Personalized learning: Difference between revisions
Tyler Reid (talk | contribs) |
Tyler Reid (talk | contribs) |
||
| Line 9: | Line 9: | ||
==Problem== | ==Problem== | ||
Learners’ needs and classrooms are becoming increasingly diverse across North America (Howery, McClellan, & Pedersen-Bayus, 2013), Australia (Jones & McLean, 2012) and Europe (Tezci, 2011). As a result, “instruction needs to be specialized to meet the needs of each learner” (Howery et al., 2013, p. 294). Teachers are facing resistance from 21st century students who are not satisfied being passive recipients of static knowledge; conversely, they are seeking greater involvement related to decision making in a dynamic and participatory learning environment (Jones & McLean, 2012). Despite student demands, many universities still rely on traditional lectures where the professor disseminates specific content in a given period of time (Sana, Fenesi, & Kim, 2011). Creating a personalized learning environment in a face-to-face environment is challenging for several reasons; firstly, many university classes around the world exceed one hundred students which makes interaction very difficult (Mompo & Redoli, 2010), secondly, many teachers are unprepared to deal with diverse learning needs (Jones & McLean, 2012). Additionally, traditional classrooms are limited by space and time which leads to instructors simply covering the core content (Abik & Ajhoun, 2009). Finally, when instructors use a “one-size-fits-all” (Yalcinalp & Gulbahar, 2010, p. 885) approach to student assessment, many learners never feel successful because they are constantly compared to their peers (Jones & McLean, 2012). Impersonalized learning can negatively affect learners’ attitudes because they do not relate to the content being studied (Howery et al., 2013). | |||
==Role of ICTs== | ==Role of ICTs== | ||
Revision as of 00:17, 9 October 2013
Position paper on ICT technology to foster personalized learning
Tyler Reid, Memorial University of Newfoundland
Purpose of the position paper
This position paper argues that various ICT technologies can assist teachers in creating personalized learning environments for their students. This is essential because 21st century learners expect more flexibility, customization, choice, and autonomy related to their education.
Problem
Learners’ needs and classrooms are becoming increasingly diverse across North America (Howery, McClellan, & Pedersen-Bayus, 2013), Australia (Jones & McLean, 2012) and Europe (Tezci, 2011). As a result, “instruction needs to be specialized to meet the needs of each learner” (Howery et al., 2013, p. 294). Teachers are facing resistance from 21st century students who are not satisfied being passive recipients of static knowledge; conversely, they are seeking greater involvement related to decision making in a dynamic and participatory learning environment (Jones & McLean, 2012). Despite student demands, many universities still rely on traditional lectures where the professor disseminates specific content in a given period of time (Sana, Fenesi, & Kim, 2011). Creating a personalized learning environment in a face-to-face environment is challenging for several reasons; firstly, many university classes around the world exceed one hundred students which makes interaction very difficult (Mompo & Redoli, 2010), secondly, many teachers are unprepared to deal with diverse learning needs (Jones & McLean, 2012). Additionally, traditional classrooms are limited by space and time which leads to instructors simply covering the core content (Abik & Ajhoun, 2009). Finally, when instructors use a “one-size-fits-all” (Yalcinalp & Gulbahar, 2010, p. 885) approach to student assessment, many learners never feel successful because they are constantly compared to their peers (Jones & McLean, 2012). Impersonalized learning can negatively affect learners’ attitudes because they do not relate to the content being studied (Howery et al., 2013).