With the growing focus and popularity of personalized learning in K-12 education, the need to support educators in their ability to implement personalized learning pedagogy grows. The paradigm shift towards personalized learning includes necessary iteration to the types of professional development offered to practicing teachers. This study explored the perceptions of teachers experiencing the meta-learning phenomenon of both teaching and learning about Personalized Learning (PL) in a six-week, online graduate-level course. Inquiry was focused on uncovering how in-service K-12 teachers' experience, understanding of PL, and ability to design PL evolve during a six-week graduate-level education course on personalized learning, ITEC 7600. Additionally, the study explored how ITEC 7600 help in-service teachers taking it to leverage personalized learning pedagogy while learning about personalized learning. Finally, a composite allowed the voice of the instructors to describe the experiences of their students’ understanding of PL, and ability to design PL as it evolves during a six-week graduate-level education course on personalized learning. Results illuminate that while a personalized path towards acquisition of PL pedagogy should be expected due to the qualitatively unique ways participants experience this course, a modeled meta-learning phenomenon is found to support educators’ growth in their ability to understand and design personalized learning environments. Results show ways in which the overall design of this course have an impact on current and future practice and research of personalized learning.
","abstract_html":"<p>With the growing focus and popularity of personalized learning in K-12 education, the need to support educators in their ability to implement personalized learning pedagogy grows. The paradigm shift towards personalized learning includes necessary iteration to the types of professional development offered to practicing teachers. This study explored the perceptions of teachers experiencing the meta-learning phenomenon of both teaching and learning about Personalized Learning (PL) in a six-week, online graduate-level course. Inquiry was focused on uncovering how in-service K-12 teachers' experience, understanding of PL, and ability to design PL evolve during a six-week graduate-level education course on personalized learning, ITEC 7600. Additionally, the study explored how ITEC 7600 help in-service teachers taking it to leverage personalized learning pedagogy while learning about personalized learning. Finally, a composite allowed the voice of the instructors to describe the experiences of their students’ understanding of PL, and ability to design PL as it evolves during a six-week graduate-level education course on personalized learning. Results illuminate that while a personalized path towards acquisition of PL pedagogy should be expected due to the qualitatively unique ways participants experience this course, a modeled meta-learning phenomenon is found to support educators’ growth in their ability to understand and design personalized learning environments. Results show ways in which the overall design of this course have an impact on current and future practice and research of personalized learning.</p>","abstract_has_math":false,"creators":["Stephens, Stephanee"],"institution":null,"degree_name":"Doctor of Education in Instructional Technology","degree_level":"Dissertation","degree_discipline":"Instructional Technology","degree_department":null,"school":null,"contributors":["Dr. Iván M. Jorrín Abellán","Dr. Anissa Lokey-Vega"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2020,"date_issued":"2020-12-15T08:00:00Z","date_published":"2020-12-15T08:00:00Z","updated_at":"2026-07-24T02:43:42Z","subjects":["personalized learning","in-service","graduate course","phenomenographical case study","case study approach (teaching)","student-centered learning","Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.kennesaw.edu/instruceddoc_etd/9","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Iván M. 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The paradigm shift towards personalized learning includes necessary iteration to the types of professional development offered to practicing teachers. This study explored the perceptions of teachers experiencing the meta-learning phenomenon of both teaching and learning about Personalized Learning (PL) in a six-week, online graduate-level course. Inquiry was focused on uncovering how in-service K-12 teachers' experience, understanding of PL, and ability to design PL evolve during a six-week graduate-level education course on personalized learning, ITEC 7600. Additionally, the study explored how ITEC 7600 help in-service teachers taking it to leverage personalized learning pedagogy while learning about personalized learning. Finally, a composite allowed the voice of the instructors to describe the experiences of their students’ understanding of PL, and ability to design PL as it evolves during a six-week graduate-level education course on personalized learning. Results illuminate that while a personalized path towards acquisition of PL pedagogy should be expected due to the qualitatively unique ways participants experience this course, a modeled meta-learning phenomenon is found to support educators’ growth in their ability to understand and design personalized learning environments. Results show ways in which the overall design of this course have an impact on current and future practice and research of personalized learning.
"]},{"key":"dc:title","label":"Title","values":["Teacher Perceptions of Personalized Teaching & Learning in an Instructional Technology Graduate Course: A Phenomenographical Case Study"]}]}],"canonical_facts":{"dc:contributor":["Dr. Iván M. Jorrín Abellán","Dr. Anissa Lokey-Vega"],"dc:creator":["Stephens, Stephanee"],"dc:description.abstract":["With the growing focus and popularity of personalized learning in K-12 education, the need to support educators in their ability to implement personalized learning pedagogy grows. The paradigm shift towards personalized learning includes necessary iteration to the types of professional development offered to practicing teachers. This study explored the perceptions of teachers experiencing the meta-learning phenomenon of both teaching and learning about Personalized Learning (PL) in a six-week, online graduate-level course. Inquiry was focused on uncovering how in-service K-12 teachers' experience, understanding of PL, and ability to design PL evolve during a six-week graduate-level education course on personalized learning, ITEC 7600. Additionally, the study explored how ITEC 7600 help in-service teachers taking it to leverage personalized learning pedagogy while learning about personalized learning. Finally, a composite allowed the voice of the instructors to describe the experiences of their students’ understanding of PL, and ability to design PL as it evolves during a six-week graduate-level education course on personalized learning. Results illuminate that while a personalized path towards acquisition of PL pedagogy should be expected due to the qualitatively unique ways participants experience this course, a modeled meta-learning phenomenon is found to support educators’ growth in their ability to understand and design personalized learning environments. Results show ways in which the overall design of this course have an impact on current and future practice and research of personalized learning.
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