Personalised and differentiated learning:  The role of information environments in universities

Volodymyr Krasnopolskyi; Iryna Tkachenko; Diana Tsypina; Olha Akimova; Yelyzaveta Isakova

doi:10.31893/multirev.2024spe064

Keywords:

individualisation

differentiation of learning

higher education institutions

subjectivity

choice

Abstract

The article deals with the problem of differentiation and individualisation of the educational process of students. The article is a research study, as it proves the effectiveness of individualised learning based on a pedagogical experiment involving the implementation of individual educational trajectories in learning English. It also analyses students' trends and challenges in implementing individual educational trajectories while pursuing higher education. The study aimed to identify and substantiate the organisational and technical capabilities of differentiated and individualised learning as a resource for the student's personal growth and to ensure the quality of this education on the part of the educational institution. It is established that a student's transition to studying according to an individual educational trajectory is due to the development of the status of the student's subjectivity, which is characterised by their attitude to the educational process, motivation, and readiness to implement this trajectory. The possibilities of individualisation of learning are not limited to studying at a higher education institution but also to extracurricular activities, one of which may be competitive (Olympiad) or research activities. The experimental evaluation confirmed the effectiveness of the developed model of individualised foreign language learning, as evidenced by positive dynamics: 72% of students in the experimental groups improved their performance using the model proposed in the article. This is the average indicator for both the primary and corrective pathways. However, it is worth noting that the improvement rate was 7% higher in the group following the corrective individual pathway. The study's results substantiate the need to further develop this problem as an essential resource for students' self-development and self-improvement, enhancing the quality of modern higher education in Ukraine.
References
1. Ansari, J. A. N., & Khan, N. A. (2020). Exploring the role of social media in collaborative learning the new domain of learning. Smart Learning Environments, 7(1), 1-16. https://doi.org/10.1186/s40561-020-00118-7
2. Antoshkina, V.K., Shevchenko, A.Y., Skryl, S.A., Sadovyi, S.M., Kuznichenko O.V. (2023). Problems of legal education development in Ukraine International Journal of the Legal Profession. https://doi.org/10.1080/09695958.2023.22797. URL: https://www.tandfonline.com. Accessed on August 26, 2024.
3. Barabash І. (2021). differentiated learning as a means of individualisation of the study process in the course of foreign language training at a Тechnical University. Pedahohika formuvannya tvorchoyi osobystosti u vyshchykh i zahalʹnoosvitnikh shkolakh. 78. рр. 145-149. https://doi.org/10.32840/1992-5786.2021.78.25
4. Bray, B., & McClaskey, K. (n.d.). (2021). Personalisation vs differentiation vs individualisation. URL: https://education.alberta.ca/media/3069745/personalizationvsdifferentiationvsindividualization.pdf. Accessed on August 2, 2024.
5. Byrkovych, T., Humenchuk, A., Kobyzcha, N., Akimova, L., Grinberg, L., & Akimov, O. (2023). Economic effectiveness of state policy in reforming higher library and information education in Ukraine. Economic Affairs (New Delhi), 68(1), 599-616. https://doi.org/10.46852/0424-2513.1.2023.28
6. Chang, C. T., Tsai, C. Y., Yu, P. T., Tsai, H. H., & Chang, T. W. (2020, August). On the Study of Digital Learning Interactive Method in Situated Learning. International Symposium on Educational Technology (ISET). https://doi.org/ 10.1109/iset49818.2020.00044
7. Chubar, V. (2020). Differentiation and individualisation of profile training for high school students of technology. Modern approaches to knowledge management development, 208. URL: https://dspace.uzhnu.edu.ua. Accessed on August 2, 2024.
8. Detterman, D. K. (2016). Education and intelligence: Pity the poor teacher because student characteristics are more significant than teachers or schools. Spanish Journal of Psychology, 19(e93), 1-11.
9. Duran, D. (2017). Learning-by-teaching. Evidence and implications as a pedagogical mechanism. Innov. Educ. Teach. Int. 54, 476–484. https://doi.org/ 10.1080/ 14703297.2016.1156011
10. Eikeland, I., & Ohna, S. E. (2022). Differentiation in education: a configurative review. Nordic Journal of Studies in Educational Policy, 8(3), 157-170. https://doi.org/10.1080/20020317.2022.2039351
