Learning with Others: A Study Exploring the Relationship between Collaboration, Personalization, and Equity. Executive Summary

Autor/inn/en	Surr, Wendy; Zeiser, Kristina L.; Briggs, Olivia; Kendziora, Kimberly
Institution	American Institutes for Research (AIR)
Titel	Learning with Others: A Study Exploring the Relationship between Collaboration, Personalization, and Equity. Executive Summary
Quelle	(2018), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Individualized Instruction; Student Needs; Student Interests; Cooperation; Cultural Differences; Ethnicity; Racial Differences; Student Experience; Cooperative Learning; Barriers; Educational Environment; Educational Practices; Student Centered Learning; Culturally Relevant Education; Learner Engagement; Self Efficacy; Student Motivation; Grades (Scholastic); African American Students; White Students + Suchen Sie Ihr Suchwort? Individualisierender Unterricht; Studieninteresse; Co-operation; Kooperation; Kultureller Unterschied; Ethnizität; Rassenunterschied; Studienerfahrung; Kooperatives Lernen; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungspraxis; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Self-efficacy; Selbstwirksamkeit; Schulische Motivation; Notenspiegel; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin
Abstract	What does it mean to personalize learning? Does personalized learning look the same for all students? A personalized learning approach aims to offer "learning experiences" that customize education to an individual's personal needs and interests as well as connect the individual to adults and peers in a larger community of learners. Although an important hallmark of personalized learning is addressing the full range of students' learning needs, emerging trends suggest that personalization is often equated with individual learning. This approach to personalization often relies heavily on the use of technology to enable students to learn independently and progress at their own pace. For many students, however, learning on their own in social isolation may not be an effective strategy for meeting their personalized learning needs. Educational approaches that emphasize personalization, but limit students' opportunities for learning with others, also may have implications for equity. Research suggests that collaboration may be especially important for addressing cultural learning differences and in meeting the needs of traditionally underserved students. The aim of this study was to examine how collaboration is linked to personalization and explore racial/ethnic differences in experiences and benefits associated with collaboration. The study posed three research questions: (1) What are the relationships among opportunities for collaboration, classroom experiences, and outcomes, particularly for students who identify as Black? (2) To what extent do students have opportunities to participate in high-quality collaborative learning experiences? (3) What contextual, school-level factors do teachers identify as helping or hindering their ability to provide opportunities for high-quality collaboration in diverse, student-centered classrooms? This study offers further evidence of the benefits of collaboration for student learning. In addition, this study reveals some of the distinct ways in which collaboration is linked to students' perceptions of personalization in the classroom, and how Black students benefit from and experience collaboration differently from White and other non-Black students. [For the full and final report, see ED592089]. (ERIC).
Anmerkungen	American Institutes for Research. 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5000; Fax: 202-403-5001; e-mail: inquiry@air.org; Web site: http://www.air.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01