Appraising research on personalized learning: Definitions, theoretical alignment, advancements, and future directions

Walkington, Candace; Bernacki, Matthew L.

doi:10.1080/15391523.2020.1747757

Cited by 98 publications

(39 citation statements)

References 28 publications

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“…To personalize learning [36], it is mandatory to characterize activities for further recognition and make models of the learners [37]. Real-Fernández et al [38] propose that the students are characterized based on their system activity instead of on self-reporting.…”

Section: A Review Of the Contributions In This Special Issuementioning

confidence: 99%

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et al. 2020

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Artificial intelligence applied to the educational field has a vast potential, especially after the effects worldwide of the COVID-19 pandemic. Online or blended educational modes are needed to respond to the health situation we are living in. The tutorial effort is higher than in the traditional face-to-face approach. Thus, educational systems are claiming smarter learning technologies that do not pretend to substitute the faculty but make their teaching activities easy. This Special Issue is oriented to present a collection of papers of original advances in educational applications and services propelled by artificial intelligence, big data, machine learning, and deep learning.

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Section: A Review Of the Contributions In This Special Issuementioning

confidence: 99%

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et al. 2020

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“…One of the attributes of both personalized learning and Montessori education is social construction, which describes how students "build ideas through relationships with others as they theorize and investigate in pursuit of common learning goals" (Kallick & Zmuda, 2017, p. 4). This idea is based on Vygotsky's (1980) social construction of knowledge that describes learning primarily as a social activity, and in which participation in the social life of the school is critical for learning to occur (Patrick et al, 2013, p. 7). Likewise, Lave and Wenger (1991) supported the idea in both Montessori education and personalized learning that learning is a social process in which knowledge is co-constructed by constant interactions.…”

Section: Theoretical Foundations Of Personalized Learning and Montessmentioning

confidence: 99%

“…Vygotsky argued that "the presence of people in the same environment, and the cooperation with peers, induces a reflection and an auto-regulation of one's own behaviour" (De Marsico et al, 2011), which indicates that social learning precedes individual competencies and determines and prepares cognitive development. Vygotsky's (1980) idea of the zone of proximal development describes the "distance between the actual developmental level as determined by independent problem-solving and the level of potential development as determined through problem-solving under adult guidance or in collaboration with more capable peers" (Vygotsky, 1980 p. 86). Learners' goals have to be personalized and meaningful because activities that are within the individual's zone of proximal development will stimulate the greatest intrinsic motivation (Malone & Lepper, 1987).…”

Section: Theoretical Foundations Of Personalized Learning and Montessmentioning

confidence: 99%

The Montessori Approach as a Model of Personalized Instruction

Mavric¹

2020

JoMR

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I present a brief overview of the key elements of personalized learning and Montessori education, a related pedagogical approach, aiming to examine common theoretical principles and key elements. I discuss the common features of personalized instruction and the Montessori approach of education. Both personalized instruction and the Montessori approach stand firmly on a constructivist paradigm and share many philosophical and theoretical principles. Research has shown that Montessori education is one of the most visible models that incorporates numerous aspects of personalized instruction and shares many common elements with personalized learning. This research has shown that, while personalized instruction also suggests many strategies for implementation of the concept, Montessori education actualizes the principles of personalized learning.

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“…(Walkington C., Bernacki M.L.) [32], главными проблемами, связанными с персонализированным обучением, являются роль технологий, активность обучаемого и отсутствие последовательного теоретического обоснования, которое могло бы мотивировать выбор дизайна персонализированного обучения.…”

Section: персонализацияunclassified

Pedagogy of Effective Blended Learning

Andreyeva

2020

Современная Зарубежная Психология

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The work is aimed at presenting a model of effective blended learning pedagogy, its values, key factors of effective blended learning, as well as recommendations for teachers and trainers. A review of the literature in recent years is presented. The basic principles of effective blended learning: the student is at the center of the educational process, focus not only on knowledge, but also on competencies, personalization, personal responsibility for the results of their own activities. The results obtained make it possible to say that the effectiveness of blended learning is influenced by design from a goal and a flexibility, mastery based learning and differentiation, personalization, learning communities, active and interactive learning, a change in the assessment system, educational independence and self-regulated learning, self-efficacy and the use of diagnostic tests. There is evidence that the modern concept of blended learning includes a change in pedagogical approach, although in widespread use it continues to be a combination of online and face-to-face learning. It is noted that modern research is aimed at identifying parameters that affect the effectiveness of blended learning, such as self-regulation and self-efficacy of students, the use of differentiated teaching by teachers, formative assessment, active learning. Recommendations are given for teachers and methodists to improve the effectiveness of blended learning.

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Appraising research on personalized learning: Definitions, theoretical alignment, advancements, and future directions

Cited by 98 publications

References 28 publications

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The Montessori Approach as a Model of Personalized Instruction

Pedagogy of Effective Blended Learning

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