Strengths-based blended personalized learning: an impact study using virtual comparison group

Resource type
Journal Article
Authors/contributors
Title
Strengths-based blended personalized learning: an impact study using virtual comparison group
Abstract
This study describes a strengths-based blended personalized learning model, the implementation of the model over a 4-year period, and the results of an impact study focused on measuring its effectiveness. The model includes many commonly-used features of personalized learning, including (a) competency-based progressions, (b) flexible learning environments, (c) personal learning paths, (d) frequently updated student profiles, and (e) frequent informal and formal measurement. However, it differs from other personalized learning models by including a focus on strengths-based learning. Strengths-based learning identifies and builds upon students’ strengths, supporting their ability to make informed decisions when setting goals and choosing and implementing learning experiences. The longitudinal study took place in a diverse mid-size pre-K to Grade 8 school district in California. The findings suggest that the strengths-based blended personalized learning model is effective in supporting student learning in the academic areas of mathematics, reading, and language usage. Over the 3-year period in which the intervention was gradually implemented, and one year of full implementation, students significantly outpaced their matched student counterparts in all subject areas. The results of the current study further the growing literature in the field of personalized learning by contributing learnings and evidence related to a successful personalized learning model.
Publication
Journal of Research on Technology in Education
Volume
52
Issue
3
Pages
353-370
Date
July 2, 2020
ISSN
1539-1523
Short Title
Strengths-based blended personalized learning
Accessed
09/11/2021, 21:06
Library Catalogue
Taylor and Francis+NEJM
Extra
Publisher: Routledge _eprint: https://doi.org/10.1080/15391523.2020.1716202
Citation
McCarthy, E. M., Liu, Y., & Schauer, K. L. (2020). Strengths-based blended personalized learning: an impact study using virtual comparison group. Journal of Research on Technology in Education, 52(3), 353–370. https://doi.org/10.1080/15391523.2020.1716202