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Ушбу мақолада малака ошириш тизимидаги ўқитувчилар касбий компетентлиги мезонларини тарбиялаш технологияларини ўрганиш ва ушбу технологияларнинг ўқитувчи маҳорати ва касбий компетентлигини тарбиялашдаги ўрнини аниқлашга қаратилган бўлиб, ўқитувчилар касбий компетентлиги мезонларини тарбиялаш учун фойдаланилган технологияларнинг асосларини қуйидагилар ташкил этди: шахснинг ижодий қобилиятларини тарбиялашга қаратилган таълим технологиялари: интегратив технологяилар, ўқитувчининг субъектив-ижтимоий фаоллигини тарбиялаш технологиялари; педагогик жараёнларнинг инсонпарвалик-шахсий йўналтирилган асосдаги педагогик технологиялар; ўқитувчилар касбий фаолиятини фаоллаштириш ҳамда интенсификация қилиш технологиялари (таълимнинг фаол методлари): муаммоли ўқитиш (қисман-изланувчи метод, ўқув тадқиқотчилик технологиялари, тадқиқотчилик ўйинлари), лойиҳавий ўқитиш технологиялари, интерфаол технологиялар (муҳокама ва диспутларни ўтказиш технологиялари); ўйин технологиялари: педагогик ўйинлар, ролли ва иммитацион ўйинлар; индивидуаллаштирилган ўқитиш технологиялари: лойиҳавий метод; таълим ва интеграция технологиялари: ўқитишнинг интегратив шакллари: (семинар-амалиёт, маъруза-амалиёт, маъруза-диалог). Малака оширишдаги ўқитувчиларнинг касбий компетентлиги ва унинг таркибий асосларини тарбиялаш мақсадида ўтказилган тажриба-синов ишлари давомида – ўқитувчиларнинг касбий компетентлиги педагогик технологияларнинг юқорида келтирилган турлари ҳамда ўқитишнинг фаол методларини қўллаш орқали тарбиялаш мумкинлиги маълум бўлди.

Globalisation has made the learning of foreign language very important, however, to provide effective teaching and learning of foreign languages to achieve better performance (anticipated targets) is necessary to understand the factors influencing teaching, learning, and attainment of learning targets of students. Based on factors such as knowing of course content, knowing of assessment schedule, frequent assessment, feedback after assessment, the adoption of adaptive learning system, and individualized learning environment the paper examines their impact on effective teaching and learning as well as better performance of learners at RUDN University. Using sum of squares regression model, it was found that knowing of course content and frequent assessment positively influence effective teaching and learning, while frequent assessment, feedback after assessment, and an individualised learning environment promote better performance of students by helping attain anticipated targets during their foreign language course. This is instructive to stakeholders to take the necessary steps required to help enhance teaching, learning and performance of learners.

Massive open online courses (MOOCs) are distance learning tools for individualized learning. They allow students to learn at their own pace in a virtual classroom. We describe success and pitfalls of the MOOC Landscape Ecology, designed as an undergraduate University course taught by an international consortium of Professors covering theory and application of the field. The paper describes course performance with summary metrics, illustrates contents and didactic tools, and provides a list of suggestions for instructors who engage in distant learning. We identify the following five key success factors for this and related MOOCs: (1) commitment and passion of an international consortium of lecturers; (2) a sound mixture of theory and practice; (3) numerous field-videos; (4) content and skill-oriented practicums (here using R, GIS, remote sensing); and (5) interactive formats where students discuss and share their opinions. In all runs of our MOOC we experienced some difficulties with peer-assessed writing tasks due to widely differing “review cultures”. The instructor-paced MOOC attracted over 3500 students in 2018 and 2019, and had comparably high completion rates (14% and 11%, respectively), compared to typical MOOC completion rates ranging from 5% to 15%. Completion rates in our self-paced run in 2020 were 8-9% only.

