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Appraising research on personalized learning: Definitions, theoretical alignment, advancements, and future directions
Journal of Research on Technology in Education ( IF 3.281 ) Pub Date : 2020-06-22 , DOI: 10.1080/15391523.2020.1747757
Candace Walkington 1 , Matthew L. Bernacki 2
Affiliation  

Abstract

This article introduces a special issue comprising research on efforts to personalize learning in different academic subjects. We first consider the emergence of personalized learning (PL) and the myriad of definitions that describe its essential features. Thereafter, we introduce the articles in the special issue by examining their alignment to extant theories of learning, the instructional design features that personalize the learning experience based on a learner characteristic, and the relationships between PL design and outcomes achieved in an educational context. Based on observations of contemporary PL research, we identify key issues to be addressed by the field and recommendations for future researchers to undertake to advance a PL theory. Chief among issues with PL are the role of technology, the agency of the learner, and the absence of a consistent theoretical grounding to motivate PL design choices. Future directions that would advance PL include the adoption of a theory of change in PL design, a design-based research approach to refine PL initiatives, more intensive and iterative research in authentic classroom contexts, and a greater focus on student input into and ownership of the PL experience.



中文翻译:

评价个性化学习的研究:定义,理论一致性,进步和未来方向

摘要

本文介绍了一个特殊问题,其中包括有关在不同学术主题下个性化学习的研究。我们首先考虑个性化学习(PL)的出现以及描述其基本功能的无数定义。此后,我们将通过检查它们与现有学习理论的一致性,根据学习者特征个性化学习经验的教学设计特征以及PL设计与在教育环境中实现的结果之间的关系,来介绍本期的文章。基于对当代PL研究的观察,我们确定了该领域需要解决的关键问题,并为未来的研究人员开展PL理论提出了建议。PL的主要问题是技术的作用,学习者的代理,而且缺乏一致的理论基础来激励PL设计选择。促进PL的未来方向包括采用PL设计的变化理论,基于设计的研究方法来完善PL计划,在真实的课堂环境中进行更深入和反复的研究以及更加关注学生对PE的投入和所有权PL经验。

更新日期:2020-06-22
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