Digital curation for promoting personalized learning: A study of secondary-school science students’ learning experiences

Tsybulsky, Dina

doi:10.1080/15391523.2020.1728447

Cited by 21 publications

(12 citation statements)

References 20 publications

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“…Across the globe, 39.3% of the 61 studies were conducted in Asia, 32.8% in the Americas, 26.6% in Europe, and 4.9% in Oceania 3 (see Table S3). All studies conducted in Asia belonged to the Group A research in terms of research purpose, except for one that explored a school-wide digital curation project for promoting PL experiences in the Israel context (Tsybulsky, 2020). As for grade level, 30 studies focused on elementary school students, and 27 studies reported outcomes for secondary school students (see Table S3).…”

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%

“…For example, two studies examined how mobile learning systems were designed to help activate learners' relevant prior knowledge (Song et al, 2012) or automatically link to pre-requisite information (CP3.1; Hwang, Tsai, et al, 2012). Aligned to CP3.2, some adaptive learning systems were able to provide functions such as underlining, drawing on figures (Arroyo et al, 2014), and highlighting text with varying colours (Siddique et al, 2018) 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) Siddique et al, 2018;Standen et al, 2020;Su et al, 2006;Troussas et al, 2020;Tseng et al, 2008;Wang et al, 2020); Learning systems automatically return exercises that are slightly more difficult than the student's current understanding level (Cornelisz & van Klaveren, 2018) or items/learning activities that students need additional practices (Wang, 2014;Wongwatkit et al, 2020;You et al, 2019) Virtual Reality: Customize learning path with which students can interact constantly (Bhattacharjee et al, 20...…”

Section: Provide Multiple Means Of Representationmentioning

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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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Provide Multiple Means Of Representationmentioning

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

View full text Add to dashboard Cite

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“…Despite the implementation differences, PL practice and technology integration benefited the academic performance of learners [40][41][42][43]. Focusing on K-12 learners, Tsybulsky [44] tested the impacts of digital curation and the utilization of digital tools in choosing, preserving, collecting, arranging, classifying, and sharing digital assets on a PL science subject through a phenomenological qualitative approach. The outcome indicates the potential for digital curation in PL and the improvement of cognitive and emotional learning experiences.…”

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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“…Disengagement leads to reducing the variety of knowledge and information that can be achieved by students in their learning. In addition, students who are disengaged in learning limit their capacity to understand their learning experiences (Attard, 2011;Baek, 2019;Cho et al, 2021;Hava et al, 2020;Peker & Ataöv, 2020;Selvanathan et al, 2020;Tsybulsky, 2020).…”

Section: Introductionmentioning

confidence: 99%

The Use of Activity, Classroom Discussion, and Exercise (ACE) Teaching Cycle for Improving Students’ Engagement in Learning Elementary Linear Algebra

Syarifuddin

Atweh

2021

EUR J SCI MATH ED

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The main focus of the study was to identify the the effects of the ACE teaching cycle approach on students' engagement in learning of Elementary Linear Algebra. The Elementary Linear Algebra course was delivered at the Mathematics Education Study Program of State University of Padang, Indonesia. An action research methodology was adopted for the study and the constructivist theory was used as a theoretical framework. This study used mixed methods to collect, describe, and interpret the data. The data were collected through focus group discussion, classroom observations, and questionnaire. The participants in this study consisted of 37 students enrolled in the Elementary Linear Algebra course during the January-June 2011 semester. The ACE teaching cycle approach that was implemented in this study consisted of three steps. The first step in this cycle was the concept maps activity. This activity encouraged students to prepare for the topics that would be discussed in the class. The next step was classroom discussion which provided a social context in which the students could work together to solve mathematics problems. Finally, exercises were assigned as homework. In this part, students practised solving mathematics problems and wrote reflective journal. Students' involvement in the ACE teaching cycle approach in the Elementary Linear Algebra course improved their engagement in mathematics learning in the three domains of cognitive engagement, affective engagement and behavioural engagement.

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Digital curation for promoting personalized learning: A study of secondary-school science students’ learning experiences

Cited by 21 publications

References 20 publications

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

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

The Use of Activity, Classroom Discussion, and Exercise (ACE) Teaching Cycle for Improving Students’ Engagement in Learning Elementary Linear Algebra

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