11. Graham, L. J., De Bruin, K., Lassig, C., & Spandagou, I. (2021). A scoping review of 20 years of research on differentiation: Investigating conceptualisation, characteristics, and methods used. Review of Education, 9(1), 161–198. https://doi.org/10.1002/rev3.3238
12. Hutsalo, L., Skliar, I., Abrosimov, A., Kharchenko, N., Ordanovska, O. (2024). Strategies for developing critical thinking and problem-based learning in the modern educational environment. Multidisciplinary Science Journal, 6. https://doi.org/10.31893/multiscience.2024ss0209
13. Kinshuk, Huang, H.-W., Sampson, D., & Chen, N.-S. (2013). Trends in educational technology through the lens of the highly cited articles published in the Journal of Educational Technology and Society. Educational Technology & Society, 16(2), 3–20. https://slejournal.springeropen.com/articles/10.1186/s40561-020-00140-9 Accessed on August 2, 2024.
14. Kryshtanovych, M., Akimova, L., Akimov, O., Parkhomenko-Kutsevil, O., Omarov, A. (2022). Features of creative burnout among educational workers in public administration system. Creativity Studies, 15 (1), pp. 116-129. https://doi.org/10.3846/cs.2022.15145
15. Kunič, N. S. (2012). Іndividualization and differentiation as a model of new communication in the learning process. Informatologia, 45(1). URL: https://openurl.ebsco.com. Accessed on August 2, 2024.
16. Lindner, K. T., & Schwab, S. (2020). Differentiation and individualisation in inclusive education: a systematic review and narrative synthesis. International journal of inclusive education, 1-21. https://doi.org/10.1080/13603116.2020.1813450
17. Major, L., Francis, G. & Tsapali, M. (2021). The effectiveness of technology-supported personalised learning in low- and middle-income countries: A meta-analysis. British Journal of Educational Technology, 52(5). https://doi.org/10.1111/bjet.13116
18. Manea, A. D., Stan, C., & Albulescu, I. (2023). Individualisation, Differentiation and Interactivity-Paradigms of Effective Learning. Educatia, 21, (25), 306-313. URL: https://www.researchgate.net. Accessed on August 2, 2024.
19. Petrasová, A. (2017). Critical thinking qualification as a determinant of individualisation and differentiation of instruction. Multidisciplinary Journal of School Education, 6(1 (11). https://doi.org/10.35765/mjse.2017.0611.09
20. Robert, I. V. (2018). Pedagogical feasibility of using systems on the web-interface for implementing the interdisciplinary nature of training. Advances in Social Science, Humanities Research, 288, 36-40.
21. Romiszowski, A. (1994). Individualisation of teaching and learning: learning: where have we been; where are we going? Journal of Special Education Technology, 12(3), 182-194.https://doi.org/10.1177/016264349401200302
22. Semenets-Orlova, I., Kushnir, V., Rodchenko, L., Chernenko, I., Druz, O., & Rudenko, M. (2023). Organizational development and educational changes management in public Sector (case of public administration during war time [Desenvolvimento organizacional e gestão de mudanças educacionais no setor público (caso da administração pública em tempo de Guerra)] International Journal of Professional Business Review, 8(4) https://doi.org/10.26668/businessreview/2023.v8i4.1699
23. Semenets-Orlova, I., Shevchuk, R., Plish, B., Moshnin, A., Chmyr, Y., & Poliuliakh, R. (2022). Human-centred approach in new development tendencies of value-oriented public administration: Potential of education. Economic Affairs (New Delhi), 67(5), 899-906. https://doi.org/ 10.46852/0424-2513.5.2022.25
24. Shemshack, A., Spector, J.M. (2020). A systematic literature review of personalised learning terms. Smart Learn. Environ. 7(33). https://doi.org/10.1186/s40561-020-00140-9
25. Skarpenes, O., & Hidle, K. M. W. (2024). The clash of cultures: Individualisation and standardisation in education. Policy Futures in Education, https://doi.org/10.1177/14782103241226526
26. Smale-Jacobse, A. E., Meijer, A., Helms-Lorenz, M., & Maulana, R. (2019). Differentiated instruction in secondary education: A systematic review of research evidence. Frontiers in Psychology, 10, 2366. https://doi.org/10.3389/fpsyg.2019.02366
27. Vuorikari, R., Kluzer, S. & Punie, Y. (2022). DigComp 2.2: The Digital Competence Framework for Citizens. With new examples of knowledge, skills and attitudes. Luxembourg: Publication Office of the European Union, EUR 31006 EN. https://doi.org/10.2760/115376
28. Yakovleva, S. D. (2019). Іndividualization and differentiation at teaching of pupils with cognitive development. Insight: The Psychological Dimensions of Society, (1), 110-116. https://doi.org/10.32999/2663-970X/2019-1-17
29. Yáñez, C., Okada, A., & Palau, R. (2015). New learning scenarios for the 21st century related to education, culture, and technology. International Journal of Educational Technology in Higher Education, 12(2), 87-102. https://doi.org/10.7238/rusc.v12i2.2454

