COVENTRY UNIVERSITY

The impact of
personalized learning
on students
experience at
Coventry University
MOHAMED HASSAN

The impact of personalized learning on students experience at Coventry

University

The impact of personalized learning on students experience at Coventry

University

Abstract

This thesis describes research carried out to investigate and develop an

understanding regarding personalized learning and its impact on students
experience in Coventry University.
In this era of technological development, it was essential to explore the
methodology behind personalized learning and merge that with students
learning styles and techniques. Those factors while encompassed within
the umbrella of technology lead to a technology-based personalized
learning framework.
The researcher was motivated to investigate the research in a qualitative
manner. Some of the methodologies explored in this research are face-toface interview processes with students to have a more in-depth
understanding behind their experience.
The aim of the research is to investigate and understand the student
perspectives on personalized learning.
Keywords: Personalized Learning, Learning Styles, Qualitative Research,
Technology Education

The impact of personalized learning on students experience at Coventry

University

Acknowledgements

I would like to thank my supervisor for his support and guidance during
the project. I am also grateful to my course professors and the
participating students who helped shape this research. Finally, I would like
to thank my friends and family who offered their motivation.

The impact of personalized learning on students experience at Coventry

University

Table of Contents
Abstract................................................................................................................. 2
Acknowledgements................................................................................................ 3
1) Introduction....................................................................................................... 6
1.1 Background.................................................................................................. 6
1.2 Aims and Objectives..................................................................................... 7
1.3 Motivation..................................................................................................... 7
1.4 Structure of the report..................................................................................7
2) Literature Review.............................................................................................. 9
2.1 Introduction to Personalized Learning...........................................................9
2.2 Curriculum-based Personalized Learning....................................................10
2.3 Learning Styles and Preferences.................................................................11
2.4 The role of technology................................................................................ 12
2.4.1 Technology Interactivity.......................................................................12
2.4.2 Educational uses of web technology....................................................13
3) Research Methodology.................................................................................... 15
3.1 Research Objective..................................................................................... 15
3.2 Methodological Approach...........................................................................15
3.3 Sources of Data.......................................................................................... 16
3.4 Research Design......................................................................................... 17
3.4.1 Questionnaire Design...........................................................................17
3.4.2 Sampling Techniques............................................................................18
3.4.3 Procedure of Interviews........................................................................19
3.5 Limitations and Ethical Considerations.......................................................20
4) Analysis........................................................................................................... 21
4.1 Principles Themes....................................................................................... 21

The impact of personalized learning on students experience at Coventry

University
4.2 Learning Styles Analysis.............................................................................23
4.2.1 Active and Reflective Learners.............................................................24
4.2.2 Sensing and Intuitive Learners.............................................................25
4.2.3 Visual and Verbal Learners...................................................................26
4.2.4 Sequential and Global Learners............................................................26
5) Discussion....................................................................................................... 28
5.1 Experiments with incorporated technologies..............................................28
5.1.1 Course Blog.......................................................................................... 29
5.1.2 Course Bookmarks Page.......................................................................29
5.1.3 Lecture Podcasts.................................................................................. 29
5.2 Personalized Learning in Graduation Projects.............................................30
5.3 Constructing a Framework..........................................................................32
6) Conclusion....................................................................................................... 34
6.1 Summary of Key Contributions...................................................................34
6.2 Recommendation for Future Study.............................................................34
References........................................................................................................... 36
Appendix.............................................................................................................. 39

The impact of personalized learning on students experience at Coventry

University

1) Introduction
1.1 Background
Recent years have witnessed a growing trend in education and training
where increased emphasis has been placed on the personalization of the
learners experience. Educators have been required to identify methods
and

tools

to

deliver

on-demand

knowledge

experiences

that

are

personalized for individual learners, and which take into consideration the
individual learning needs as well as the differences in their skills and
knowledge level, viewpoints, culture, background and other educational
contexts.

