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Journal Of Online Learning Research

December 2019 Volume 5, Number 3


Mary Rice; Michael Barbour

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Special Issue: Blended and Online Practices for Personalized Learning

Table of Contents

Number of articles: 5

  1. Blended and Online Practices for Personalized Learning

    Anissa Lokey-Vega & Stephanee Stephens, Kennesaw State University, United States

    The 2017 National Educational Technology Plan asserted that personalized learning and blended learning are key strategies to technology’s transformation of all schools across the country (US Dept. ... More

    pp. 227-228

  2. Exploring Blended Teacher Roles and Obstacles to Success When Using Personalized Learning Software

    Falah Amro & Jered Borup, George Mason University, United States

    Schools are increasingly adopting adaptive learning software to better customize instruction to students’ personal needs. While personalized software is not designed to replace the teacher, it does... More

    pp. 229-250

  3. Cultivating Blended Communities of Practice to Promote Personalized Learning

    M. Elizabeth Azukas, East Stroudsburg University, United States

    The purpose of this mixed-methods case study was to examine the effectiveness of a blended learning community of practice model in providing professional development to improve K-12 teacher’s self-... More

    pp. 251-274

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

    Karen T. Arnesen, Charles R. Graham, Cecil R. Short & Douglas Archibald, Brigham Young University, United States

    Abstract: In this study, we explored the experiences of preservice teachers as they learned about and experienced personalized learning in a one-credit hour class designed to introduce students to ... More

    pp. 275-310

  5. A Batch of One: A Conceptual Framework for the Personalized Learning Movement

    Anissa Lokey-Vega & Stephanee Stephens, Kennesaw State University, United States

    Variation in definitions and models of personalized learning has created confusion and disagreement among practitioners and scholars. However, personalized learning continues to be broadly promoted... More

    pp. 311-330