EDUCATORS BENEFIT FROM PERSONALIZED ONLINE LEARNING VIA COMPETENCY BASED ASYNCHRONOUS PLATFORMS
Date
2021-05
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Abstract
Professional development of teachers and certificated staff has long been a concern for school districts and is generally completed in a top down approach with little input from the participants traditionally. Teacher credential programs also often fall short in ensuring that teachers are prepared to teach in the current day classroom due to increased requirements that must be met. Personalized learning is not a new concept as it relates to students and is frequently used by vendors, politicians, researchers, and educators. It has become a buzzword and is often heard in education today, but it means different things to different people. The mixed methods research methodology and data analysis for the dissertation are discussed, as well as, significance and purpose of the study.
Perhaps, the time has come for educators to take the lead on their own professional learning and continuing education. Technology innovation now provides an opportunity for teachers and students to learn anywhere and at any time. Teachers no longer need to be face to face to learn new pedagogy and skills. This dissertation explores the feasibility of providing online, personalized, mastery based learning for teachers and educators. In this study, educators will complete a pre-survey which collects feedback and beliefs on traditional professional development provided, technology in schools and their classrooms, technology usage in personal and work lives, and basic demographics. Once the survey is completed, the educators will be provided with the login information for one of two online learning platforms. Once the data collection period is complete, participants will complete a post survey to gather feedback on their experience with the online learning platforms and how this form of learning compares to traditional face to face training.
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Keywords
Personalized learning, Competency based learning, Mastery based learning, Adult learning, Professional Development, Online learning, Teacher choice