Scientific

research

has

made

considerable

progress

in

developing valuable resources currently unavailable in most Learning

Management Systems. Its essential to observer learners and see how
they react with different technological learning tools (Vaste et al, 2011).
According to (Pemberton and Moallem, 2013), technological learning in
higher education continues to grow yet there are concerns about attrition
and lack of student success in online environments. Motivation is one
factor that has been identified as a critical issue in relation to learners
success, or lack of success, in this emerging environment. Personalized
Learning has recently come to the forefront of discussions as a potential
instructional strategy to increase motivation and ultimately student
success, yet little research exists to confirm the effectiveness of
personalized learning and its impact on motivation and student success.
Therefore, this research will analyze and study the impact of personalized
learning on students experience.
This research study, by conducting research among the students of
Coventry

University

about

what

they

feel

and

how

they

define

personalized learning, would assess whether the students perceive

The impact of personalized learning on students experience at Coventry

University

personalized learning to be a means towards achieving enhanced

learning. It started off by conducting a comprehensive literature review to
define the different routes of personalized learning, focus on curriculumbased personalized learning and discuss in-depth how technology is
incorporated in it. The key themes identified in the literature review were
used to design a questionnaire which was then used to interview 7
students of Coventry University to assess what, according to them, is
personalized learning, based on their experience at the Coventry
University. The findings from this research study would not only help
Coventry University learn about how students perceive their personalized
learning experience, but would also generate leads which could help it
make its efforts more efficient.

1.2 Aims and Objectives

The aim and objective of this project is to investigate and understand the
student perspectives on personalized learning.
The research question posed is how can we implement a personal learning
environment in Coventry University based on the students perspectives?

1.3 Motivation
The research findings would help the implementers of personalized
learning systems at Coventry University improve their service as it will
inform them about the students perceived understanding of personalized
learning.

1.4 Structure of the report

The research under study will be based upon the following chapters;

The impact of personalized learning on students experience at Coventry

University

Chapter 01 - Introduction
In this chapter, the researcher entails and states the objectives of
research along with the necessary questions to answer. Along with this,
significance, purpose and background of research are also illustrated.
Chapter 02 Literature Review
The segment holds high relevance to the research as it describes the
facts, figures and relevant information upon the discussed matter from the
research work done by the researchers and authors in the past. It helps in
comparing the latest information with the past in order to develop a
critical understanding.
Chapter 03 Research Methodology
This section of research is comprised of the methodology on the basis of
which entire research will be conducted. The researcher discusses all the
minute details related to methodology such as size of the sample,
technique that will be used to approach them, means of gathering and
analyzing the data.
Chapter 04 Analysis
In this segment of research, the researcher analyzes and assesses the
accumulated responses by various means and modes. Quantitative data
are evaluated differently, whereas qualitative data has separate means for
that.
Chapter 04 Discussion
In this segment, the researcher will reflect about the analysis results and
how this could be integrated with the learnings of the literature review. By
merging them to one another, a framework can be established.

Chapter 05 Conclusions and Recommendations

The impact of personalized learning on students experience at Coventry

University

In this last section of the research study, conclusions are drawn and
recommendations are given on the basis of acquired results.

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2) Literature Review
2.1 Introduction to Personalized Learning
The DfES Personalized Learning characterizes a personalized way to deal
with supporting students as being:
...about tailoring education to individual need, interest and aptitude so as
to ensure that every student achieves and reaches the highest standards
possible, notwithstanding their background or circumstances, and right
across the spectrum of achievement.
Leadbeater (2004) has characterised personalisation in terms of
participation. He argues that rather than focusing exclusively on service
providers attempting to improve the service, personalised learning offers
a real opportunity for learners to participate fully, becoming co-producers
in decisions about the supply and public value of education. In this way,
personalised learning links very closely to the student voice research
(Rudduck et al, 2005), since it is the process of strengthening student
voice that increases their capacity to participate in decision-making.
The precise terminology is also an issue in defining personalised learning.
Hargreaves

(2006)

refers

to

personalising

learning

rather

than

personalised learning, emphasising that this is a process not a state or

product.

