The Charm or Chasm of Digital Personalized Learning in Education: Teachers’ Reported Use, Perceptions and Expectations

Schoors, Rani Van; Elen, Jan; Raes, Annelies; Vanbecelaere, Stefanie; Depaepe, Fien

doi:10.1007/s11528-022-00802-0

Cited by 13 publications

(11 citation statements)

References 29 publications

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“…The research oriented towards the assessment of the impact of digital resources and technologies on the educational process is especially important since they improve the educational process through creation of interactive and engaging learning experiences (Haleem et al, 2022), facilitation of collaboration and communication among students and instructors (Morze et al, 2022;Panchenko et al, 2020), and personalize learning experiences (Van Schoors et al, 2023). At the same time, incorporation of digital resources and technologies into the curriculum contribute to the formation of professional competence offering various tools and platforms for practical skills development (Vasianovych et al, 2023, Yefimenko, 2023Oliynyk et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

“…Digital resources often include interactive elements such as quizzes, simulations, and multimedia content, making learning more engaging and effective for students (Alenezi et al, 2023). Van Schoors, Elen, Raes, Vanbecelaere, and Depaepe (2023) state that digitalization of educational environment contributes to the creation of digital personalized learning experiences resulted in implementation of individual learning paths focused on the specific resources that a student needs to take to progress through an educational program. Digital tools are able to improve assessment processes, making them more objective, provide instant feedback to students and instructors (Baa & Minj, 2023;Jurāne-Brēmane, 2023).…”

Section: Introductionmentioning

confidence: 99%

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Digital Resources and Technologies for Improvement of Educational Process in Ukraine

2024

FeD

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The contemporary system of higher education necessitates the application of digital resources and technologies. The aim of the research is to manifest the impact of digitalization on the educational process and to outline their incorporation into teaching practices. The descriptive study was applied that is based on the participants’ behaviors, or perceptions of digital resources and technologies used. The following methods were implemented: surveys; observations; content analysis; semi-structured interviews; and questionnaires. Over 60 recent scientific works were selected to evaluate the problem of using digital resources and technologies for improvement of educational process. The research was conducted among 43 instructors of educational institutions. The findings showed that instructors use digital resources and technologies extensively. On the basis of average calculated index, it was concluded that Google Docs, communication tools, smartphone apps, Learning Management systems, games, presentation software, online assessment, AI tools are most effective. Digital resources and technologies are characterized by a number of advantages oriented towards improvement of the educational process. It was found that digital tools are incorporated through a number of techniques and strategies: demonstration, collaborative learning, problem-based learning, project-based learning, and digital games. Instructors stated that they use interactive lecture, peer learning, and simulation-based learning less frequently. The choice of techniques and strategies depends on the course or lesson, educational objectives, students’ needs, and possible challenges which instructors may face. The study outcomes can be used to elaborate funding decisions, curriculum development or teachers’ professional development for formation of digital skills among academic and pedagogical staff.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Digital Resources and Technologies for Improvement of Educational Process in Ukraine

2024

FeD

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“…Lastly, while gender remains a significant influencer of perceived classroom charisma, the future of tertiary education demands technological innovation and adaptability. Strategies such as personalized digital instruction [53] or aligning teaching methods with core educator values [54] can enhance the inherent charismatic potential of educators, benefiting the broader educational landscape.…”

Section: Discussionmentioning

confidence: 99%

Analysis of the college teachers’ classroom teaching charm based on gender

Wei,

Yue

2023

SHS Web Conf.

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From a gender perspective, this research utilized questionnaires administered to college students and faculty, and applied statistical analysis to investigate the shared perceptions of both groups regarding teachers’ language, demeanor, and appearance. Additionally, the study evaluated the impact of these factors on the perceived charisma of instructors during classroom sessions. Results indicate that female instructors are perceived as more charismatic than their male counterparts. A teacher’s linguistic charm can enhance students’ critical thinking skills, and those with a visually appealing presence tend to captivate students more effectively. In terms of charismatic classroom behaviors, male instructors exhibit less expressiveness in facial cues compared to female instructors. However, male instructors excel in modulating their vocal pitch during lectures. When juxtaposing eye contact with gesturing, educators often prefer gesturing to convey teaching charisma. Furthermore, the act of moving around the classroom by teachers can lead to perceptual disparities between students and instructors.

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“…The study of Robinson & Sebba (2010), examined the use of technology and revealed that technology continues to find gaps in the ways in which it is used for PL; Beresford (2017) is convinced that digital platforms for PL involve boundaries for scaling the methodology. Furthermore, teachers' positive perception of digital tool for PL may not align their TP of technology use to foster personalization (Schoors et al, 2023).…”

Section: Digital Technology For Plmentioning

confidence: 99%

Four Scenarios of Personalized Learning Integration Mediated by a Digital Platform

Shchevliagin,

Koroleva

2024

Turkish Online Journal of Distance Education

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The process of humanization, placing a person at the heart of learning and teaching, has become a key movement in education to meet the requirements of the 21st century. In this regard, designing innovations to serve the human needs first is essential. Personalized learning (PL), being an example of a human-centric innovation, is a promising methodology that leads to positive student's outcomes. However, it has not found its way in the practical implementation and has become a topic for heated debates among different stakeholders. This study investigates PL at the secondary education level underpinned by a digital platform. The PL integration is analyzed from the perspective of teacher practice (TP) which integrates the digital platform built on the PL methodology. In accordance with the thematic analysis of the interviews and the developed matrix of indicators for TP, PL has found its realization in four scenarios. In order to construct the scenarios, the study involves 24 semi-structured interviews with secondary school teachers. Prior to the interviewing, the participants were categorized in nine profiles due to the survey results of NorBa (traditional-constructivist beliefs) and technology readiness index (TRI). The results indicate that TP embraces four scenarios of the PL integration. The study outlines personalized learning as one of the scenarios, partial personalization (individualization and differentiation), non-personalized TP (traditionalism), and TP without digital platform embedding.

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The Charm or Chasm of Digital Personalized Learning in Education: Teachers’ Reported Use, Perceptions and Expectations

Cited by 13 publications

References 29 publications

Digital Resources and Technologies for Improvement of Educational Process in Ukraine

Digital Resources and Technologies for Improvement of Educational Process in Ukraine

Analysis of the college teachers’ classroom teaching charm based on gender

Four Scenarios of Personalized Learning Integration Mediated by a Digital Platform

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