The paper describes modern approaches and principles for implementing differentiated instruction in school teaching and learning. New expectations of qualitative changes in school education depend on teachers’ personal and professional roles in this process. The paper reveals the core characteristics of “differentiated instruction” and its functions in teaching. The authors consider “differentiated instruction ”to increase the efficiency of education; as the means of individualized learning; as the educational principle; as a method to ensure cognitive students’ activities; as the technology for learning activities in different student groups. The main idea of research is to identify the appropriate pedagogical conditions to ensure the effectiveness of improving teachers’ mastery in differentiated instruction implementation. Specifically, this study examines English teachers’ use of differentiated instruction in school and explores the empirical results of their training in Ukraine. The authors suggest the ways to improve the content, organizational and technological components of teachers’ training for differentiated instruction in modern school practice. https://doi.org/10.26803/ijlter.19.9. 8

Scaffolded inverse blended learning (SIBL) enables self-paced, individualized learning by incorporating different levels of learning activities. The SIBL approach is described for an online general chemistry course enhanced with face-to-face interactions for first-year students in an institute of higher learning. It can be easily modified and implemented in situations where learning is disrupted (i.e., COVID-19 pandemic). Due to the COVID-19 pandemic, all schools and institutes of higher learning are required to transit into home-based learning. It could also be adapted by other courses. Students’ feedback and performance indicate that the SIBL approach increases engagement in learning and develops students’ ability to solve higher level problems.

The massive open online courses (MOOCs) enable learners to learn over distances. These courses also attract attentions in higher education. However, classroom virtualization generates problems, creates distraction for students. MOOCs have provided an individualized learning opportunity in the sense that the cognitive style affects learning. This study aims at exploring the differences of students’ attention levels and learning effectiveness perceived affected by different cognitive styles within a MOOC learning environment. Brainwave detection equipment was used to carry out a teaching experiment among junior university students who were enrolled in a course about the Internet of Things. Results revealed that: (1) learners who have independent verbal, independent imagery, and dependent imagery types of cognitive styles, learning effectiveness are significantly better in the MOOC learning environment compared to traditional PowerPoint-based teaching; (2) in the MOOC learning environment, learners who have dependent verbal type of cognitive style would have significantly better attentional levels than those who have the dependent imagery type of cognitive style; (3) attention levels among learners who have the independent verbal type of cognitive style were highly positively correlated with learning effectiveness. It also implies that learners who have the independent verbal type of cognitive style benefit greatly to learn in the MOOC environment. For those learners who have the dependent verbal type of cognitive style are the last to benefit to learn in the MOOC teaching environment.

Educators are being encouraged to shift their instructional paradigm from teacher-centered to learner-centered through the use of technology. For online courses, legacy learning management products originally designed to support and deliver teacher-centered instruction may represent a constraint to implementing the learner-centered paradigm. Yet, replacement of these systems presents a formidable hurdle to educators wishing to initiate learner-centered online courses. This hurdle could be lowered significantly by a transitional approach that allows learner-centered strategies to be delivered within the framework of existing learning management systems. This paper describes our efforts to prototype such a transitional approach for an online statistics course. Pedagogical and technological objectives were successfully achieved by combining the technologies of the Sharable Content Object Reference Model (SCORM), a legacy learning management system, and a standalone course authoring tool to deliver an example course demonstrating adaptive, competency-based student progress instruction that personalizes one’s learning path with topic-contingent assessment feedback.

With the popularity of mobile learning and the rapid development of internet, e-book bag has received increasing attention. However, recent studies rarely analyze the functional characteristics of E-book bag and its influence on teachers’ instructing and students’ learning from the perspective of classroom teaching application. In this regard, this study selected 20 sections of live e-book bag teaching video recorded in Changchun, China, and analyzed the functionality of e-book bag using Video Analysis on its following four dimensions: situation creation, knowledge construction, collaborative communication, and evaluation feedback. We concluded that e-book bag has three major functions: “resources and toolkits”, “teaching interaction”, and “teaching evaluation”. Meanwhile, it provides support for active interaction between teacher and students, between students, and between students and learning contents as well. Therefore, the use of e-book bag satisfies students’ individualized learning, supports the communication and cooperation between teacher and students, and helps students to construct knowledge in depth.

This research aimed to present an empirical sketch on the implementation of the IMOOC (Indonesian Massive Open Online Course). This online program sought to raise teachers’ awareness of the importance of technology for teaching while at the same time promoting their teaching skills in using technology for learning. The samples of this study included thirty-seven pre and in-service English teachers. This study found the IMOOC served as a reliable online instruction promoting essential aspects of 21-century education such as critical thinking, collaborative, creative and innovative learning, self-reliance, and individualized learning.