Many

writers

refer

to

both

personalised

learning

and

personalisation.
Personalized learning depends on both effective teacher differentiation of
a set curriculum to address diversity of learner needs, and the
development of independent learner capacities. Paludan (2006) argues
that personalised learning is an appropriate solution to the challenge of
motivating and supporting students this century, and can lead to both

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The impact of personalized learning on students experience at Coventry

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personal and national economic benefits. He represents this approach as a

necessary reform to the fixed content and fixed timing of traditional
curricula. He reasonably notes that teachers are comfortable with a call
for education to address individual learner needs, particularly where
students

are

increasingly

disengaged,

even

if

the

details

of

implementation remain vague. He suggests that student choice in

schedule

and

methodology

will

be

easier

to

implement

than

opportunities for students to choose or devise their own subjects.

Hargreaves (2006) claims that several key features are evident when
learning is being successfully personalised: students are engaged in
learning, they show responsibility for and independent control over their
learning and behaviour, they demonstrate maturity in relating to staff, and
they co-design learning and teaching experiences. However, subsequent
support for personalised learning has tended to remain vague about its
distinctive features, representing it simply as a way to improve student
motivation and learning outcomes (Department for Education, 2006).
The UK Department of Education specified nine elements as features of
good practice in personalised learning teachings. These were: high quality
teaching and learning, target setting and tracking, focused assessment,
intervention, student grouping, the learning environment, curriculum
organisation, the extended curriculum, and supporting students wider
needs. Leadbetter (2004) claims that personalised learning should equip
students to make choices about which subjects to study, what settings to
study in, what styles of learning to employ.

2.2 Curriculum-based Personalized Learning

A curriculum-based personalized learning is a methodology with a specific
end goal to personalize learning plans to inspire students (Tuttle, 2000).
Jackson and Davis (2000) state that separation can happen over three
measurements: content (what students ought to know and have the
capacity to do, and the materials that will strengthen them in their

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learning); techniques (the activities that help students understand their

learning); and items (the scope of proof students give of their learning).
Highlights of a dissociated classroom as indicated by Tomlinson (2005)
include:

Concentration on comprehension key standards and basic ideas;

Integration of evaluation and direction;

Modification of substance, techniques and items where important to

guarantee that learners handle key learning or aptitudes;

Participation in significant and testing work in the students' zone of

advancement;

Balancing of individual objectives to guarantee self-improvement;

Use of an extensive variety of instructional techniques in an

adaptable classroom environment that moves between individual
and team exercises in light of need.

A personalised learning methodology involves building an educational

module that is sufficiently hearty to address the issues, and build up the
limits, of all students. Tomlinson (2005) recommends that course
substance needs to suit singular contrasts inside an arrangement of
learning exercises that guarantees all students learn in ways that match
their availability, premiums and learning profiles, with backing from
companions and instructors.
McTighe and Brown (2005) propose the utilization of four key standards to
separate ways to deal with learning and evaluation:

Curriculum guidelines need to be revised multiple times to

guarantee that students comprehend the key ideas behind the
syllabus

Students understand best from deliberate, request driven exercises

in which they are arranged at the core of the learning methodology;

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The impact of personalized learning on students experience at Coventry

University

Assessments ought to require students perceptions of seeing in

various ways;

Effective guidelines contrast to the students learning behaviour

2.3 Learning Styles and Preferences

Learning style is defined as an indicator as to how students see, cooperate
and react to learning situations (Keefe, 1979). Learning styles shape a
student's learning preference and helps teachers in setting up a suitable
teaching environment. (Sadler-Smith, 1996) states that learning style is a
particular and constant way of obtaining information, abilities or
disposition through study or experience while learning preference is the
favouring of one specific method of teaching over another. A few
examples of learning styles can be found in the learning hypothesis
writing including, for example, Hill's Cognitive Style Mapping, Kolb's
Learning Styles and Gregorc Learning Styles.
Recently, the Felder learning model focuses on the aspects of learning
styles that are significant in engineering and IT education. The index of
learning styles (ILS) survey by Felder and Soloman measures four learning
style measurements: activereflective, sensingintuitive, visualverbal,
and sequentialglobal (Felder & Soloman, 1993). Felder recommends that
students learn in a mixed number of ways. Some could have a tendency
to concentrate on facts, information and calculations; others feel more
comfortable with speculations and scientific models. Some tend to be
more visual and can easily relate to data like pictures, graphs and
recreations;

others

enjoy

more

communicative

data.

Some

interactive learning; others learn well individually (Felder, 1996).

