A Systematic Review of Personalized Learning Research: Personalized by Whom, to What, and for What Purpose(s)?

• In Event: Learning in Technology-Based Environments

Abstract

Teachers, schools, districts, states and technology developers endeavor to personalize learning experiences for students, but definitions of personalized learning vary in definition and implementation. This makes appraising the benefits of personalized learning a challenge. We document the definitions of personalized learning that guide implementation in K-12 schools and review the relevant educational theories that could inform design and implementation. We employed conducted a PRISMA systematic review of empirical studies of 355 personalized learning studies to determine who studies personalized learning and how designs focus on learner characteristics, instructional design approaches, and learning outcomes. Results indicate that distinct communities of research study PL designs that prioritize different design features that accommodate different learner characteristics, in pursuit of different targeted outcomes.

Authors

• Meghan J. Greene, University of North Carolina - Chapel Hill

• Nikki G. Lobczowski, McGill University

• Matthew L. Bernacki, University of North Carolina Chapel Hill