Exploring the Potential for Students to Develop Self-Awareness through Personalized Learning

DeMink-Carthew, Jessica; Netcoh, Steven; Farber, Katy

doi:10.1080/00220671.2020.1764467

Cited by 16 publications

(12 citation statements)

References 21 publications

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“…The coefficient of determination (R 2 ) obtained at 0.429. The learning experience builds self-awareness up to self-capacity improvement (DeMink-Carthew et al, 2020). These data imply that good learning facilities can have a great influence on student learning motivation.…”

Section: Discussionmentioning

confidence: 86%

The motivation of learning art & culture among students in Indonesia

et al. 2020

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This research investigated the effect of learning facilities and learning methods of Art and Culture teachers towards students' learning motivation at Junior High School. Students' low interest in learning Art and Culture is frequently found in Indonesia by stigma, saying that Art and Culture are easier compared to applied sciences. This research becomes important because Art and Culture Learning is the result of work and creativity based on the norms and behavior of the society in Indonesia, which plays roles in preserving the cultural heritage of Indonesia through Art and Culture wisdom. The analysis shows that improvement in learning facilities has a positive effect on motivation improvement in learning Art and Culture. The selection of the right method will make the learning process more conducive and easier to be understood by the students. Learning facilities and learning methods positive and significant effect on students' motivation in learning Art and Culture. Furthermore, the availability of a good learning facility, and strong implementation of the learning method which can affect and strengthen the students' learning motivation.

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Section: Discussionmentioning

confidence: 86%

The motivation of learning art & culture among students in Indonesia

et al. 2020

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“…Blended learning : Provide options for students to develop and share their final project product that demonstrates their understanding (DeMink‐Carthew et al, 2020; DeMink‐Carthew & Olofson, 2020); Support multiple means of demonstrating understanding in PL environments (Basham et al, 2016)…”

Section: Resultsmentioning

confidence: 99%

“…7.1 Various technologies : Optimize individual choice and autonomy over learning such as what to investigate and demonstrate, working at their pace, working independently or in groups, sequencing of learning content (Abawi, 2015; Admiraal et al, 2020; Alcoholado et al, 2011; Basham et al, 2016; Kim et al, 2019; Looi et al, 2009; Martín‐SanJosé et al, 2014; McCarthy, Liu, & Schauer, 2020; Phan, 2020; Phillips et al, 2020; Schmid & Petko, 2019; Song et al, 2012; Tsybulsky, 2020); Provide autonomy in improvisation to create meaningful contexts (Looi et al, 2009); Allow student to choose which mathematical task topics based on interest (Clinton & Walkington, 2019; Høgheim & Reber, 2015); Incorporate learner‐selected vocabulary into learning content (Choi & Ma, 2015); Allow for customization of online learning texts with choice background colour, picture, font style (Ertem, 2013); Increase autonomy over learning through interest‐ and skill‐driven goal setting or choice provision (DeMink‐Carthew et al, 2020; DeMink‐Carthew & Netcoh, 2019; DeMink‐Carthew & Olofson, 2020)…”

Section: Resultsmentioning

confidence: 99%

“…Tech‐enhanced learning environments : Connects learning with interests, talents, passions, and aspirations through interest‐driven goal setting (DeMink‐Carthew et al, 2020; DeMink‐Carthew & Olofson, 2020); Provide culturally relevant instruction by taking into account students' interest, personal experiences, language, and cultural identity (Tsybulsky, 2020); Enhance student voice in making decisions about their learning to link to their interest and creativity (Phan, 2020; Schmid & Petko, 2019)…”

Section: Resultsmentioning

confidence: 99%

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Integrating instructional designs of personalized learning through the lens of universal design for learning

Zhang

Carter

Basham

et al. 2022

Computer Assisted Learning

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Background: Personalized learning (PL), conceptualized as an education innovation that tailors learning to meet diverse student needs, has drawn increased attention from different fields of study, such as education, learning sciences, and computer science. Regardless, there is a lack of a comprehensive understanding of PL instructional designs supported by technology.Objectives: This systematic literature review aimed to provide an empirical integration of PL designs and implementation across disciplines through the lens of the universal design for learning (UDL) framework. As an instructional framework that guides the design to embrace learner variability, UDL holds the potential to provide foundational considerations for instructional design components of PL.Methods: We used four databases including ERIC, OmniFile Full Text Select, Academic Search Complete, and Web of Science to search empirical studies investigating technology-supported PL in PK-12 school-based settings. In total, 61 studies published between 2006 and 2020 were included in the review. We analysed PL design and implementation features and aligned these features to the UDL framework.Results and Conclusions: Our results indicated that current empirical PL design features were widely mapped onto the UDL framework. Most current PL studies investigated segmented aspects such as student attributes (e.g., interest, motivation, self-regulation) and instructional practices (e.g., facilitating goal setting) that could contribute to PL design. Rarely did studies investigate how PL was operationalized in a system integrating various design components that consider learner characteristics, instructional support, and contextual implementation factors.Implications: The analysis of alignment between PL designs within the UDL framework can serve as a starting point for stakeholders to take a more holistic approach to designing PL experiences for all learners.

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“…Successful PL can improve one's metacognitive, social, and emotional competencies [34]. DeMink-Carthew et al [35] stress the significance of PL in strengthening the social and emotional learning and self-awareness of learners in terms of acknowledgment, metacognition, and reflection on their weaknesses, strengths, and behaviors. Learners should be given the right to make meaningful decisions, support and reflect on their strengths, connect their feelings with learning experiences, and obtain the results.…”

Section: Plmentioning

confidence: 99%

Generic Digital Equity Model in Education: Mobile-Assisted Personalized Learning (MAPL) through e-Modules

2021

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This study addresses the challenges most learners face in Third World and developing countries concerning education accessibility in an emergency. On the basis of the shortcomings found in a review of past studies, this scoping review introduces adapted model mobile-assisted personalized learning (MAPL), which focused on full distance learning using the personalized learning (PL) concept. This concept is rarely used in the classrooms of Third World and developing countries. MAPL is technology-integrated and customized PL but it does not depend on artificial intelligence. This model bridges the digital divide that hinders learners in accessing education by providing flexibility, regardless of weak internet reception or low bandwidth, among other hindrances, in Third World or developing countries. Learners in these countries inevitably opt for mobile devices as their preferred learning tool. MAPL is necessary and can aid underprivileged learners who are highly dependent on mobile devices. Rethinking and reforming current teaching practices are required. In this study, a pool of 60 articles from 2011 to 2021 was qualitatively synthesized. Among the articles, 29 focused on PL, 15 on mobile learning, and 16 on the potentials of MAPL. The findings indicate that MAPL could be a viable solution for achieving equity in education for every learner during full-fledged distance learning.

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Exploring the Potential for Students to Develop Self-Awareness through Personalized Learning

Cited by 16 publications

References 21 publications

The motivation of learning art & culture among students in Indonesia

The motivation of learning art & culture among students in Indonesia

Integrating instructional designs of personalized learning through the lens of universal design for learning

Generic Digital Equity Model in Education: Mobile-Assisted Personalized Learning (MAPL) through e-Modules

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