2.4 The role of technology

prefer

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2.4.1 Technology Interactivity

Technology used within the learning process of a student gives such
conditions as: new data, connections for learning and practice, criticism,
exchange, coordinators and consideration gadgets that have been
indicated in the expression "interactivity". This term is characterized by
Bannan-Ritland (2002) as a dynamic inclusion of a learner in instructional
exercises and innovations, to incorporate social connections and system.
Then

again,

interactivity

alludes

to

the

capacity

and

effect

of

communications in online procedure of showing and learning (Muirhead

and Juwah, 2004).
Accordingly, there are three noteworthy terms of interactivity (Chou et al.,
2010)

that

must

environment.

The

be incorporated
main

term

is

in
the

online

personalized

communication

learning

sort,

which

incorporates the connection between the learner and himself, learner and
interface, learner and substance, learner and teacher, and learner and
different learners. The second term is the interactivity measurement,
which is the characteristic of collaboration sort, to incorporate simplicity of
including data, decision, non-successive access of data, versatility,
observing of data utilization, responsiveness to the client, individual
decision partner, energy and help of interpersonal correspondence. The
third term is the intelligent capacity, which is the specialized operation
relating to the interactivity measurement for every connection sort, for
example, note-taking capacities and jokes.
Here are some brief meanings of every interactivity measurement:
1. Ease of adding information: The learning environment encourages
learners to transfer and scatter data
2. Choice: Learners can pick their favored data and capacities
3. Non-sequential access of information: Information can be gotten to from
different ways

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4.

Adaptability:

The

learning

environment

gives

adjusted

learning

exercises as indicated by the profiles of learners' learning introductions

5. Monitoring of information use: The learning environment, in which
information on the learner's decision and exercises are gathered, can be
followed by the learner for reflection
6. Responsiveness to the user: The learning environment reacts to
learners instantly
7. Personal-choice helper: The learning environment gives direction to
learners to pick favored and suitable data
8. Playfulness: Interaction and fun components to pull in learners'
consideration
9. Facilitation of interpersonal communication: The learning environment
gives synchronous and offbeat correspondence channels for learners

2.4.2 Educational uses of web technology

The adopting level of rising web advancements is on the ascent in
educational settings. These advancements incorporate online journals
(blogs), wikis, instant messaging (IM), social bookmarks and podcasts
which have the possibility to make interactivity in personalized learning.
In educational settings, students and teachers alike are accomplishing a
number of the advantages of these communications. For instance,
websites encourage the distribution of learning, open doors for ensuing
reflection and investigation, and help learners comprehend the social and
context oriented premise of information, learning development and
significance making. Students appreciate blogging and can utilize it as a
mean for reflecting and group building. Wikis encourage the making of
imparted information, scattering of data, and gathering association
(Augar, et al., 2004). Instant messaging advances shared learning and
cooperation, supports collective learning, and advances communication
and relational abilities (Lu, et al., 2006). Social bookmarks permit brisk
and simple access to online assets and give an "insiders" manual for data

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The impact of personalized learning on students experience at Coventry

University

and references (Asmus, et al., 2005). Podcasts give an inventive and

energizing path for individuals to enhance correspondence, cooperation
and long range interpersonal communication (Ractham & Zhang, 2006).
They can likewise be utilized for dispersal of information, television news
to staff and students, supplementing class materials, visitor address
presentations and as a showcasing apparatus for pulling in forthcoming
students.
To help students attain to full personalized learning, mentors need to
incorporate these advances with the end-client experience and learning
styles. Various specialists have reported that whilst the conveyance of
online courses upgrades student adapting in a few regards, they alert
against utilizing the technology without sufficient respect for the learning
results being looked for (Buckley, 2003). Its important to bear in mind
that new technologies including discussion boards should only supplement
traditional teaching. There are also warnings that the teaching should
drive the technology, not vice versa (Petrides, 2002). Although there is
developing research concerning different parts of the technology utilized
and the evaluation conveyance, research concerning the genuine
inclination of students to utilize technology and its effect on personalized
learning seems, by all accounts, to be missing.
Technological

frameworks

are

progressively

centered

around

personalization: whether it is web search tools, or learning frameworks,

consideration is dependably on the user, who is monitored and observed
(Brusilovsky & Millan, 2007). By modelling the learner, learning systems
can adapt content to the individual users actual needs.