There is a wealth of research investigating the predictive power of learners' attitudes towards technology, perceived usefulness of technology and efficacy. However, the associations between these learner factors and the actual application of technology for individualized and collaborative school-related learning activities in a specific domain and in the Asian context are not adequately discussed. This paper contributes to the literature by attempting to investigate such correlations, and treating individualized and collaborative applications as separate entities, with particular reference to Chinese adolescent learners of English in Hong Kong. An analysis of 193 questionnaires completed by adolescent English learners aged 13–16 in three Hong Kong secondary schools supported the differentiation of actual application for individualized and collaborative school-related English learning activities. While the adolescents’ attitudes, self-efficacy (familiarity with technology) and perceptions towards technology use were positive, attitude was related to use of technology for individualized learning purposes, and self-efficacy was related to perceived usefulness of technology for English learning. Their perceived usefulness of technology and actual application behavior for school-related learning tasks were not commensurate with each other. Older adolescent learners tended to favor more technology as a useful tool for English learning. Gender effects, however, were negligible. The study points to the significance of understanding both learner perceptions and relations with actual application of technology use for school-related English learning activities.

In the environment of continuous deepening of information technology, higher vocational English classroom has also poured into different teaching modes, to a certain extent, it has played a role in promoting students’ autonomous learning ability, teaching efficiency and teaching quality. Higher vocational English teaching must innovate and break through the traditional self, emphasize the effective linkage of content inside and outside the teaching process, using information multimedia platforms to stimulate students’ subjective initiative in English learning. For higher vocational students, having a strong autonomous language learning ability is the basis for survival and development in their future careers. This paper mainly analyzes the definition and characteristics of information teaching, the importance and necessity of autonomous learning of higher vocational students, and explain the feasibility of cultivating students’ autonomous learning ability through information technology. Meanwhile, not only the effective guidance of teachers and the perseverance of students are needed, but also the schools need to provide abundant educational resources and information technology to enhance students’ independent learning and individualized learning capabilities.

In this work-in-progress paper, we will discuss the implications of adult learning theory (ALT) for science, technology, engineering, and math (STEM) education in fully online, distributed learning environment. Current approaches in online STEM education are grounded in a constructivist view of learning and based on the concept that students are active participants in their knowledge creation. We will re-examine these premises in the context of new findings and current developments in higher education landscape. More specifically, the increase in non-traditional and adult students using online platform to continue their education has presented a new challenge for learning activity design, development and delivery. ALT can be extended to the existing practices to help build greater process- and progress-oriented as well as individualized learning approaches. In this paper we will focus on reviewing the general ALT ideas and their potential for revamping online STEM education. The detail recommendations will be proposed in the next phase of the study.

The purpose of the study was to determine teachers’ opinions about virtual reality (VR). Virtual Reality Interview Form (VRIF) administered to seven teachers after the implementation of VR practices. Teachers received three weeks of intensive training. Afterward, teachers applied VR for two months in their classrooms. Later, interviews held with them. Findings indicated that different VR practices, including Google Cardboard, were used in the classroom. According to the teachers, using virtual reality in the classroom captured students’ interest, increased their creativity, allowed students to take virtual trips, increased students’ motivation, improved students’ technology literacy, individualized learning; made students easier to understand difficult concepts. The potential problems of using VR were not asked the teachers; however, teachers mentioned that online safety and security, student access, and technology gaps were the problems they faced. The findings of this study suggest that the use of VR allows teachers to visualize abstract topics and enrich instruction. A VR orientation module would be provided teachers with opportunities to learn, practice, and apply their VR skills before being placed in the classroom.

