Personalized Learning Practice in U.S. Learner-Centered Schools

Huh, Yeol; Lee, Dabae; Lin, Chun-Yi; Reigeluth, Charles M.

doi:10.30935/cedtech/12330

Cited by 4 publications

(2 citation statements)

References 28 publications

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“…Without a doubt, these findings reinforced the need to promote students' intentional use of technologyaided tools to enhance their collaborative study skills (Alameri et al, 2020;Khan & Markauskaite, 2017) and active engagement in peer support initiatives for life-long skills development (Winstone et al, 2022). The results also underscore the need for educators to customize students' support using peer mentoring and CSCL considering their unique needs based on their demographic characteristics (Aderibigbe et al, 2022;Lee et al, 2022). Doing this ensures students' expectations with better deployment of intervention strategies (Chengzheng et al, 2023;Hayman et al, 2022).…”

Section: Discussionmentioning

confidence: 67%

“…However, they found that higher achievers among students tend to establish more relationships with colleagues but prefer fellow higher achievers. Not surprisingly, customizing collaborative engagement based on peculiar needs and preference leads to personalized learning grounded in the student-centered pedagogical philosophy (Lee et al, 2022).…”

Section: Related Literature Collaborative Learning and Computer-suppo...mentioning

confidence: 99%

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Undergraduate students’ views about peer mentoring as a tool to enhance computer-supported collaborative learning

Aderibigbe,

AbdelRahman,

ELMneizel

et al. 2023

CONT ED TECHNOLOGY

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Computer-supported collaborative learning (CSCL) pedagogies, platforms, and tools are prevalent in higher education due to their pervasive capabilities to enhance students’ engagement, communication, and learning. However, it is reported that CSCL tools, media, and platforms may not yield the desired results if not planned, utilized, and managed strategically. Facilitating students’ learning through CSCL may require a non-hierarchical approach, such as peer mentoring, for sustainably valuable outcomes. Using this approach successfully will also require contextual diagnostic analysis and exploration. This study was, therefore, conducted to explore the means to effectively deploy peer mentoring to enhance CSCL involving 227 undergraduate students in an Emirati university. Data were collected using a questionnaire with quantitative and qualitative elements. Data analyses were done using descriptive statistics and thematic coding. Findings show that students are well-disposed to peer mentoring as a measure for enhancing CSCL regardless of their demographic characteristics, as they could learn from each other and develop transferrable skills. However, students indicated that the process could be challenging with language barriers, technological issues, and distractions. Even so, the findings show that peer mentoring in CSCL could be enhanced with students’ participation in the exercise made voluntary and the availability of different CSCL platforms, among others.

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Section: Discussionmentioning

confidence: 67%

Section: Related Literature Collaborative Learning and Computer-suppo...mentioning

confidence: 99%

Undergraduate students’ views about peer mentoring as a tool to enhance computer-supported collaborative learning

Aderibigbe,

AbdelRahman,

ELMneizel

et al. 2023

CONT ED TECHNOLOGY

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On the promise of personalized learning for educational equity

Dumont

Ready

2023

npj Sci. Learn.

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Students enter school with a vast range of individual differences, resulting from the complex interplay between genetic dispositions and unequal environmental conditions. Schools thus face the challenge of organizing instruction and providing equal opportunities for students with diverse needs. Schools have traditionally managed student heterogeneity by sorting students both within and between schools according to their academic ability. However, empirical evidence suggests that such tracking approaches increase inequalities. In more recent years, driven largely by technological advances, there have been calls to embrace students’ individual differences in the classroom and to personalize students’ learning experiences. A central justification for personalized learning is its potential to improve educational equity. In this paper, we discuss whether and under which conditions personalized learning can indeed increase equity in K-12 education by bringing together empirical and theoretical insights from different fields, including the learning sciences, philosophy, psychology, and sociology. We distinguish between different conceptions of equity and argue that personalized learning is unlikely to result in “equality of outcomes” and, by definition, does not provide “equality of inputs”. However, if implemented in a high-quality way, personalized learning is in line with “adequacy” notions of equity, which aim to equip all students with the basic competencies to participate in society as active members and to live meaningful lives.

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Transitioning to Individual Learning Paths in the Opinions of Students and Teachers: the Case of the University of Tyumen

Gavrilyuk

Погодаева

2023

Sociological Journal

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The aim of this study is to measure and evaluate the application of personalized learning technology based on the system of individual educational paths at the University of Tyumen. In order to collect and analyze the data, the strategy of mix-methods was applied, which allows both for identifying the most common trends in the opinions of the subjects of educational space, and for obtaining detailed interpretations of the ongoing changes. The purpose of the study is to identify the opinions held by the key subjects of education when it comes to educational activity content and technologies, the benefits and risks of individual learning paths and the traditional way of teaching. Interviews with teachers demonstrate that in assessing the positive aspects of the transition to individual learning paths, such aspects have been taken note of as the possibility of focusing on one’s own interests, increased motivation and desire for professional development in a competitive environment, as well as simplification of reporting as a result of digitization. What teachers are apprehensive about is a decline in the fundamental nature of training and the de-professionalization of students, the collapse of stable social ties and identities of teachers, subpar living conditions due to continuous spatial mobility, and uncertainty when it comes to workload. The study showed that a fifth of students are not satisfied with the learning outcomes under new conditions and experience difficulty adapting in mixed groups with other students of different specialties. The variability and individualization of education is not yet a priority for students enrolled in traditional programs. Students pursuing individual study paths do not realize the many advantages the new system provides when it comes to forming the personal qualities necessary for successful selfrealization, due to them lacking the opportunity to compare their form of education to what is considered traditional.

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Personalized Learning Practice in U.S. Learner-Centered Schools

Cited by 4 publications

References 28 publications

Undergraduate students’ views about peer mentoring as a tool to enhance computer-supported collaborative learning

Undergraduate students’ views about peer mentoring as a tool to enhance computer-supported collaborative learning

On the promise of personalized learning for educational equity

Transitioning to Individual Learning Paths in the Opinions of Students and Teachers: the Case of the University of Tyumen

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