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The impact of personalized learning on students experience at Coventry

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3) Research Methodology
3.1 Research Objective
The aim of this research is to conduct research among the students of
Coventry University about how they define personalized learning, and
would assess whether the students perceive personalized learning to be a
means towards achieving enhanced learning. In order to achieve this, the
project is to investigate and understand the student perspectives on
personalized learning.

3.2 Methodological Approach

The present research study has opted for conducting a qualitative
research approach in order to better understand the students perspective
on personalized learning. The researcher has conducted seven semi
structured interviews by having face to face interactions with 9 students
of Coventry University to assess what, according to them, are the
advantages and disadvantages of personalized learning, based on their
experience at the Coventry University.
In the words of Bryman (2012), qualitative research approach is method to
shed light and understand a particular problem setting by using
unstructured probes of limited sample size. He further argued that, on the
other hand, quantitative research method tries to enumerate the selected
and collected data, and statistical methods are then applied to achieve
the predefined goals and objectives. Hence, the present research also
utilizes qualitative research approach due to certain facts which are
discussed below.

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First of all, the basic and prime reason of choosing qualitative research
approach is that the underlying research has used a very small sample of
respondents in order to achieve the research goals and the data has been
collected using open ended questions asked in semi structured interviews.
The qualitative research approach, in contrast to quantitative research
approach, deals with small sample size whereas quantitative research
approach requires a large sample size along with quantifiable data
collected either by structured interviews or structured questionnaires.
Moreover, in quantitative research approach, hypothesis testing and
application of various statistical tools and techniques is required to
achieve the research goals (Bryman, 2012).
Second, there is a wide opportunity for the researchers to get open
responses and emerging facts in semi structured interviews conducted
under qualitative research approach which might be helpful in exploring
the research topic in more detail. Whereas, according to Matthews and
Ross (2010), there are fixed close ended answers to the questions asked
in structured interviews and the researcher has to dig down only that
collected data which limit the validity of the data in quantitative research.
Lastly, qualitative research approach is a comparatively more rational
approach in the case when the underling research issue requires more
open views and feedback of the respondents in an elaborated way which
could not be achieved in quantitative research design due to limitations of
open feedback and opinions.

3.3 Sources of Data

According to Eriksson and Kovalainen (2008), data collection is dependent
on the nature of the research to be conducted. In order to achieve the
goals and objectives, data for a research study should be collected from
both the secondary and primary sources, once the objectives of the
research have been well defined (Bryman, 2012). The available secondary

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should be collected first on the study issue by the researcher before the
startup of primary data collection procedure to achieve the research
goals. The source of secondary data is academic literature available in
both printed as well as electronic format in reputed databases. This type
of data is usually less costly to collect with little efforts and is more
reliable because its creditability has already been established by its
printing sources.
According to Lee and Lings (2008), journal articles, teaching materials and
books material is the source of academic literature at the stage of
literature review. Journal research papers give more brief and useful
information related to academic theories and research issues, research
methods to be used and application and discussion related to a
dissertation.
The underlying research also tries to use the academic literature on the
research topic as suggested by Lee and Lings (2008). However, as
suggested and argued by researcher, books have not been found much
useful in the investigating the underlying research topic in comparison to
the research articles published in academic journals which are more up to
date than books on the topic. The researcher has also taken the help of
different internet sources to find relevant secondary data for review of
literature on the topic.

3.4 Research Design

It started off by conducting a comprehensive literature review to identify
the perceived advantages and disadvantages of personalized learning.
The key themes identified in the literature review were used to design a
questionnaire which was then used to interview 7 students of Coventry
University to assess what, according to them, are the advantages and
disadvantages of personalized learning, based on their experience at the
Coventry University. Different sources and group of academic researcher

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have provided suggestions on how to prepare a good research design.

There are various ways and methods to collect primary data for qualitative
research which includes interviews with individual respondents, and focus
groups discussion.

Along with these, on site observations of the respondents may also be

used to collect primary data. Moreover, open ended un-structured and
semi structured questionnaires along with projective techniques can also
be used in this research approach (Lee & Lings, 2008).