أن أسلوبي التلمذة المعرفية وتفريد التعليم من الاساليب التعليمية التي قد تكون مناسبة والتي لها تأثير ايجابي في تعليم مهارات الكرة الطائرة، اذ ان لكل اسلوب خصوصيته في التعلم وقد هدف البحث في التعرف على تأثير اسلوبي التلمذة المعرفية وخطة كيلر في تعلم مهارة الارسال من الاسفل المواجة الامامي في الكرة الطائرة لدى طلاب الصف الاول المتوسط، وقد افترض الباحثان ان هناك فروق ذات دلالة احصائية بين الاختبارات القبلية والبعدية لمجاميع البحث الثلاثة في تعلم مهارة الارسال من الاسفل في الكرة الطائرة، وان هناك فروق ذات دلالة احصائية في الاختبارات البعدية لدى عينة البحث، تم استخدام المنهج التجريبي باسلوب المجموعات الثلاث (التجريبيتان والضابطة) وتمثلت العينة بطلاب الصف الاول في متوسطة محمد باقر الصدر للبنين/ بغداد/ الكرخ الثالثة، البالغ عددهم(112) طالب، استخدم اسلوب التلمذة المعرفية مع المجموعة التجريبية الاولى واسلوب خطة كيلر مع المجموعة التجريبية الثانية والاسلوب الامري مع المجموعة الضابطة، وبعد جمع البيانات ومعالجتها احصائياً تم التوصل الى مجموعة استنتاجات اهمها ان اسلوبي التلمذة المعرفية وخطة كيلر(تفريد التعليم) لهما تاثير فعال في تعلم مهارة الارسال من الاسفل مقارنة بالاسلوب المتبع في الدرس.

This article describes how one strength and conditioning youth development program implements the teaching personal and social responsibility (TPSR) framework with a portfolio-based system. Some scholars have noted that using portfolios helps connect assessment to instruction by promoting individualized learning for students. The purpose of this article is to share how one program is implementing TPSR by using graphic organizers that make up the portfolio system. First, the important components of TPSR, and how they guide the creation of portfolios, are described. Second, each section of a daily program format, and how a graphic organizer called the workout card guides student work in each section, is described. The workout card helps coaches capture physical activity planning, self-reflection, self-assessment, and written coach feedback. Third, a graphic organizer referred to as the zoom out is explained. This tool collects and organizes student work and coach feedback completed over an extended period o...

This paper explores the blended learning mode of college English through empirical research. This model divides college English teaching into three stages: the first stage is for students to independently conduct web-based self-learning; the second stage is for on-line collaborative learning among learners; the third stage is for teachers to pass classroom teachers through classrooms. Conduct face-to-face teaching for students and interact with teachers and students. The quality of learning at each stage has a corresponding evaluation and monitoring. The study found that the college English mixed learning mode can solve the contradiction between the limited classroom teaching capacity and the students’ individualized learning needs, and effectively improve the quality of college English teaching.

This paper explores the blended learning mode of college English through empirical research. This model divides college English teaching into three stages: the first stage is for students to independently conduct web-based self-learning; the second stage is for on-line collaborative learning among learners; the third stage is for teachers to pass classroom teachers through classrooms. Conduct face-to-face teaching for students and interact with teachers and students. The quality of learning at each stage has a corresponding evaluation and monitoring. The study found that the college English mixed learning mode can solve the contradiction between the limited classroom teaching capacity and the students’ individualized learning needs, and effectively improve the quality of college English teaching.

Students' mastery level of knowledge points is an important indicator reflecting their learning situations. Obtaining the mastery level of knowledge points is an important basis for realizing students' individualized learning and for improving students' learning situation and teachers' teaching quality. Based on the Rasch model, this research constructs the model for students' mastery level of knowledge points based on electronic schoolbag, and excavates and analyzes students' test scores understanding their mastery level of knowledge points. Through the application of this model on two monthly test scores of a middle school, the results confirmed that this model can well characterize students' mastery level of knowledge points. The construction and application the model for students' mastery level of knowledge points based on electronic schoolbag provides reference and ideas for students' individualized learning situation analysis and teacher's refined teaching implementation.

Deeply mining the detailed data in the process of students' examination plays an important role in studying students' learning characteristics and realizing individualized learning. Due to the association between test questions mostly given by experts, the number of choosing path length on each question in the process of answering questions can not be accurately collected. In this paper, we propose a model named MASMKP(A Model for Analyzing Students' Mastery of Knowledge Points) based on text analysis in order to combine the examination questions with the knowledge points they belong to. By analyzing the relationship between the questions and combining the number of choosing path length on each question in the process of answering the questions, we can get the students' mastery of the knowledge points. Depending on this model, the text features of test questions are extracted firstly, and the test questions are classified into knowledge points according to the classification model. Then the number of choosing path length on each question is converted to the number of choosing path length on each knowledge point. The number of choosing path length reflects the students' mastery of the knowledge point to a certain extent. Students are clustered according to their mastery of each knowledge point using k-means algorithm, then students with different characteristics are obtained and personalized teaching is realized. The experimental results show that this model can extract and classify the features of students, and the accuracy and validity of this model are verified.