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

How to cite

Krasnopolskyi, V., Tkachenko, I., Tsypina, D., Akimova, O., & Isakova, Y. (2024). Personalised and differentiated learning: The role of information environments in universities. Multidisciplinary Reviews, 8, 2024spe064. https://doi.org/10.31893/multirev.2024spe064

[1] Ansari, J. A. N., & Khan, N. A. (2020). Exploring the role of social media in collaborative learning the new domain of learning. Smart Learning Environments, 7(1), 1-16. https://doi.org/10.1186/s40561-020-00118-7

[2] Antoshkina, V.K., Shevchenko, A.Y., Skryl, S.A., Sadovyi, S.M., Kuznichenko O.V. (2023). Problems of legal education development in Ukraine International Journal of the Legal Profession. https://doi.org/10.1080/09695958.2023.22797. URL: https://www.tandfonline.com. Accessed on August 26, 2024.

[3] Barabash І. (2021). differentiated learning as a means of individualisation of the study process in the course of foreign language training at a Тechnical University. Pedahohika formuvannya tvorchoyi osobystosti u vyshchykh i zahalʹnoosvitnikh shkolakh. 78. рр. 145-149. https://doi.org/10.32840/1992-5786.2021.78.25

[4] Bray, B., & McClaskey, K. (n.d.). (2021). Personalisation vs differentiation vs individualisation. URL: https://education.alberta.ca/media/3069745/personalizationvsdifferentiationvsindividualization.pdf. Accessed on August 2, 2024.

[5] Byrkovych, T., Humenchuk, A., Kobyzcha, N., Akimova, L., Grinberg, L., & Akimov, O. (2023). Economic effectiveness of state policy in reforming higher library and information education in Ukraine. Economic Affairs (New Delhi), 68(1), 599-616. https://doi.org/10.46852/0424-2513.1.2023.28

[6] Chang, C. T., Tsai, C. Y., Yu, P. T., Tsai, H. H., & Chang, T. W. (2020, August). On the Study of Digital Learning Interactive Method in Situated Learning. International Symposium on Educational Technology (ISET). https://doi.org/ 10.1109/iset49818.2020.00044

[7] Chubar, V. (2020). Differentiation and individualisation of profile training for high school students of technology. Modern approaches to knowledge management development, 208. URL: https://dspace.uzhnu.edu.ua. Accessed on August 2, 2024.

[8] Detterman, D. K. (2016). Education and intelligence: Pity the poor teacher because student characteristics are more significant than teachers or schools. Spanish Journal of Psychology, 19(e93), 1-11.

[9] Duran, D. (2017). Learning-by-teaching. Evidence and implications as a pedagogical mechanism. Innov. Educ. Teach. Int. 54, 476–484. https://doi.org/ 10.1080/ 14703297.2016.1156011

[10] Eikeland, I., & Ohna, S. E. (2022). Differentiation in education: a configurative review. Nordic Journal of Studies in Educational Policy, 8(3), 157-170. https://doi.org/10.1080/20020317.2022.2039351

[11] Graham, L. J., De Bruin, K., Lassig, C., & Spandagou, I. (2021). A scoping review of 20 years of research on differentiation: Investigating conceptualisation, characteristics, and methods used. Review of Education, 9(1), 161–198. https://doi.org/10.1002/rev3.3238

[12] Hutsalo, L., Skliar, I., Abrosimov, A., Kharchenko, N., Ordanovska, O. (2024). Strategies for developing critical thinking and problem-based learning in the modern educational environment. Multidisciplinary Science Journal, 6. https://doi.org/10.31893/multiscience.2024ss0209

[13] Kinshuk, Huang, H.-W., Sampson, D., & Chen, N.-S. (2013). Trends in educational technology through the lens of the highly cited articles published in the Journal of Educational Technology and Society. Educational Technology & Society, 16(2), 3–20. https://slejournal.springeropen.com/articles/10.1186/s40561-020-00140-9 Accessed on August 2, 2024.

