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Amanda Bastoni; Luis Pérez; Cassandra Sell – Adult Literacy Education, 2024
Adult education instructors are as diverse as the students they teach. Their professional backgrounds, training, licenses, and modalities of teaching (online, in person, open vs. closed enrollment, etc.) vary widely, which can make the planning of meaningful, effective professional development challenging. Universal Design for Learning (UDL) is a…
Descriptors: Access to Education, Individualized Instruction, Pacing, Faculty Development
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Tracy A. McNelly; Veronica I. Ent; Makayla McMullen – Pennsylvania Teacher Educator, 2023
This study focused on the impact that online "just-in-time" learning modules had on teacher candidates' beliefs about media literacy as well as their personal beliefs about learning in an online environment with online learning modules. Our findings indicate that the delivery of a self-paced online learning module may be an effective…
Descriptors: Preservice Teachers, Student Attitudes, Media Literacy, Learning Modules
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Ülger, Bestami Bugra; Çepni, Salih – Pegem Journal of Education and Instruction, 2020
The concept of "Global citizenship", which has become more and more important, based on the students' multi-focused individual development, has brought to the fore based on 21st century skills and has required appropriate educational environments for gifted students. In this context, the development of differentiated inquiry-based…
Descriptors: Active Learning, Inquiry, Science Instruction, Individualized Instruction
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González-Castro, Nuria; Muñoz-Merino, Pedro J.; Alario-Hoyos, Carlos; Delgado Kloos, Carlos – Australasian Journal of Educational Technology, 2021
Massive open online courses (MOOCs) pose a challenge for instructors when trying to provide personalised support to learners, due to large numbers of registered participants. Conversational agents can be of help to support learners when working with MOOCs. This article presents an adaptive learning module for JavaPAL, a conversational agent that…
Descriptors: Online Courses, Learning Modules, Computer Science Education, Programming
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Patterson, Leslie; Wickstrom, Carol – Learning Professional, 2017
Responsive professional development is about watching learners closely, interpreting observations to make nuanced decisions, and taking action to support learners at particular moments. What might they be ready to do next? What instructional moves will best provide "just enough" support? In other words, what is the next wise action?…
Descriptors: Writing Exercises, Writing Instruction, Individualized Instruction, Literacy
Kostolányová, Katerina; Šarmanová, Jana – Electronic Journal of e-Learning, 2014
Personalised education is a topical matter today and the impact of ICT on education has been covered extensively. The adaptation of education to various types of student is an issue of a vast number of papers presented at diverse conferences. The topic incorporates the fields of information technologies and eLearning, but in no small part also the…
Descriptors: Electronic Learning, Individualized Instruction, Preferences, Cognitive Style
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Wang, Yi-Hsuan; Young, Shelley Shwu-Ching – Educational Technology & Society, 2014
The purpose of the study is to explore and describe how to implement a pedagogical ASR-based intelligent computer-assisted speaking learning (iCASL) system to support adult learners with a private, flexible and individual learning environment to practice English pronunciation. The iCASL system integrates multiple levels of corrective feedback and…
Descriptors: Computer Assisted Instruction, English (Second Language), Foreign Countries, Pronunciation Instruction
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Hwang, Gwo-Haur; Chen, Beyin; Huang, Cin-Wei – Educational Technology & Society, 2016
In recent years, with the gradual increase in the importance of professional certificates, improvement in certification tutoring systems has become more important. In this study, we have developed a personalized ubiquitous multi-device certification tutoring system (PUMDCTS) based on "Bloom's Taxonomy of Educational Objectives," and…
Descriptors: Electronic Learning, Educational Technology, Individualized Instruction, Certification
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Drissi, Samia; Amirat, Abdelkrim – International Journal of Distance Education Technologies, 2016
Personalized e-learning implementation is recognized as one of the most interesting research areas in the distance web-based education. Since the learning style of each learner is different one must fit e-learning with the different needs of learners. This paper presents an approach to integrate learning styles into adaptive e-learning hypermedia.…
Descriptors: Foreign Countries, Electronic Learning, Cognitive Style, Assistive Technology
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Salahli, Mehmet Ali; Özdemir, Muzaffer; Yasar, Cumali – International Education Studies, 2013
One of the most important factors for improving the personalization aspects of learning systems is to enable adaptive properties to them. The aim of the adaptive personalized learning system is to offer the most appropriate learning path and learning materials to learners by taking into account their profiles. In this paper, a new approach to…
Descriptors: Individualized Instruction, Electronic Learning, Educational Technology, Profiles
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Poel, Elissa Wolfe; Wood, Jackie; Schmidt, Naomi – Learning Disabilities: A Multidisciplinary Journal, 2013
Assistive Technology (AT) is specifically addressed in the most recent reauthorization of IDEA, the Individuals with Disabilities Education Improvement Act (2004). The law insures that assistive devices and services are available for students with disabilities to help them access their environment at home, school, and in the work place. Therefore,…
Descriptors: Federal Legislation, Educational Legislation, Disabilities, Assistive Technology
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Reigeluth, Charles M.; Aslan, Sinem; Chen, Zengguan; Dutta, Pratima; Huh, Yeol; Lee, Dabae; Lin, Chun-Yi; Lu, Ya-Huei; Min, Mina; Tan, Verily; Watson, Sunnie Lee; Watson, William R. – Journal of Educational Computing Research, 2015
The learner-centered paradigm of instruction differs in such fundamental ways from the teacher-centered paradigm that it requires technology to serve very different functions. In 2006, a research team at Indiana University began to work on identifying those functions and published their results in 2008. Subsequently, the team elaborated and…
Descriptors: Individualized Instruction, Learner Controlled Instruction, Intelligent Tutoring Systems, Interdisciplinary Approach
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Hindman, Annemarie H.; Snell, Emily K.; Wasik, Barbara A.; Lewis, Kandia N.; Hammer, Carol Scheffner; Iannone-Campbell, Charlene – Journal of Education for Students Placed at Risk, 2015
This article describes how a research-practice partnership has informed the iterative development of a web-mediated early childhood language and literacy professional development (PD) intervention. Funded through the Investing in Innovation (i3) program, this new PD model is based on an effective in-situ intervention. As we translated the…
Descriptors: Early Childhood Education, Partnerships in Education, Faculty Development, Theory Practice Relationship
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Khalil, Mohammed K.; Nelson, Loren D.; Kibble, Jonathan D. – Anatomical Sciences Education, 2010
This study used qualitative and quantitative approaches to evaluate the effectiveness of self-learning modules (SLMs) developed to facilitate and individualize students' learning of basic medical sciences. Twenty physiology and nineteen microanatomy SLMs were designed with interactive images, animations, narrations, and self-assessments. Of 41…
Descriptors: Medical Students, Student Attitudes, Likert Scales, Physiology
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Levy, Holli M. – Clearing House: A Journal of Educational Strategies, Issues and Ideas, 2008
Students enter classrooms with different abilities, learning styles, and personalities. Educators are mandated to see that all students meet the standards of our district and state. Through the use of differentiated instruction strategies, educators can meet the needs of all students and help them to meet and exceed the established standards. In…
Descriptors: Individualized Instruction, Cognitive Style, Ability Grouping, Teacher Expectations of Students
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