Promoting Personalized Learning Skills: The Impact of Collaborative Learning (A Case Study on the General Directorate of Residency and Foreigners Affairs in Dubai)

Abstract

This case study aimed at designing a collaborative learning approach and measuring its impact on developing personalized learning skills among the employee in the General Directorate of Residency and Foreigners Affairs in Dubai (GDRFAD). To achieve this purpose, the researcher adopted and applied two collaborative learning techniques: 1) Sequential Collaboration I (Purposeful) and, 2) Sequential Collaboration II (Round Horse). Besides, the research generated a personalized learning conceptual framework and knowledge test based on Bray & McClaskey’s model (2015) to build a personalized learning agency through collaborative learning in a governmental organization. This model addresses seven integrative dimensions to build a learning agency, they are voice, choice, engagement, motivation, purpose, ownership and self-efficacy.   This case study presents how this collaborative approach assists learners (trainees) to promote their personalized learning skills and build learners’ agency in the GDRFAD. Personalized learning skills and competencies became an integral part of any learning organization in the 21 st century. The study concluded that collaborative learning has the potential to revamp traditional learning and training approaches to build a culture of unique performance. https://doi.org/10.26803/ijlter.19.2.10