Can Course Design in an Online MAT Program Promote Personalized Learning through e-Teaching and e-Learning Practices?

Barbara Schwartz-Bechet

doi:10.3991/ijac.v5i4.2200

Abstract

The current study sought to determine if the Master of Arts in Teaching (MAT) program design promoted personalized learning in the LMS platform, Webtycho. Personalized learning provides a medium to improve efficiencies in online learning. Personalized learning is not directed or paced so much by the teacher as it is by the student's own ability and capacity to acquire knowledge [1]. A qualitative case study, paired with quantitative data, will corroborate indications, through triangulation, of some, or all, of the seven multiple intelligences learning styles, student e-learning practices demonstrated, and e-teaching practices employed, to determine if personalized learning has occurred with current MAT students. A recommendation of ways to meet the learning needs of all current and future students in the MAT program will be provided.

Highlights

There are those that claim that personalized learning is implicit in an online learning environment due to the nature of the platform [2]
According to a study conducted by Ref. [3], comparing online learning outcomes to on site learning outcomes, found no difference between grades students received in either format
Greater research is needed to support the need for personalized learning and how it can best be conducted in online courses to facilitate student achievement

Summary

Introduction

There are those that claim that personalized learning is implicit in an online learning environment due to the nature of the platform [2]. According to a study conducted by Ref. [3], comparing online learning outcomes to on site learning outcomes, found no difference between grades students received in either format. It is difficult to find research on the topic design as a variable in outcomes achieved by students; most research identifies student satisfaction as a variable associated with outcomes. [5] studied the effect design of an online course and identified variables that positively affected problem solving and collaboration skills of the students. Greater research is needed to support the need for personalized learning and how it can best be conducted in online courses to facilitate student achievement.

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Results