While the use of traditional textbooks has declined, the proliferation of free digital academic content is changing the academic sphere. The rising cost of conventional textbooks coupled with the cheaper and more diverse digital options has prompted some instructors to drop textbooks altogether. Active learning, blended classrooms, and the use of MOOCs have also changed classroom dynamics so that many schools have opted for pre-lecture materials that include less reading and more watching of short videos that serve as mini-lessons. Do these trends spell the death of textbooks? As instructors in the computer science domain, we have noticed that most of the courses we teach rely more on digital materials. Digital materials, such as interactive online books, videos, and tools, allow for a more individualized learning experience. Some of these tools allow students to solve problems within them and receive automatic feedback. While the effectiveness of the new teaching materials has been evaluated, there has not been a comprehensive look at how replacing textbooks impacts computing education. This panel will provide the opportunity to discuss and reflect on the changing landscape of educational materials and what that might mean for instructors. In particular, the panelists will discuss and engage with the audience on varying issues related to the decreased use of traditional textbooks including: • The current trends in computing education as it relates to course materials • The strengths and limitations of using traditional textbooks • The strengths and limitations of using digital content • The challenges students face in using the different mediums • The varying practice across institutions and disciplines • Student expectations of learning materials • Faculty preferences • Suggestions for faculty gravitating towards digital content

In this paper we report the results of a case study conducted at the University of Sharjah, which aimed at investigating the impact of flipped physics classes on the performance of engineering students. The flipped classes were conducted in blended format with the aid of Learning Management System (LMS) tools provided by Blackboard (Bb), including Bb Collaborate. The focus of the project is to investigate the impact and effect of flipped classes on the performance of engineering students in an intermediate physics course (Physics 2). Students’ performance was compared to other classes, which were taught using a traditional teaching approach. The midterm and final exam results were higher for the group of students who were taught using the flipped classes approach by 2.4, 4.18 and 4.85 points in all three summative assessment tools: Term Test 1, Term Test 2 and the Final Exam respectively, with p values of < 0.001. Flipping classes allowed students to learn at their own pace, which was facilitated by the IT and LMS tools that allowed students to pause, rewind, and review lectures, as well as increase the amount of individualized learning. The conclusion of the case study strongly supports blended learning as a teaching methodology, which promotes interactive classroom activities.

The article reveals the teacher’s experience of training of gifted children on the basis of an individual approach to each student, taking into account the peculiarities of his intellectual development. The expediency of using search and research activities to support and develop the potential of gifted junior schoolchildren is discussed.

The prominent role of teaching philosophy statements is on the rise because they mirror broad skillsets and the expertise of doctoral or master’s program graduates (Merkel, 2020). This paper presents our philosophy of education, of Teaching English to Speakers of Other Languages (TESOL), and of teaching academic writing for English as an Additional Language (EAL) students. First, it is maintained that in education, knowledge is individually and socially constructed (Piaget, 1970; Vygotsky, 1981). In light of the constructivists’ educational philosophy, it is argued that the EAL teachers need to possess knowledge in cognate disciplines to mediate the EAL students’ construction of their individualized linguistic and intercultural knowledge in dynamic, specific learning contexts. Finally, innovative pedagogical suggestions for what to cover and how to deliver the second language (L2) academic writing class with EAL students are offered.

In individualized learning trajectories, it could be valuable to administer small tests that focus on a specific learning outcome to determine mastery of the learning objective and to evaluate whether a student can progress to other learning objectives. For this type of application, testing time competes with direct learning time, and a large number of learning objectives could invoke a potentially large burden due to testing. Thus, it is effective to limit the number of items and to reduce testing time as much as possible. However, the number of items is directly related to the accuracy of the mastery decision and the applicability of this type of formative evaluation in practical situations. For the formative evaluation to result in valid inferences, general measurement principles are valuable as well (Bennett in Assess Educ Principles Policy Pract 18:5–25, 2011). In this chapter, we provide techniques to determine the number of items and corresponding cut scores that are necessary to decide on mastery. We apply these techniques in situations with different item characteristics and provide the outcomes for varying test situations, illustrated using a practical example.

