Is the self-paced instructional program, via microcomputer-based instruction, the most effective method of addressing individual learning differences?

One of the canons that guides the design of microcomputer-based instructional programs is to use a self-paced instructional method. However, there has been some indication that moderate levels of external pacing may prove to be more effective for overall learning, in terms of amount of content acquired and level of competency achieved with that content. Hypotheses derived from this idea were tested using three types of pacing. Learning was evaluated using five achievement tests ranging in difficulty from memorizing facts to problem solving. Experimental results supported the hypothesis favoring moderate levels of external pacing and found that the common principle of using self-paced instructional methods as the best style for all types of microcomputer instruction is an incorrect assumption.