3.4.1 Questionnaire Design

The present research study employed un-structured and open ended
questionnaires which were used in interviewing the respondents to collect
the required data from the Coventry University student from different
ethnic backgrounds. The data has been collected during the time period of
January to February 2015. During the interview, an online survey about
learning styles was conducted by each participant in order to identify their
learning style. As reported by Bryman (2012), qualitative research focuses
on asking unstructured questions in contrast to quantitative research
where structured questions are asked from the respondents.
As emphasized by earlier studies, the present research study designed
and asked open ended questions in collecting data by providing a chance
to the respondents to give their views freely on the topic as well as
express their knowledge on the underlying research topic. Questions were
formulated in English language to be asked and face to face semi
structured interviews were conducted form selected students of Coventry
University, UK. The researcher, after seeking due permission from the
interviewees, took notes on the paper while conducting the interview.

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The respondents or the target audience of a research study is the number

of individuals to be utilized in collecting data for the research. The present
study has utilized 7 students of Coventry University to assess what,
according to them, is the impact of personalized learning on their
experience at Coventry University.

3.4.2 Sampling Techniques

The researcher has used non-probability sampling in this study to identify
the required sample for research which is also known as judgmental
sampling. In order to select the respondents, the researcher contacted
classmates from the different ethnic background and asked for their
assistance in the research.
Israel (1992) has mentioned that a study would be not beneficial if the
responses rate by suing mail or interviews is poor. In order to avoid this
situation, this research communicates with 7 students of Coventry
University class fellows. This was assured by making phone calls. By using
phone calls and emails, the researchers communicated first by delivering
objectives of the research and what would be in the interview as well as
how much it takes time to complete the interview process. Respondents
were asked about their availability time. The designed questionnaires
were emailed to all the respondents prior to the scheduled interviews.
Moreover, it was noticed that only 7 respondents were available for face
to face interviews.
Israel (1992) highlighted several reasons for a possible non-response.
Amongst them are, not feeling good of having lack of desired knowledge,
busy schedule towards earning as well as other factors. Amongst 11
respondents selected and 7 students showed interest. Israel (1992) has
argued about several remedies to handle these issues of lack of
responses. He suggested that go through the data, using phone calls or by
making emails again and again. The enhanced effort put in this research is

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finally succeeded as response rate becoming high and the quality of the
result is improved.

3.4.3 Procedure of Interviews

Lee and Lings (2008) treat interviews as the most admired method in the
current academic environment used for the qualitative research. In their
views a good way to make this distinction is to think of qualitative
interviews as in depth interviews which also give a nice flavor of their
roots, in depth psychology and psychoanalysis. They also divided the indepth interviews into unstructured and semi structured types. This
research uses semi structured interviews having found this type more
helpful. A clearer picture has been seen through literature review that
allowed structuring a good topic guide as found by a good researchers.
The same questions were asked by respondents using face to face
interactions and interviews. Each interviewee takes 10 to 15 minutes
average. There were no difficulties found by the respondents to answer
the questions.
There are number of reasons for choosing face-to-face interviews as the
mean to data collection. While analyzing and understanding the behavior
this research such interviews are most effective. No focus group
discussions were conducted to collect data, neither were any open ended
questions sent to the selected sample. Bryman (2012) instructs that focus
group discussions for data collection should be conducted by a welltrained moderator with a smaller group of respondents in a non-structured
natural manner.
This researcher found this approach as inappropriate. It was not possible
to gather a focus group at a scheduled time for discussions, given the
multifarious engagement of the respondents. Secondly open-ended
questions in a questionnaire are not seen as a serious research effort.

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Therefore face to face interviews were considered as a better option for

this research, instead of open ended questions or focus group discussions.

3.5 Limitations and Ethical Considerations

There are several limitations in this research. It is stated by Oliver (2003)
that there are several ethical consideration that may arise during a
process of research. It is also noticed that identities of interviews cannot
be disclosed due to data protection. Respondents had to be aware that
identities of interviews should not be opened to any one especially to
those who have no concerned with this research. Respondents were asked
by their permission before taking notes of their interview responses.
This practice is also assured by the Oliver (2003) on seeking permission
before documenting interviews. Respondents were also authorized that
they have their liberty to stop the interview at any stage of the project.
Oliver (2003) also focused that researchers should seek permission before
continuing to interviews. All the procedures properly followed while
conducting interviews as well as data collection in this research.