Code4Brownies is a software solution designed to foster active learning, coding, and problem solving in the classroom. Through this active learning style and platform, teachers can instantly provide guided instruction that gradually assists and leads students through various steps of solving a problem before reaching a correct solution. Teachers can even provide individualized instruction that addresses different needs of students with different levels of preparation. Two different delivery modes of guided instruction (teacher controlled and on-demand at student request) support various classroom scenarios and teaching pedagogies. Our experience of using Code4Brownies over a period of several semesters suggests that this tool helped students become more engaged, perform better, and ultimately be more successful.

Khan Academy (KA) is a free web-based intelligent tutor, which has been featured in countless media outlets for its potential to change mathematics instruction. The founder and executive director, Salman Khan, recommends that KA be used to personalize instruction, freeing up class time for engaging high yield activities like student discourse and meaningful collaborative projects (Gupta, 2012; Khan, 2012; Markus, 2011). Teachers have begun to use KA to flip classroom instruction. This study examined how KA was used as a tool for instruction in middle and high school mathematics classrooms. The five participants reported that the uses of KA conflicted with Khan’s vision of how his program should be used and with widely accepted effective teaching strategies (2012). Nevertheless, the participants believed that Khan Academy has the potential to improve mathematics instruction due to its accessibility and its individualized learning environment.

The paper dwells on the psychological and pedagogical conditions of implementing learner-centered approach in teaching foreign language to engineering students at the Tomsk Polytechnic University. The concept of learner-centered approach in teaching foreign language was in detail pedagogically, psychologically and methodologically studied, foreign language teaching regulatory documents in the technical university were analyzed, teaching methods and learning outcomes in accordance with the existing English language teaching methodology were presented, results of the engineering students’ questionnairing and key techniques to improve teaching foreign language based on the learner-centered approach were proposed.

In this study, we investigated the effects of individualized learning adapted to students` conceptions using smart devices in science instruction upon students` conceptual understanding, the retention of conception, achievement, learning motivation, enjoyment of science lessons, and perception about individualized learning using smart devices. Four seventh-grade classes at a coed middle school in Seoul were assigned to a control group and a treatment group. Students were taught about molecular motions for seven class periods. Two-way ANCOVA results revealed that the scores of a conception test, the retention of the conception test, a learning motivation test, and an enjoyment of science lessons test for the treatment group were significantly higher than those for the control group. Although the score of the treatment group was higher than that of the control group in the achievement test, the difference was not statistically significant. Students` perceptions about individualized learning using smart devices were also found to be positive.

When using an individualized learning system ALEKS to study mathematics, bilingual students can use both English-language and Spanish-language modules. When we started our study, we expected that those Spanish-language students whose knowledge of English is still not perfect would first use mostly Spanish-language modules, and that their use of English-language modules will increase as their English skills increase. Instead, what we found is that even students who are not very skilled in English use both Spanish-language and English-language modules. This raises a natural question: why, in spite of the presence of well-designed well-tested easy to Spanish-language models, the students benefit from also using English-language modules—which for them are not so easy to access (they use Google translator). In this paper, we use fuzzy logic to provide a possible theoretical explanation for this surprising behavior.

The paper focuses on individualized learning from the point of preferred types of study materials and formats of knowledge assessment. Results of two researches held at the Faculty of Informatics and Management, University of Hradec Kralove, Czech Republic are provided and interpreted so that to show what approaches to the process of individualized learning could be carried on.

