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
Journal of Online Learning Research Volume 5, Number 3, ISSN 2374-1473 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
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 four core competencies of K-12 blended 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.
Arnesen, K.T., Graham, C.R., Short, C.R. & Archibald, D. (2019). Experiences with Personalized Learning in a Blended Teaching Course for Preservice Teachers. Journal of Online Learning Research, 5(3), 275-310. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).
© 2019 Association for the Advancement of Computing in Education (AACE)