Enrollments in blended learning programs are growing, creating a challenge to find educators who understand blended learning pedagogy. The purpose of this study was to identify and understand the challenges and pedagogical transformations of elementary educators who recently adopted blended learning. The concerns-based adoption model provided a conceptual framework to examine teacher concerns and level of implementation of innovative change. A multiple case study design was used to capture the experiences and perceptions of the participants' transition to a blended learning environment. Two teachers in one school in a California school district that transitioned to a blended learning approach were cases studied. The participants were a 4th and a 6th grade teacher who had taught the same grade level at their current school at least 1 year prior to its transition to a blended learning approach. The data collection process included interviews, classroom observations, and document reviews. The participants were interviewed on their understanding of blended learning and their changes in pedagogy. Classroom observations and documents were analyzed using pattern-matching to provide corroborating evidence. The teachers perceived an increase in student-teacher interactions and indicated a need for more guidance developing their blended learning program and support curating resources during the transition to blended learning. A self-paced online professional development program was designed to provide the training needed to support the teachers in their transition. The project study could lead to positive social change by identifying teacher support needed to transition from a traditional teaching environment to a blended learning environment.

<p>Current online learning approaches are sometimes criticized for a “one- size- fits -all” approach, low levels of interactivity, and insufficient feedback, which may result in low levels of learning satisfaction and high dropout rates. To mitigate these shortcomings, this study proposed a set of rules to design personalized motivational feedback based on students’ personal achievement goals. The researcher expected this specially designed personalized feedback to be able to improve student motivation and learning outcomes. </p> <p>To examine the effectiveness of such feedback, an explanatory mixed-methods study was implemented, which included two consecutive phases. The first phase was a quasi-experimental study. A 2018 online master’s degree program course offered by a large R-1 University in the U.S. served as the study context. Twenty-eight students were selected as the test group where personalized motivational feedback based on the proposed rules was delivered along with regular instructor feedback. Another forty students were selected as the control group who only received regular instructor feedback. Students’ motivation and perceived satisfaction were measured by using pre and post surveys. Students’ learning performance was measured by using the collected assignment scores after the semester ended. The second phase was a set of post interviews, in which 13 students from the two groups were asked about their perceptions of the impact of the feedback they received and how they used feedback in their learning process during the study.</p> <p>In the first study phase, ANCOVA F test results indicated the post-test scores of learner motivation and perceived satisfaction in the test group were significantly higher than those of the control group. The mean value of the cumulative assignment scores in the test group was somewhat higher than that of the control group, but this difference was not statistically significant based on the results of Wilcoxon Two-Sample test and ANCOVA F test. In the second study phase, the post-interviews showed that students in the test group expressed more consistently and strongly that they had an overall positive perception of the feedback received in the course. The participants from the test group further explained the underlying mechanism of this personalized motivational feedback was that it affected students’ learning positively by helping them set and regulate learning goals, activate self-regulation mechanisms, and adjust their learning behaviors.</p> <p>Based on the results and the features of the study design, the researcher concluded that the personalized feedback designed by following the set of rules proposed in this study has the potential to improve learner motivation in the online learning context. While its effect on learning outcomes was not significant, the researcher speculated that learning outcomes might have been affected by more complex factors, such as ceiling effects and predominant class structures. </p> <p>The researcher suggested online instructors and instructional designers consider students’ achievement goals when conducting learner analysis and creating learner profiles. She also suggested developers of next-generation LMSs include achievement goals in the learner model and include such rules in a personalization mechanism. One primary limitation of this study was that a ceiling effect on learning performance emerged leading to insufficient variation for the researcher to detect a statistically significant difference in learning performance. Therefore, the researcher suggests future researchers in this area replicate this approach by using automated feedback delivery tools and consider employing personalized feedback in different types of classes and using specific instructional approaches, such as problem-based learning and competency-based learning. Future research should also consider achievement goal’s mediating factors, such as students’ self-regulation skills, in learner analysis. </p>

