Abstract

This study describes a strengths-based blended personalized learning model, the implementation of the model over a 4-year period, and the results of an impact study focused on measuring its effectiveness. The model includes many commonly-used features of personalized learning, including (a) competency-based progressions, (b) flexible learning environments, (c) personal learning paths, (d) frequently updated student profiles, and (e) frequent informal and formal measurement. However, it differs from other personalized learning models by including a focus on strengths-based learning. Strengths-based learning identifies and builds upon students’ strengths, supporting their ability to make informed decisions when setting goals and choosing and implementing learning experiences. The longitudinal study took place in a diverse mid-size pre-K to Grade 8 school district in California. The findings suggest that the strengths-based blended personalized learning model is effective in supporting student learning in the academic areas of mathematics, reading, and language usage. Over the 3-year period in which the intervention was gradually implemented, and one year of full implementation, students significantly outpaced their matched student counterparts in all subject areas. The results of the current study further the growing literature in the field of personalized learning by contributing learnings and evidence related to a successful personalized learning model.

摘要

这项研究描述了基于优势的混合个性化学习模型，该模型在4年内的实施情况，以及以评估其有效性为重点的影响研究的结果。该模型包括许多个性化学习的常用功能，包括（a）基于能力的进步，（b）灵活的学习环境，（c）个人学习路径，（d）经常更新的学生资料，以及（e）频繁的非正式学习和学习。正式测量。但是，它与其他个性化学习模型不同，因为它侧重于基于优势的学习。基于优势的学习可以识别并建立学生的优势，支持他们在设定目标，选择和实施学习经验时做出明智决定的能力。纵向研究是在加利福尼亚州中级幼儿园到8年级的一个学区进行的。研究结果表明，基于优势的混合个性化学习模型可以有效地支持学生在数学，阅读和语言使用等学术领域的学习。在逐步实施干预措施的3年时间里，以及在完全实施干预措施的1年中，在所有学科领域，学生的学习成绩均大大超过同类学生。当前研究的结果通过贡献与成功的个性化学习模型相关的学习和证据，进一步促进了个性化学习领域中不断增长的文献。研究结果表明，基于优势的混合个性化学习模型可以有效地支持学生在数学，阅读和语言使用等学术领域的学习。在逐步实施干预措施的3年时间里，以及在完全实施干预措施的1年中，在所有学科领域，学生的学习成绩均大大超过同类学生。当前研究的结果通过贡献与成功的个性化学习模型相关的学习和证据，进一步促进了个性化学习领域中不断增长的文献。研究结果表明，基于优势的混合个性化学习模型可以有效地支持学生在数学，阅读和语言使用等学术领域的学习。在逐步实施干预措施的3年时间里，以及在完全实施干预措施的1年中，在所有学科领域，学生的学习成绩均大大超过同类学生。当前研究的结果通过贡献与成功的个性化学习模型相关的学习和证据，进一步促进了个性化学习领域中不断增长的文献。