Personalizing Learning through Connecting Students' Learning Experiences: An Exploratory Study

Autor/inn/en	Oller, Judith; Engel, Anna; Rochera, Maria José
Titel	Personalizing Learning through Connecting Students' Learning Experiences: An Exploratory Study
Quelle	In: Journal of Educational Research, 114 (2021) 4, S.404-417 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Oller, Judith) ORCID (Engel, Anna) ORCID (Rochera, Maria José)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2021.1960255
Schlagwörter	Learning Experience; Instructional Design; Constructivism (Learning); Sociocultural Patterns; Learning Activities; Individualized Instruction; Learning Processes; High School Students; Foreign Countries; Case Studies; Institutional Characteristics; Educational Technology; Interpersonal Communication; Information Seeking; Student Attitudes; Teacher Attitudes; Inquiry; Active Learning; School Community Relationship; Educational Resources; Student Projects; Student Interests; Spain (Barcelona) + Suchen Sie Ihr Suchwort? Lernerfahrung; Lesson concept; Lessonplan; Unterrichtsentwurf; Soziokulturelle Theorie; Lernaktivität; Individualisierender Unterricht; Learning process; Lernprozess; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausland; Case study; Fallstudie; Case Study; Unterrichtsmedien; Interpersonale Kommunikation; Informationserschließung; Schülerverhalten; Lehrerverhalten; Aktives Lernen; Bildungsmittel; Schulprojekt; Studieninteresse
Abstract	This article presents an exploratory study aimed at analyzing the instructional design of learning personalization practices in three secondary education centers that promote connections between students' learning and/or their learning experiences in and out of school. We propose three dimensions for analysis, according to a constructivist and sociocultural perspective: the learning activities and contents designed to connect students' learning and/or learning experiences across different contexts; the educational agents that enhance these connections; and the mediating tools used. Results indicate that our multidimensional model is useful for identifying the different didactic strategies that appear in each case to foster connections, and for detecting the aspects that need improvement. Conclusions suggest that in personalized learning environments, the focus of educational activity must be shifted from making connections between students' learning to the learning experiences that students have at different times and in different contexts, helping them to build their personal learning pathways. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01