Keywords

blended learning, K–12 education, online integration, online interactions, mixed methods research

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.

Original Publication Citation

Arnesen, K. T., Graham, Charles, 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), 251–274.  https://www.learntechlib.org/primary/p/210637/

Document Type

Peer-Reviewed Article

Publication Date

2019

Publisher

Journal of Online Learning Research

Language

English

College

David O. McKay School of Education

Department

Instructional Psychology and Technology

University Standing at Time of Publication

Full Professor

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