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Are We Truly Personalizing Learning for Diverse Learners? A Critical Interpretive Synthesis of Empirical Studies

Session Type: 
PANEL
Session Day: 
TUESDAY
Session Location: 
REGENCY D
Session Time: 
1:15 PM - 2:30 PM
Topics: 
Using Technology to Improve Instruction

In this paper, the authors reviewed the empirical studies associated with personalized learning that were conducted between 2006 and 2016. The purpose of the review was to provide a clearer picture of the current research efforts on personalized learning (PL). The result showed that researchers from the field of education, learning science, computer science, and information science utilized a variety of research methods and methodologies to explore different aspects of PL. However, few studies investigated the effects of PL as a whole-school initiative on student educational outcomes. For PL to reach its potential to enhance learning for diverse learners, student-, teacher-, and school-level factors need to work together to develop a multifaceted learning model.

Learning Outcomes and Next Steps:

This literature review shows that researchers across disciplines employed a variety of research methods to investigate different aspects of PL with limited experimental studies examining the effects of PL as a whole-school initiative on student learning.


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