. There are some distinct advantages in customising the learning experience to the individual. For example:

1. This allows each student to move at his or her own pace through a level of subject matter utilising a teaching/learning strategy that permits optimum progress.
2. Students are not penalised for being slow or fast in their progress as each learner is able to move to suit their circumstance.
3. Learners are not in competition with their peers- they are basically competing with themselves.
4. There is an improved chance of retention of learning.
5. The teacher takes on the role of the mentor and is able to assist learners at specific points of difficulty or challenge.
6. Learners accept personal responsibility for their learning.
7. Students can monitor their progress and thus are able to make personal judgments on where to focus more as well as to extend their intellectual curiosity beyond the lesson.

Experience seems to indicate that individualised instruction, using technological tools may not be appropriate at the primary school level. Older children with a greater degree of discipline may be better suited to work independently. It is very likely that even at the secondary school level, learners may not have the basic knowledge and skills to direct most of their own curriculum. They must at least be partially directed by schools and teachers. Not all secondary school children exhibit the necessary traits to successfully learn on their own, namely:

1. assume some responsibility for their learning.
2. become independent learners.
3. work at their own pace.
4. exercise judgment over the range of resources available.
5. make choices.
6. evaluate their own work.

Good teachers have always known the above. They also know the value of treating their students as unique individuals. The ultimate aim for these teachers is that learners experiencing individualised instruction should and could achieve the same levels of achievements as those experiencing mass instruction.

Instances for using individualised instruction

If individual instruction is such a powerful tool why is it not applied on a much bigger scale than it currently is? This is a question that many quite frequently ask. The answer to the question cuts across many issues. For instance it is an economic issue because individualising instruction, even with the help of using technological tools, is expensive and in this age of mass, universal and ‘Education for All' very few governments have the financial capacity to support such a venture. It is also a labour issue because teachers will be required to design and create learning materials and they would also be required to monitor and maintain the progress of individuals. Both of these require an enormous amount of time. It is an administrative issue as record keeping becomes lengthy and involved, and finally it is a political issue as parents demand more and more from the system asking for more effort to be made to make students competent individual learners.

But despite these challenges, there are some options that educational systems can consider in making available opportunities for individualised instruction. These include:

1. Behaviour therapy: The therapy provided to children who may be showing atypical patterns of behaviour in social and learning contexts. Behaviour modification of such a child academically cannot be achieved in all cases. In cases where this is achievable, teachers must have a clear understanding of the potential and limitations of such strategies when attempting individualised teaching. The learning environment must be one in which the child feels engaged in the tasks. This is a long-term strategy and would require besides the teacher, other therapists as well.
2. Contracting: This device is used when in individualised learning environments when a learner and the teacher enter into a contract, spelling out exactly what is to be achieved, within say, a time period and the level of the learning outcome. It is structured in the same way as any other contract between the two parties entering into a contract. The contracting strategy is a stepping stone into the individualised learning process. While the student is expected to follow through the lesson progressing over time, the teacher is expected to constantly monitor through meetings and help the learner find the necessary resources, guide him/her through difficult portions of the syllabus and record progress of achievements.
3. Programmed Instruction: It takes many forms and with the increasing sophistication of today's technologies these are becoming more interesting, challenging and complex. Programmed learning can be teacher-made or commercially obtained. Some are linear, which means that there is a pre- arranged order to the learning which is normally designed in small chunks or steps. Learners successfully complete one step at a time before progressing to the next. There are programmes that are nonlinear as well - here the learner is literally on a journey, branching as he/she completes one frame and depending on the response he/she makes, is presented the next frame.
4. Learning Packages: These are packages of self-contained learning materials put together for teaching a single subject or topic. These are structured for individual use available to be utilised flexibly by the learner in any environment he or she chooses. Distance teaching institutions use this method extensively just like Wawasan Open University. With the availability of broader bandwidth and easy accessibility to the WWW more and more use of the Internet is now being utilised to deliver these packages.
5. Mulitigrade Classrooms: Many schools especially in poor rural locations suffer from a shortage of teachers, and classrooms hold children studying at different grades. Under these circumstances learning packages under the supervision of a trained teacher in a classroom can provide immense benefits.