Technology‐enabled personalized learning: A promising practice in need of robust research

Huggins, Erin; Kellogg, Shaun

doi:10.1111/ssm.12384

Cited by 4 publications

(7 citation statements)

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“…El uso de plataformas educativas aporta variedad de herramientas que apoyan los procesos de aprendizaje del estudiante y le permiten elegir su propio ritmo, facilitando a los docentes la organización de los recursos (videos, evaluaciones, aplicaciones) (Fake & Dabbagh, 2020;Huggins & Kellogg, 2020). Además, pueden evaluar de forma automática y proporcionar algunos comentarios (Arnet, 2016;Chang & Lu, 2019), brindando información objetiva útil para valorar el desempeño de cada herramienta utilizada y la actividad del estudiante (ingreso, revisión de contenidos, cumplimiento de actividades) (Maseleno et al, 2018).…”

Section: Subcategoría Plataformas Educativasunclassified

“…El ritmo de aprendizaje hace relación a la velocidad con que se obtiene el conocimiento, este elemento hace que el estudiante pase de un papel pasivo a activo, desarrollando habilidades, enfocando sus intereses, conocimientos y estableciendo parámetros de cumplimiento personalizado, esto se debe a las característica de singularidad de los seres humanos (Abdelaziz & Al-Ali, 2020;Akos et al, 2019;DeMink-Carthew & Olofson, 2020;Huggins & Kellogg, 2020;Wongwatkit et al, 2020). El ritmo de aprendizaje varía de acuerdo con la motivación, circunstancias de cada individuo y el curso realizado (Patrick, Worthen, Truong, et al, 2018), por lo tanto, cada estudiante aprende a su propio ritmo (Bendahmane et al, 2019;Fake & Dabbagh, 2020;Sarma, 2018).…”

Section: Categoría Aprendizaje Personalizado Subcategoría Ritmos De A...unclassified

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Aportes de la Tecnología al Aprendizaje Personalizado

Reyes Parra,

Rozo García,

Buitrago Espitia

2024

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En el ámbito educativo se han realizado investigaciones desde diferentes perspectivas, una de ellas es el aprendizaje personalizado y otra, la integración de tecnología en los procesos educativos, ambas muy relevantes y con una prospectiva amplia. Por lo tanto, para esta investigación se propuso determinar los aportes que la tecnología ha posibilitado al aprendizaje personalizado a través de una revisión a la literatura en las bases de datos Scopus, Web of Science y ERIC. Como principal resultado, se puede observar que el aprendizaje personalizado se ve posible y real con el apoyo de la tecnología teniendo en cuenta los avances que se han dado en la sociedad contemporánea. Se concluye que cuando se utiliza tecnología para facilitar el aprendizaje personalizado, se promueve la adquisición de conocimiento por parte de los estudiantes y se facilita una gestión eficaz del tiempo en las actividades educativas, lo que aporta al perfeccionamiento del proceso de aprendizaje.

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Section: Subcategoría Plataformas Educativasunclassified

Section: Categoría Aprendizaje Personalizado Subcategoría Ritmos De A...unclassified

Aportes de la Tecnología al Aprendizaje Personalizado

Reyes Parra,

Rozo García,

Buitrago Espitia

2024

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“…As Hobbs (1966) told us, the problem does not rest in the child but in our inability to adequately meet their needs. We have the developmental knowledge and technological capacity to create personalized learning, but such approaches tend to be reserved for youth of privilege (Huggins & Kellogg, 2020; Strekalova-Hughes et al, 2021). We need to marshal our knowledge and resources to create a system of service delivery and supports that align data on each student’s developmental strengths and needs with the practice elements of EBPs that are most relevant for specific subtypes of youth and contexts (see Chorpita, 2019; Chorpita & Daleiden, 2009; T.…”

Section: Moving Forwardmentioning

confidence: 99%

The Developmental Dynamics of Emotional and Behavioral Difficulties of Youth of Color: Systemic Oppression, Correlated Constraints, and the Need for Targeted Universalism

Farmer

Serpell

Scott

et al. 2022

Journal of Emotional and Behavioral Disorders

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In this introduction to the special series, we examine the emotional and behavioral difficulties of youth of color from a dynamic developmental ecological systems perspective. Building on the concepts of the child-in-context, correlated constraints, systemic oppression, and the malleability of maladaptive patterns, we argue that current research approaches and intervention frameworks (e.g., Multitiered Systems of Support, Positive Behavioral Interventions and Support) are centered on the experiences and circumstances of youth from majority backgrounds. This creates a context in which the emotional and behavioral difficulties of youth of color reflect a continuum of services casualty in which routine daily supports, interventions, and services are not aligned with their developmental needs and their corresponding pathways to success. There is a need to establish a targeted-universalism approach in which interventions and supports are centered on the daily functioning and adaptation of underrepresented groups. We discuss how a tiered system of adaptive supports may be designed and implemented to address this need.

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“…Learning Management Systems (LMS) have introduced automatic assessment throughout the educational process and provide comprehensive data on student performance, including test results, portfolio, etc. Therefore, teachers have the opportunity to adjust the learning of each student [21]. ICT also enhance learning efficiency by adapting it to each student when selective delivery of content becomes a part of personalized learning.…”

Section: Information Communication and Computer Technologies In Ensmentioning

confidence: 99%

Personalized Computer Support of Performance Rates and Education Process in High School: Case Study of Engineering Students

et al. 2021

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To date, the existing principles of a unified approach to schooling do not meet the requirements of a fundamental socio-economic transition characterized by personalization and customization of products and services that concern all areas, including education. The paradigm of education systems is being restructured in many countries towards a new approach of personalized learning that is adapted to students' needs, allows them to choose individual educational trajectories, and respects unique skills and qualities. The study aimed to determine the impact of personalization on the academic performance of engineering students in physics. The experiment on personalized student support was conducted during the academic year 2018-2019 at I.T. Trubilin Kuban State Agrarian University. The sample covered 78 students. The starting point of the research was the assessment of students' skills in mathematics, as the study of physics is based on mathematical analysis and interpretation. Test in physics and the criterion of alpha Kronbach (test reliability is determined with a coefficient of 0.87) were used as a toolkit for research. Besides, the statistical tools and covariance analysis of data processing were employed. The research was supported by the SPSS Statistics software package. According to the results obtained, higher post-test scores were recorded for students in the experimental group. The personalized learning has been found to have a significant impact on the academic performance of students. Those with low and medium ability in mathematics demonstrated higher growth in academic achievement than students with recorded high aptitude scores. A correlation between learning methods and mathematical skills to achieve high academic performance has been established. The influence of personalization in the learning process was determined to be moderately high (determinacy coefficient of 72.6%). The study is relevant for the development of constructive approaches that could help teachers improve their approach to learning and students improve academic achievements. The results may be of interest to researchers of educational technology, educators, and university administration management.

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Technology‐enabled personalized learning: A promising practice in need of robust research

Cited by 4 publications

References 6 publications

Aportes de la Tecnología al Aprendizaje Personalizado

Aportes de la Tecnología al Aprendizaje Personalizado

The Developmental Dynamics of Emotional and Behavioral Difficulties of Youth of Color: Systemic Oppression, Correlated Constraints, and the Need for Targeted Universalism

Personalized Computer Support of Performance Rates and Education Process in High School: Case Study of Engineering Students

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