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Advance Personalized Learning is one of the 14 grand challenges of engineering as identified by the National Academy of Engineering. One possible approach for this advancement is to deploy systems that allow an investigator to understand the differences in the learning process of individuals. In this context, cyberlearning systems that use networked computing and communication technology to reach a large number of learners offer the affordance to uniquely identify learners and track their learning process in real-time. Motivated by this idea, this doctoral research aims to investigate personalized learning and engagement within a cyberlearning system, called the Online Watershed Learning System (OWLS). This cyberlearning system utilizes learning resources generated by a real-time high-frequency environmental monitoring system, called the Learning Enhanced Watershed Assessment System (LEWAS). The goals include advancing the OWLS with a user tracking system and data availability and visualization features and investigating personalized learning and engagement within the OWLS. A user-tracking system is developed utilizing a Node.js-based Express framework and deployed in the LEWAS server, which identifies individual users across devices such as laptops, tablets, and desktops, and detects their interaction within the OWLS, and stores the interaction data in a PostgreSQL database. HTML, CSS, and JavaScript technologies are used for the client-side development. Informed by the situative theory of learning and engagement theory, an investigation was carried out with 52 students from a junior-level civil engineering class. They completed an OWLS-based in-class task focused on concepts related to the environmental monitoring. Pre and post-surveys and the user-tracking system were utilized to collect data on individual student's perceived and conceptual learning, perceived and behavioral engagement, and perception towards the learning value of the OWLS. Results provide several insights into individual student's learning and engagement with the OWLS. For example, students gained knowledge using the OWLS, and their learning varied with the design of the in-class task, which, however, did not impact their engagement. Further, students' learning (scores on in-class task) had a significant negative relationship with their behavioral engagement (frequency of resource utilization of the OWLS). Additionally, temporal navigational strategies of 52 students were identified on an individual basis. Finally, variations in learning and engagement were analyzed in terms of factors such as gender and background knowledge. The study has implications for designing effective cyberlearning systems and learning activities that can utilize cyberlearning systems for leveraging technology-enhanced teaching and learning. / Ph. D. / Individuals differ in their approaches to learning. For the success of diverse group of learners, the National Academy of Engineering has identified “Advance Personalized Learning” as one of the 14 grand challenges. One possible approach for this advancement is to utilize online learning technologies, such as cyberlearning systems that provide the affordance to uniquely identify each learner and track his/her learning progress allowing an investigator to understand the differences in the learning process of individuals. Motivated by this idea, an interactive cyberlearning system, called the Online Watershed Learning System (OWLS) has been utilized in this study. It contains learning resources generated by a real-time high-frequency environmental monitoring system, called the Learning Enhanced Watershed Assessment System (LEWAS). The goals of the study include: 1) advancing the OWLS with a user tracking system and data availability and visualization features and 2) investigating personalized learning and engagement within the OWLS. For goal 1, cutting-edge technologies were utilized so that OWLS with its user-tracking system can be accessible by large number of users using modern web browsers on devices, such as laptops, tablets and cell phones. For goal 2, classroom implementation was carried out with 52 junior-level civil engineering students, who completed an OWLS-based environmental monitoring task within the class time. Results provide several insights into variation of individual student’s learning and engagement with the OWLS. For example, students gained knowledge using the OWLS, and their learning varied with the design of the in-class task, which, however, did not impact their engagement. Additionally, temporal navigational strategies of 52 students were identified on an individual basis. Variations in learning and engagement were also analyzed in terms of factors such as gender and background knowledge. The study has implications for designing effective cyberlearning systems and learning activities that can utilize cyberlearning system for leveraging technology-enhanced teaching and learning.

