Understanding the implementation of personalized learning: A research synthesis

Zhang, Ling; Basham, James D.; Yang, Sohyun

doi:10.1016/j.edurev.2020.100339

Cited by 146 publications

(79 citation statements)

References 85 publications

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“…Interest in PL has been gaining momentum in recent years (Zhang et al, 2020). Spurred by this momentum as well as our own intellectual curiosity, which frames pedagogy at schools where Author 3 has taught, we set out to develop a deeper understanding of this approach.…”

Section: Review Methodologymentioning

confidence: 99%

“…To winnow this pool further, we then applied the term “qualitative research methodology.” Given our specific research curiosity about the role of culture in PL, we determined that qualitative studies, which seek to understand and describe particular complex contexts were most likely to yield descriptions of culture (Anfara et al, 2002; Berliner, 2002). Since an overwhelming majority of research on PL is conducted using quantitative or mixed methodologies (Zhang et al, 2020), our sample was dramatically narrowed by excluding quantitative and mixed-methods research. While mixed-methods studies incorporate qualitative methodologies, they often serve as a way to elaborate on quantitative data (Creswell and Plano Clark, 2017); thus these studies were excluded.…”

Section: Review Methodologymentioning

confidence: 99%

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Meeting the Needs of All Cultureless Learners: Culture Discourse and Quality Assumptions in Personalized Learning Research

Strekalova‐Hughes

Nash

Schmer³

et al. 2021

Review of Research in Education

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This chapter reviews recent qualitative studies on personalized learning in middle/secondary school settings to analyze the role of culture in how this concept is enacted and researched. Personalized learning is posited as a pedagogical approach that aims to revolutionize schooling and challenge educational inequity by foregrounding learners’ agency in what and how they learn, tailoring pedagogy and its purpose to learners’ unique interests, needs, and abilities. Given the strong emphasis of the approach on the uniquenesses of the persons who are learning, our analysis interrogates the discourse on culture in studies on personalized learning and extrapolates how this discourse informs problem formulation, design and logic, sources of evidence, analysis and interpretation, and implications for practice. This review reveals a disconnect between the relevant literature on culture in learning and omissions of researchers and research participants’ cultural positionalities and identities. This appears to affect the quality of educational evidence, inhibiting a deep understanding of the implementation of the personalized learning approach for different communities of learners. We assert that research into practices that intend to meet the needs of diverse learners should center learner and researcher cultures and positionalities as part of a theory of change that permeates the entire research process.

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Section: Review Methodologymentioning

confidence: 99%

Section: Review Methodologymentioning

confidence: 99%

Meeting the Needs of All Cultureless Learners: Culture Discourse and Quality Assumptions in Personalized Learning Research

Strekalova‐Hughes

Nash

Schmer³

et al. 2021

Review of Research in Education

View full text Add to dashboard Cite

show abstract

“…For instance, the studies conducted by Luan and Tsai [20] and Chen et al [21] do not provide concrete examples of how personalized guidance (teachers' point of view) and precision learning (students' point of view) are linked to multimodal assessment. Likewise, the systematic review conducted by Zhang et al [22] focuses explicitly on 'personalized learning' with the lens adjusted to the current spectrum of technology-enhanced education.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Multimodal Technologies in Precision Education: Providing New Opportunities or Adding More Challenges?

et al. 2021

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Personalized or precision education (PE) considers the integration of multimodal technologies to tailor individuals’ learning experiences based on their preferences and needs. To identify the impact that emerging multimodal technologies have on personalized education, we reviewed recent implementations and applications of systems (e.g., MOOCs, serious games, artificial intelligence, learning management systems, mobile applications, augmented/virtual reality, classroom technologies) that integrate such features. Our findings revealed that PE techniques could leverage the instructional potential of educational platforms and tools by facilitating students’ knowledge acquisition and skill development. The added value of PE is also extended beyond the online digital learning context, as positive outcomes were also identified in blended/face-to-face learning scenarios, with multiple connections being discussed between the impact of PE on student efficacy, achievement, and well-being. In line with the recommendations and suggestions that supporters of PE make, we provide implications for research and practice as well as ground for policy formulation and reformation on how multimodal technologies can be integrated into the educational context.

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“…Bildungsinstitutionen stehen heute stärker denn je unter Druck, alle Schüler/innen in heterogenen Lerngruppen so zu fördern, dass sie ihre Potenziale optimal entfalten können und auf lebenslanges Lernen vorbereitet werden. Um dieser Forderung in Anbetracht von vielfältiger Schülerschaft, Digitalisierung und Kompetenzorientierung nachzukommen, setzen Schulen insbesondere im englischsprachigen Bildungsraum zunehmend auf "personalized learning" (Murphy et al 2016;Zhang et al 2020). Personalisiertes Lernen ist kein klar umrissenes pädagogisches Konzept, sondern ein Sammelbegriff, der bekannte (reform-) didaktische Ansätze (z.…”

Section: Kokonstruktive Lehrpersonen-kooperation Bei Der Unterrichtsentwicklung Zu Personalisiertem Lernenunclassified

„Ohne Zusammenarbeit würde das gar nicht gehen“ – Kokonstruktive Lehrpersonen-Kooperation bei der Unterrichtsentwicklung zu personalisiertem Lernen

et al. 2021

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ZusammenfassungIn der Studie wird untersucht, inwiefern sich die kokonstruktive Lehrpersonen-Kooperation in Schulen, die ihren Unterricht bottom-up in Richtung einer stärkeren Personalisierung des Lernens weiterentwickeln, verändert. Die Daten wurden im Zeitraum von drei Schuljahren in 43 Schulen mittels Fragebögen (t1, t3) und in elf dieser Schulen zusätzlich durch Leitfadeninterviews (t1, t2, t3) erhoben. Wie die statistischen und inhaltsanalytischen Auswertungen übereinstimmend zeigen, kooperieren die Lehrpersonen bei der Unterrichtsentwicklung rege, mit unterschiedlichen Partner/innen und kokonstruktiv. Die kokonstruktive Kooperation nimmt im Untersuchungszeitraum bei der Planung, Entwicklung und Auswertung von Unterricht für personalisiertes Lernen sowie im Umgang mit unterrichtlichen und schulischen Herausforderungen deutlich zu. Es entstehen Kooperationskulturen, die nicht nur die Unterrichtsentwicklung voranbringen, sondern auch bei beruflichen und persönlichen Problemen starken Rückhalt geben. Die Ergebnisse zeigen, dass unterrichtsbezogene Innovationen, die von den einzelnen Schulen ausgehen und gemeinsam bejahte Ziele verfolgen, die kokonstruktive Kooperation zwischen Lehrpersonen fördern und zum pädagogischen Handeln als kollegiale Lerngemeinschaften beitragen.

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Understanding the implementation of personalized learning: A research synthesis

Cited by 146 publications

References 85 publications

Meeting the Needs of All Cultureless Learners: Culture Discourse and Quality Assumptions in Personalized Learning Research

Meeting the Needs of All Cultureless Learners: Culture Discourse and Quality Assumptions in Personalized Learning Research

Multimodal Technologies in Precision Education: Providing New Opportunities or Adding More Challenges?

„Ohne Zusammenarbeit würde das gar nicht gehen“ – Kokonstruktive Lehrpersonen-Kooperation bei der Unterrichtsentwicklung zu personalisiertem Lernen

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