Dissertation

A Delphi Study on the Dimensions of Personalized Learning in Workforce Training and Development Programs

Fake, Helen Elizabeth Lansing

2018

Overview

Currently there are several efforts to implement and research personalized learning within K-12 and Higher Education that suggest that personalized learning may be a promising strategy for offering students a sense of ownership over the learning process, developing new skill sets, scaffolding the development of lifelong learning practices, reducing time spent on learning tasks or locating relevant materials, and managing information overload. Despite the promise of the K-12 and Higher Education findings, limited research has been conducted on the use of personalized learning strategies in the realm of Workforce Training and Development Programs. Further complicating the matter, a review of the literature revealed that definitions and implementations of personalized learning vary considerably based on what is being personalized (distribution channel, interface, content, functionality), who conducts the personalization (user, system, blended format), how the [user, system, blended format] personalizes, and the type of learner data collected. Using the Delphi method, this research sought expert feedback in identifying the variables, characterizations, priorities, and applications of personalized learning in Workforce Training and Development Programs. Three rounds of iterative surveys revealed that experts conceive of personalized learning as a flexible and learner-driven strategy facilitated by content and social interactions. A 5 Level Personalized Learning Framework building upon Moore’s Theory of Interaction is proposed to structure personalized learning for Workforce Training and Development Programs.

• Publisher: ProQuest Dissertations & Theses
• Subject: Educational technology / Instructional Design
• ISBN: 9780438887206, 0438887204