Opportunities for Personalised Learning: Enabling or Overwhelming?
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| Title: | Opportunities for Personalised Learning: Enabling or Overwhelming? |
|---|---|
| Language: | English |
| Authors: | Read, Andrew, Hurford, Donna |
| Source: | Practitioner Research in Higher Education. 2008 2(1):43-50. |
| Availability: | University of Cumbria. Fusehill Street, Carlisle, Cumbria, CA1 2HH, United Kingdom. Tel: +44-1228-616338; e-mail: riple@cumbria.ac.uk; Web site: http://194.81.189.19/ojs/index.php/prhe |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2008 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Distance Education, Individualized Instruction, Independent Study, Preservice Teacher Education, Educational Change, Curriculum Development, Teaching Methods, Educational Practices, Educational Strategies, Instructional Development, Foreign Countries |
| Geographic Terms: | United Kingdom |
| ISSN: | 1755-1382 |
| Abstract: | This paper evaluates the development of a personalised learning approach within a professional distance learning course. The issues arising are of relevance to academics engaged in course development, with an emphasis on fostering independent learning. The course focuses on enabling student teachers to develop their generic skills, attributes and knowledge through reflective practice. The current course differs from the previous model through its emphasis on a question-led approach in which students are encouraged to identify and respond to their own learning needs in independent ways. Student evaluations and contributions at the course midpoint suggest that, while most are engaged with the notion of being an independent learner, some students are challenged by this expectation. This in turn raises questions about the concept of personalised learning. |
| Abstractor: | As Provided |
| Number of References: | 15 |
| Entry Date: | 2017 |
| Accession Number: | EJ1130552 |
| Database: | ERIC |
| Abstract: | This paper evaluates the development of a personalised learning approach within a professional distance learning course. The issues arising are of relevance to academics engaged in course development, with an emphasis on fostering independent learning. The course focuses on enabling student teachers to develop their generic skills, attributes and knowledge through reflective practice. The current course differs from the previous model through its emphasis on a question-led approach in which students are encouraged to identify and respond to their own learning needs in independent ways. Student evaluations and contributions at the course midpoint suggest that, while most are engaged with the notion of being an independent learner, some students are challenged by this expectation. This in turn raises questions about the concept of personalised learning. |
|---|---|
| ISSN: | 1755-1382 |
