Twenty-First Century Adaptive Teaching and Individualized Learning Operationalized as Specific Blends of Student-Centered Instructional Events: A Systematic Review and Meta-Analysis

Autor/inn/en	Bernard, Robert M.; Borokhovski, Eugene; Schmid, Richard F.; Waddington, David I.; Pickup, David I.
Titel	Twenty-First Century Adaptive Teaching and Individualized Learning Operationalized as Specific Blends of Student-Centered Instructional Events: A Systematic Review and Meta-Analysis
Quelle	In: Campbell Systematic Reviews, 15 (2019) 1-2, (35 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1891-1803
DOI	10.1002/cl2.1017
Schlagwörter	Teaching Methods; Individualized Instruction; Individualized Education Programs; Student Centered Learning; Literature Reviews; Meta Analysis; Pacing; Teacher Role; Educational Environment; Foreign Countries; Teacher Effectiveness; Elementary Secondary Education; United States; Europe; Australia + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Individualisierender Unterricht; Individualized education program; Individualisierendes Lernen; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Meta-analysis; Metaanalyse; Lerntempo; Lehrerrolle; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Ausland; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; USA; Europa; Australien
Abstract	Teaching methods that individualize and adapt instructional conditions to K-12 learners' needs, abilities, and interests help improve learning achievement. The most important variables are the teacher's role in the classroom as a guide and mentor and the adaptability of learning activities and materials. This Campbell systematic review assesses the overall impact on student achievement of processes and methods that are more student-centered versus less student-centered. It also considers the strength of student-centered practices in four teaching domains: (1) Flexibility: Degree to which students can contribute to course design, selecting study materials, and stating learning objectives; (2) Pacing of instruction: Students can decide how fast to progress through course content and whether this progression is linear or iterative; (3) Teacher's role: Ranging from authority figure and sole source of information, to teacher as equal partner in the learning process; and (4) Adaptability: Degrees of manipulating learning environments, materials, and activities to make them more student-centered. This review presents evidence from 299 studies (covering 43,175 students in a formal school setting) yielding 365 estimates of the impact of teaching practices. The studies spanned the period 2000-2017 and were mostly carried out in the United States, Europe, and Australia. This review confirms previous research on the effectiveness of student-centered and active learning. It goes further in suggesting the teacher's role promotes effective student-centered learning, and excessive student control over pacing appears to inhibit it. (ERIC).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01