5th World Conference on Educational Sciences (WCES) -- FEB 05-08, 2013 -- Rome Sapienza Univ, Rome, ITALY WOS: 000335471203036 A design and application of adaptive online exam system are carried out in this paper. Adaptive exam systems determine different question sets automatically and interactively for each student and measure their competence on a certain area of discipline instead of comparing their gains with each other. Through an adaptive exam technique, a student's distraction and motivation loss that is led by the questions with quite lower hardness level than his/her competency is prevented. In addition, negative effects of questions requiring higher knowledge than his/her competency over a student's self confidence and morale are dismissed. Since questions are specialized so that they can allow making clear deductions about student gains, they are able to detect student competencies more effectively. Requiring less total time for measuring and being more flexible in the exam management are among the advantages provided by the system. Self sufficiency of the system in terms of planning, repeating and assessment of the measurement process especially allows itself to be used in the individual education sets. Through this system, student competencies can be determined more effectively in cases such as distant-learning, in which some challenges are experienced frequently. (C) 2013 The Authors. Published by Elsevier Ltd. Near E Univ, Ankara Univ, Bahcesehir Univ

Recently, Computer-Assisted Language Teaching (CALT) in English education is explored and advocated by many experts and some management departments in China. “The new English teaching model should be built on modern technology, particularly network technology...to build computerbased and classroom-based models.” “The design and implementation of a new teaching mode supported by campus network and Internet can promote individualized learning. The experimental research indicates that the new mode has worked effectively in English teaching”. In order to study the computer-aided teaching efficiently, computer-aided instruction in English education will be explored in this paper with the analysis of the demonstration in the teaching practice.

This research aims to determine the profile of chemical literacy abilities of pre-service teachers based on scientific attitudes and scientific competencies in PISA 2015 through individualized learning by using an artificial muscle context based-enrichment book. This research uses descriptive method, involving 20 of the 90 randomly selected population. This research uses a multiple-choice questions instrument. The result of this research are : 1) in the attitude aspects of interest in science and technology, valuing scientific approaches to inquiry, and environmental awareness, the results obtained respectively for 90%, 80%, and 30%. 2) for scientific competence of apply appropriate scientific knowledge, identify models and representations, make appropriate predictions, and explain the potential implications of scientific knowledge for society, the results obtained respectively for 30%, 50%, 60%, and 55%. 3) For scientific competence of identify the question explored in a given scientific study and distinguish questions that could be investigated scientifically, the results obtained respectively for 30 % and 50%. 4) For scientific competence of transform data from one representation to another and draw appropriate conclusions, the results obtained respectively for 60% and 45%. Based on the results, which need to be developed in pre-service chemistry teachers are environmental awareness, apply appropriate scientific knowledge, identify the question explored in a given scientific study, and draw appropriate conclusions.

La metodología MultiGradoMultiNivel y sus escaleras de aprendizaje son un método complejo que fue desarrollado por el RIVER (Rishi Valley Institute for Educational Resources, en Español: Instituto para Recursos Educativos Rishi Valley) en el contexto de una reforma de escuelas rurales en la India. El método parte de la heterogeneidad de todos los niños, y por medio de su construcción y la calidad de sus materiales de aprendizaje, valora el carácter singular del proceso de aprendizaje de cada estudiante y docente. Como una alternativa de aprendizaje individualizado en una escuela inclusiva, este método generando altas expectativas a nivel nacional e internacional.

The purpose of this study was to investigate the effects of teaching based on analysis of a hierarchy of the concepts associated with astronomical observation as well as each learner`s status of knowledge through analytical methods of the knowledge state. A test instrument was developed to measure high school students` concepts associated with astronomical observation before instruction. The learners` psychological hierarchy associated with astronomical observation that the participants possessed showed the order of `motion of the earthcoordinate systemastronomical observation (mechanism of the telescopeinstallation of the telescopeobservation through the telescope)`, and so was the hierarchy of teaching (70.6%). The learners` knowledge state that is supposed to be similar each other in the ability of observing celestial bodies was different even through they scored the same on the concept test. There were cases with the knowledge state well-structured and not well-structured, which suggests that differentiated instruction with appropriate teaching-learning prescriptions be prepared. An analysis of the knowledge state can play the role of both preparing individualized learning prescriptions and formative evaluation. In the unit dealing with astronomical observation of Earth ScienceI, teaching according to the psychological hierarchy of learners rather than the order in which the textbook syllabi were presented scored significantly higher (p

While much attention has been paid to the gap between beginning language instruction and literature courses, there is another gap which presents significant challenges to college instructors, namely the gap in proficiency levels between students in the same third-year course. This article argues that bridging this particular gap can productively challenge students as well as increase retention rates by fostering individualized learning goals. In addition, it makes practical suggestions for creating and selecting exercises from a commonly-used advanced college textbook in order to accommodate students of various ability levels in the same class.