Cette recherche définit la personnalisation comme une approche centrée sur l'apprenant où la personne est prise dans son ensemble (émotions, cognition et socialisation). L’apprenant est actif, prend des initiatives et collabore avec les autres. Elle détaille les attributs de l'apprentissage personnalisé, ses perspectives et ses théories et propose un modèle personnalisé testé via le développement d’une application mobile pour les cours de base en informatique pour les étudiants en première année universitaire. Les résultats portent principalement sur l'impact de la personnalisation sur la performance, l'engagement et l'autonomie des apprenants. Les analyses de données montrent que la performance du groupe personnalisé dans les tests théoriques est significativement meilleure que les groupes suivant un enseignement traditionnel, mais les résultats ne sont pas significatifs pour les tests pratiques. La performance des apprenants dans le groupe personnalisé est indépendante du type d'évaluation choisi (tests théoriques et pratiques, projets individuels ou collaboratifs). Les apprenants ont manifesté une certaine responsabilité et un comportement autonome et ils ont été capables, avec une grille,d’évaluer d’une manière correcte et objective le travail de leurs pairs. L'engagement émotionnel est le type d'engagement le plus élevé et il apparaît indépendant de l’engagement cognitif, comportemental et agentique qui le suivent dans l’ordre respectif. / This research adopts a definition of personalization as a learner centered approach that takes into consideration the person as a whole (emotions, cognition and socialization) and where the learner is active, takes initiatives and collaborates with others. It details attributes of personalized learning, its perspectives and theories behind it. It proposes a personalized model that is tested through designing a mobile app for computer basics courses for first year university students. Results focus mainly on the impact of personalization on learners’ performance, engagement and autonomy. Data analyses showed that the personalized group did significantly better in theoretical tests than groups taught in a traditional way, but results were not significant for practical tests. The performance of learners in the personalized group does not depend on the type of evaluation used (theoretical and practical tests, individual or collaborative projects). Learners manifested autonomous behavior and responsibility and were able with a rubric in hand to conduct a fair and objective judgement of peers’ work. The emotional engagement was the highest type of engagement and was independent of the cognitive, behavioral and agentic one that come next respectively.

In recent years, personalized learning has become a buzzword in the field of education and an approach that schools across the United States have adopted in their attempts to account for the diverse interests, aspirations, and needs of their students. Despite the growing interest in personalized learning, there is a dearth of empirical research on this educational approach, particularly as it relates to the student experience. Given the paucity of research in this area, little is known about the extent to which personalized learning can offer students a more beneficial quality of experience than traditional educational methods. This question is further complicated by the fact that personalized learning has been defined and put into practice in diverse ways. Given these conditions, the purpose of this study was to explore students' experiences with more humanistic forms of personalized learning at three high schools in Vermont. A pragmatic approach to qualitative research was used along with self-determination theory (SDT) as a framework to investigate students' perceptions of their autonomy, competence, relatedness, motivation, and well-being within the context of personalized learning. SDT was used as framework because it offers a lens for analyzing how social contexts affect people's experiences and proposes that individuals experience higher qualities of motivation, engagement, and performance when their basic psychological needs for autonomy, competence, and relatedness are met. Study findings, which are based on interviews with 28 students from three Vermont high schools, suggest participants generally felt autonomous, competent, and related in their personalized learning environments, which contributed to their intrinsic motivation, engagement, and well-being within these settings. Some features of personalized learning that supported multiple facets of students' basic psychological needs were the individualized nature of instruction, student-driven curriculum, and structures that enabled and supported community-based learning. Although many students suggested personalized learning supported their basic psychological needs, some struggled to direct and manage their own learning, which diminished their feelings of competence while others indicated that the individualized nature of their projects undermined their sense of relatedness to their peers. Overall, the findings indicate that humanistic approaches to personalized learning have the potential to contribute to a more beneficial quality of experience for high school students than traditional educational methods. The study has implications for educational policy and practice as it suggests personalization may be an effective approach for engaging a variety of students with their education and promoting the skills and dispositions for lifelong learning.

Numerous methods to assess student knowledge are present throughout every step of a students€™ education. Skill-based assessments include homework, quizzes and tests while curriculum exams comprise of the SAT and GRE. The latter assessments provide an indication as to how well a student has retained a learned national curriculum however they are unable to identify how well a student performs at a fine grain skill level. The former assessments hone in on a specific skill or set of skills, however, they require an excessive amount of time to collect curriculum-wide data. We've developed a system that assesses students at a fine grain level in order to identify non- mastered skills within each student€™s zone of proximal development. €œPLACEments€� is a graph-driven computer adaptive test which not only provides thorough student feedback to educators but also delivers a personalized remediation plan to each student based on his or her identified non-mastered skills. As opposed to predicting state test scores, PLACEments objective is to personalize learning for students and encourage teachers to employ formative assessment techniques in the classroom. We have conducted a randomized controlled study to evaluate the learning value PLACEments provides in comparison to traditional methods of targeted skill mastery and retention.

