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

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...

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Bibliographic Details
Published in:Journal of online learning research 2019, Vol.5 (3), p.251
Main Authors: Arnesen, Karen T, Graham, Charles R, Short, Cecil R, Archibald, Douglas
Format: Article
Language:English
Subjects:
Asynchronous Communication
Blended Learning
Electronic Learning
Elementary Secondary Education
Individualized Instruction
Instructional Effectiveness
Preservice Teacher Education
Preservice Teachers
Self Efficacy
Student Attitudes
Synchronous Communication
Teacher Competencies
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Summary: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.
ISSN:2374-1473
2374-1473