Use of Personalized Learning Platforms in One Pandemic-Era Microschool: A Case Study

Autor/inn/en	Doss, Christopher; Steiner, Elizabeth D.
Institution	Arizona State University (ASU), Center on Reinventing Public Education (CRPE)
Titel	Use of Personalized Learning Platforms in One Pandemic-Era Microschool: A Case Study
Quelle	(2022), (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Individualized Instruction; Small Schools; COVID-19; Pandemics; Educational Innovation; Educational Objectives; Blended Learning; Academic Achievement; Outcomes of Education; Case Method (Teaching Technique); Nevada + Suchen Sie Ihr Suchwort? Individualisierender Unterricht; School; Schools; Schule; Instructional innovation; Bildungsinnovation; Educational objective; Bildungsziel; Erziehungsziel; Schulleistung; Lernleistung; Schulerfolg; Case method; Fallmethode
Abstract	The proliferation of settings in which personalized learning platforms have been used during the pandemic offers rich opportunities for describing those use cases and understanding how such platforms might affect students' academic, social, and emotional outcomes. There is relatively little known about which use cases provide the best outcomes for students. In this report, the authors discuss one example of how personalized learning platforms were used in the first year of implementation in an innovative learning environment: the Southern Nevada Urban Micro Academy (SNUMA). The SNUMA use case interested the researchers because leaders set ambitious goals for students whose learning was assessed as being below grade level. These goals encouraged extensive use of personalized learning platforms--usage that, to the best of the authors' knowledge, exceeded developer recommendations. The platform metrics examined suggest that most students made substantial progress and were assessed as performing at grade level by the end of the school year. However, these results also raise many questions. It is unknown, for example, if these gains will be validated by standardized assessments or if they were achieved at the expense of students' social and emotional well-being. (ERIC).
Anmerkungen	Center on Reinventing Public Education. Mary Lou Fulton Teachers College, Arizona State University. H.B. Farmer Education Building, 1050 S Forest Mall, Tempe, AZ 85281. e-mail: crpe@uw.edu; Web site: https://crpe.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01