As of 2014, the State of Vermont adopted a policy package directing schools to implement a new way of educating and graduating students. Vermont’s Act 77 and Education Quality Standards require schools to identify specific skills and knowledge students must be proficient in to graduate and ensure each student has a personalized experience. Vermont’s tradition of local control means high school principals are leading change in their schools. How high school principals are understanding, valuing, and acting to lead the implementation of Vermont’s policies for personalized, proficiency-based education therefore varies by location. The purpose of this multiple case study was to explore high school principal leadership at a critical juncture of implementing Vermont’s personalized proficiency education paradigm. Principals’ understanding was analyzed using an accountability vs. flexibility framework influenced by Sturgis (2016) and Labaree (1997). Principals’ action steps were considered through the lens of Frontier and Rickabaugh’s (2014) five levers for school change. Principals’ leadership style was analyzed using transformational leadership practices (Leithwood & Sun, 2012). The findings from five high school principals suggest that Vermont’s policies were valued for their potential to improve student outcomes, student engagement, and future career opportunities. Principals’ understanding of the policies varied, suggesting a lack of cohesive understanding of policy goals across the state. They leveraged school structures and education standards to enact policy implementation, suggesting a focus on proficiency over personalization at the time of this study. Principals in this study were leading school change by building teacher capacity and enabling teacher collaboration, suggesting they were accessing key transformational leadership practices to enable school change. The principals also identified sticking points to implementation, including: a lack of appropriate computer software for proficiency-based grading, a limited timeframe for implementation, limited leadership resources and supports from the state, and worries about a lack of equity of opportunity for all students. This study has implications for education policy developers, state-level education agencies, and other high school principals. The findings suggest school-based implementation of state-level education policy, even in local control states, can be facilitated by supports for growing leader understanding of policy intentions and facilitating policy implementation with suggested timelines and key steps. The findings also suggest high school principals access transformational leadership practices when engaging their schools in a change process. By increasing the breadth of these practices, they can facilitate the whole-school change in a personalized proficiency paradigm.

Despite the national trend of assessments for gauging student mastery of prescribed curriculum standards which has placed assessment preparation at the forefront of classroom practices, teachers at a midwestern school promoting personalized learning for students, demonstrated inconsistency in implementation among content areas. An explanatory sequential mixed-methods study based on expectancy-value theory was used to define the challenges that arise as teachers implemented personalized learning in their content area. The research questions addressed the implementation of 5 personalized learning elements in secondary content areas, how teachers implement each element, and teachers' challenges in implementing personalized learning in their classroom. The quantitative research component utilized ANOVA and Tukey post hoc tests to analyze 182 secondary teacher responses to a strategic plan survey regarding the frequency at which personalized learning elements were used in instruction. Statistically significant differences were found for 3 elements: knowing your learners, student voice and choice, and technology integration. A maximum variation sample was used to select 8 participants from diverse content areas for the qualitative data collection. Emerging themes on personalized learning implementation were extracted from classroom observation and interview data using descriptive coding, and then validated through member checking. Results indicated that teachers seek more training on personalized learning elements, content area learning, and time to plan personalized instruction. If teachers' ability to deliver personalized learning in their content areas improved, students would receive higher quality instruction resulting in increased academic achievement.

京都大学 / 新制・課程博士 / 博士(情報学) / 甲第24732号 / 情博第820号 / 新制||情||138(附属図書館) / 京都大学大学院情報学研究科社会情報学専攻 / (主査)教授 緒方 広明, 教授 伊藤 孝行, 准教授 近藤 一晃 / 学位規則第4条第1項該当 / Doctor of Informatics / Kyoto University / DGAM