[14] Kryshtanovych, M., Akimova, L., Akimov, O., Parkhomenko-Kutsevil, O., Omarov, A. (2022). Features of creative burnout among educational workers in public administration system. Creativity Studies, 15 (1), pp. 116-129. https://doi.org/10.3846/cs.2022.15145

[15] Kunič, N. S. (2012). Іndividualization and differentiation as a model of new communication in the learning process. Informatologia, 45(1). URL: https://openurl.ebsco.com. Accessed on August 2, 2024.

[16] Lindner, K. T., & Schwab, S. (2020). Differentiation and individualisation in inclusive education: a systematic review and narrative synthesis. International journal of inclusive education, 1-21. https://doi.org/10.1080/13603116.2020.1813450

[17] Major, L., Francis, G. & Tsapali, M. (2021). The effectiveness of technology-supported personalised learning in low- and middle-income countries: A meta-analysis. British Journal of Educational Technology, 52(5). https://doi.org/10.1111/bjet.13116

[18] Manea, A. D., Stan, C., & Albulescu, I. (2023). Individualisation, Differentiation and Interactivity-Paradigms of Effective Learning. Educatia, 21, (25), 306-313. URL: https://www.researchgate.net. Accessed on August 2, 2024.

[19] Petrasová, A. (2017). Critical thinking qualification as a determinant of individualisation and differentiation of instruction. Multidisciplinary Journal of School Education, 6(1 (11). https://doi.org/10.35765/mjse.2017.0611.09

[20] Robert, I. V. (2018). Pedagogical feasibility of using systems on the web-interface for implementing the interdisciplinary nature of training. Advances in Social Science, Humanities Research, 288, 36-40.

[21] Romiszowski, A. (1994). Individualisation of teaching and learning: learning: where have we been; where are we going? Journal of Special Education Technology, 12(3), 182-194.https://doi.org/10.1177/016264349401200302

[22] Semenets-Orlova, I., Kushnir, V., Rodchenko, L., Chernenko, I., Druz, O., & Rudenko, M. (2023). Organizational development and educational changes management in public Sector (case of public administration during war time [Desenvolvimento organizacional e gestão de mudanças educacionais no setor público (caso da administração pública em tempo de Guerra)] International Journal of Professional Business Review, 8(4) https://doi.org/10.26668/businessreview/2023.v8i4.1699

[23] Semenets-Orlova, I., Shevchuk, R., Plish, B., Moshnin, A., Chmyr, Y., & Poliuliakh, R. (2022). Human-centred approach in new development tendencies of value-oriented public administration: Potential of education. Economic Affairs (New Delhi), 67(5), 899-906. https://doi.org/ 10.46852/0424-2513.5.2022.25

[24] Shemshack, A., Spector, J.M. (2020). A systematic literature review of personalised learning terms. Smart Learn. Environ. 7(33). https://doi.org/10.1186/s40561-020-00140-9

[25] Skarpenes, O., & Hidle, K. M. W. (2024). The clash of cultures: Individualisation and standardisation in education. Policy Futures in Education, https://doi.org/10.1177/14782103241226526

[26] Smale-Jacobse, A. E., Meijer, A., Helms-Lorenz, M., & Maulana, R. (2019). Differentiated instruction in secondary education: A systematic review of research evidence. Frontiers in Psychology, 10, 2366. https://doi.org/10.3389/fpsyg.2019.02366

[27] Vuorikari, R., Kluzer, S. & Punie, Y. (2022). DigComp 2.2: The Digital Competence Framework for Citizens. With new examples of knowledge, skills and attitudes. Luxembourg: Publication Office of the European Union, EUR 31006 EN. https://doi.org/10.2760/115376

[28] Yakovleva, S. D. (2019). Іndividualization and differentiation at teaching of pupils with cognitive development. Insight: The Psychological Dimensions of Society, (1), 110-116. https://doi.org/10.32999/2663-970X/2019-1-17

[29] Yáñez, C., Okada, A., & Palau, R. (2015). New learning scenarios for the 21st century related to education, culture, and technology. International Journal of Educational Technology in Higher Education, 12(2), 87-102. https://doi.org/10.7238/rusc.v12i2.2454

Abstract

References

How to cite