Experiences with Personalized Learning in a Blended Teaching Course for Preservice Teachers

Autor/inn/en	Arnesen, Karen T.; Graham, Charles R.; Short, Cecil R.; Archibald, Douglas
Titel	Experiences with Personalized Learning in a Blended Teaching Course for Preservice Teachers
Quelle	In: Journal of Online Learning Research, 5 (2019) 3, S.251-274 (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2374-1473
Schlagwörter	Individualized Instruction; Blended Learning; Preservice Teachers; Elementary Secondary Education; Instructional Effectiveness; Preservice Teacher Education; Student Attitudes; Electronic Learning; Asynchronous Communication; Teacher Competencies; Self Efficacy; Utah + Suchen Sie Ihr Suchwort? Individualisierender Unterricht; Unterrichtserfolg; Lehramtsstudiengang; Lehrerausbildung; Schülerverhalten; Lehrkunst; Self-efficacy; Selbstwirksamkeit
Abstract	In this study, we explored the experiences of preservice teachers as they learned about and experienced personalized learning in a one-credit class designed to introduce students to four core competency areas in K-12 blended teaching contexts: online integration, data practices, personalization, and online interactions. The course included online synchronous, online asynchronous, and in-person class meetings. Using both quantitative and qualitative methods, we examined students' pre and post readiness surveys, activity data, and reflections on their experiences in the course. We found that through course readings; creation of an online module based on blended learning pedagogies, which included personalized learning experiences; and participating in parts of the course that were personalized, preservice teachers felt more prepared to engage in personalized learning at the end of the course than they did at the beginning. Their attitudes generally became more positive and confident as they learned about and experienced personalized learning in the course. They felt they had tools they could use in personalizing their future classrooms and had learned to value the role personalization could play in student growth and motivation. (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 719, Waynesville, NC 28786. Tel: 828-246-9558; Fax: 828-246-9557; e-mail: info@aace.org; Web site: https://www.aace.org/pubs/jolr/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01