Personalization and differentiated instruction are rare in blended learning designs¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Only five of the reviewed studies report adaptation of content or tasks based on individual differences between students, despite technology's increased opportunities for personalizing learning. → Boelens 2017

Evidence¶

Boelens 2017¶

Boelens, R., De Wever, B., & Voet, M. (2017). Four key challenges to the design of blended learning: A systematic literature review. Educational Research Review, 22, 1-18. https://doi.org/10.1016/j.edurev.2017.06.001

q2 · i? · review · r2

Discussion of research question 4 findings from the 20-study review. In these five cases the online environment individualized learning through "both teacher -directed and computer -adaptive differentiation," where the teacher or software aligns content and difficulty to learners' needs.

"it is rather unexpected that only five studies report about the adaptation of content or tasks based on individual differences between students ."

Discussion¶

Related Claims¶

• In most blended learning designs the instructor, not the learner, controls the realization of the blend — related
• Personalized Learning Effects Vary With Fidelity — related
• Reviewed literature identifies personalisation, adaptive support, rapid feedback, and teacher-facing automation as recurring pedagogical opportunities of AI in mathematics education — reports the opposite
• AI technologies in education enhance teaching and learning through personalization and data analytics while reshaping administrative functions and decision-making — reports the opposite