The MyEduDecks application is a pen-based digital flashcards program coded by several students at South Fayette High School over a development period of three years. Here we describe the results of the MyEduDecks platform when used to aid a third-grade Technology Literacy class in the South Fayette Intermediate School. The results show that the MyEduDecks application is well received by students and is an effective teaching tool for elementary instructors. Our results also show that the MyEduDecks application provides the ecosystem for an individualized learning environment.

Demands on the quality of teaching/learning materials in the sense of targeting studentsʼ individualized learning styles and needs make educators know, carefully consider, and then choose from many different digital tools in order to make their teaching more effective, appealing and engaging for students in the learning process. An online component to different paper-printed English learning materials – MyEnglishLab provides a smart solution to fulfill both teachersʼ and studentsʼ needs. The research being carried out at the Faculty of Science, University of Hradec Kralove, tests and verifies the effectiveness of blended learning using the online component MyEnglishLab in the distant form, and the tools of smartboard used in the present form of the blended learning model. In the paper we present MyEnglishLab component itself, its contribution to blended learning, then we introduce our pedagogical experiment having been going on within the Faculty of Science and students studying different scientific areas. We also present the first results coming out from testing two groups of students – one using MyEnglishLab component and the other using only paper-based materials, while both groups of students are exposed to the use of smartboard in face-to-face form.

In the last few years, the research at the University of Ostrava has been focused on the theory of adaptive e-learning and its testing in practice. Quality adaptable textbooks are essential in order for this type of education to be successful. The paper deals with one of the main parts of the stated issue – an evaluation of adaptive textbooks. Evaluation can be conducted (a) before the start of the education process, (b) immediately after the textbook has been inserted into the LMS, or (c) after the protocol of students’ behavior in the on-line mode has been analyzed. The paper describes the theoretical proposition of one type of evaluation and its verification in practice.

This article describes a program evaluation of student learning during the Level I fieldwork experience of a master of science in occupational therapy program. We sought to determine the utility of Goal Attainment Scaling (GAS) as a measure of student learning. Over four semesters, from fall 2013 through fall 2014, 240 students completed goal attainment scales for an individualized learning goal for the semester. Using a quantitative pretest–posttest design, we found significant increases in levels of student learning goal attainment during Level I fieldwork. Qualitative data from exit surveys revealed high levels of satisfaction with the program, particularly related to the opportunity to learn a new way of envisioning and writing individualized goals. These findings support the use of GAS as an outcome measure of student learning during fieldwork.

In the United States, the mandate to provide access to general education curriculum standards for all learners is clear. This chapter provides an overview and a framework for making individualized and curriculum choices for learners with low-incidence disabilities and cognitive deficits. Topics covered include reconciling an ecological curriculum model with a standards-based framework and an expanded discussion on embedding individualized learning targets within the ongoing lessons, routines, and activities of inclusive classrooms. Carefully planned and implemented embedded instruction can provide a match between a student’s need for individualized instruction and the everyday practices of inclusive classrooms.

The author describes the combination of instructional practices labeled personalized contextual instruction (PCI) and how it was implemented by a general education teacher, a special education teacher, and a paraprofessional in a multiage primary classroom that included both students with disabilities and nondisabled children. PCI is described as a method to enhance the ability of traditional classrooms to respond appropriately to student diversity by providing framework for contextualized instruction with special supports for academic diversity.

Public education is in a crisis. Online courses have been proposed and debated among the UC regents, numerous college administrators, faculty, and students. On one hand, online education can reduce overhead while enrolling more students. Administration wants to enroll more students while incurring minimal overhead costs. However, simply translating the classroom lectures and materials to an online environment does not necessarily produce equivalent student performance and satisfaction from the course compared to an in-class environment. Since there is no standard in online education, it has produced erratic results in terms of student performance and costs to students as well as administration. A change in teaching and learning methodology by both teachers and students is required to take the most advantage from today's technology and apply it toward improving student performance and participation. This article presents tools and a methodology to provide a more individualized learning experience for students in large hybrid and online university courses while keeping overall costs and time commitment down as well as improve overall student performance.