An Operationalized Understanding of Personalized Learning

TLDR

Personalized learning is a key focus of the Every Student Succeeds Act and the National Educational Technology Plan, yet its meaning and implementation—especially for learners with disabilities—remain poorly understood. This 18‑month descriptive study sought to identify the design characteristics of personalized learning environments and report their initial outcomes. The researchers conducted a longitudinal descriptive analysis over 18 months, examining how these environments were structured and implemented. The study found that personalized learning environments rely on more than technology, requiring learner self‑regulation, transparent near‑real‑time data, student voice structures, and Universal Design for Learning supports, and that both teachers and learners must shift instructional practices.

Abstract

As referenced in the Every Student Succeeds Act and the National Educational Technology Plan, personalized learning is the new focus in many K–12 learning environments. Nonetheless, few people understand what personalized learning really means and even fewer can design and implement a personalized learning environment appropriate for all learners, especially learners with disabilities. This 18-month descriptive research study focused on identifying the design characteristics of personalized learning environments and the initial results of these environments. Findings indicate that personalized learning environments require more than technology, that the technology itself is simply a tool to support implementation. These personalized learning environments were highly learner self-regulated, had transparent and actionable near-real-time data, provided various structures for student voice and feedback, and integrated purposeful supports for embedding the principles of Universal Design for Learning at the cornerstone of practice. Personalized learning requires a shift in instructional practice on behalf of both the teacher and the learners. Implications for further research and practice are discussed.