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4) Analysis

The interview process was made up of two parts; the first was semistructured open-ended questions (Appendix A) were asked and there was
room for the interviewee to explore different ideas and responses through
them. Not all questions were asked to all interviewees because some
tended to focus on certain questions and thus went overtime. The second
part was an online survey about learning styles that all the interviewees
conducted during the interview using the researchers laptop.

4.1 Principles Themes

Analysis of the interview responses revealed 7 overarching themes; these
are outlined below to encapsulate the student experience. The themes
that emerged are described, it will be clear to the reader that there are a
complex set of interrelationships between them.
The author believes that the analysis of data presented is significant in
that it reports the students experience of personalized learning in the
course, confirming the value of some elements of the design but also
challenging the authors assumptions and extending their thinking.
1. Personal affective drivers
The first common theme was the feelings and attitudes reported by
students to explain the way in which they had made their personal
learning journey. As they were coming from different ethnic groups, a key
theme discussed was the challenge in joining Coventry University and
living alone. Some felt homesickness in the beginning, which was
overcome by a feeling to work hard and achieve optimal grades. Some

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were surprised by the level of education, as it was easier or more difficult

than they had expected it to be.
2. Access through choice
A common theme mentioned within the interview answers was one of the
things most important to students was their flexibility and access to
choice about means and methods of studying. This could be reflected in
their choice to study at a certain time, a specific pace or in any place that
suits them.

3. Quality of learning
Quality of learning for students not only depends on the quality of the
teaching but also depends on the different methodologies that teaching is
delivered through. It was perceived from some of the interview responses
that they regard it as essential to feel a development in their critical
thinking skills and reflective practice. In addition, some felt it important to
be able to both receive and offer feedback to their professors and said
that this would improve their personalized learning experience.
4. Individual support from peers and students
This was the most commonly mentioned theme and agreed upon by most
interviewees, that the support they receive on an individual level from
both

their

colleagues

and

their

professors

is

essential

for

their

personalized learning experience.

5. Online community
The existence of an online community is very important for students. The
topic of Moodle was brought up and many students seemed to feel like it
helped them with their personalized learning experience but they felt like
more things could be added to it. For example, the forums werent used in
all courses and some questions they left on them were left un-answered.

The impact of personalized learning on students experience at Coventry

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26

This theme tied mostly with the impact of technology on students

learning.
6. Framing of expectations
Most students in their interview answers seemed to agree that setting
expectations are important and for a personalized learning effect, it is
essential to address these expectations in negotiations about assessment,
classes and timings.
7. Recognition by self
The final common theme found was that for the student to gain
recognition in themselves and from others, which gave feeling of selffulfillment and confidence and an overall better learning environment.

4.2 Learning Styles Analysis

As mentioned in the literature review, there is a connection between
learning style and personalized learning experience as one is impacted by
the other. The experience of the student would change according to their
learning style. This is why within the interview; all students were asked to
fill out an online survey (Appendix B) to identify their learning style. This
learning style is based on the Felder learning model, which focuses on the
aspects of learning styles that are particularly significant in engineering
and IT education; thus it seemed the most relevant since all students were
within related departments.
It is from North Carolina State Universitys Index of Learning Styles
Questionnaire by Barbara A. Soloman and Richard M. Felder and the
following scale is used as a scoring system:
(Retrieved from: http://www.engr.ncsu.edu/learningstyles/ilsweb.html)

If your score on a scale is 1-3, you are fairly well balanced on the two
dimensions of that scale.

The impact of personalized learning on students experience at Coventry

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27

If your score on a scale is 5-7, you have a moderate preference for one
dimension of the scale and will learn more easily in a teaching
environment which favors that dimension.

If your score on a scale is 9-11, you have a very strong preference for
one dimension of the scale. You may have real difficulty learning in an
environment which does not support that preference.

The below figure shows an example of one of the participants results:

4.2.1 Active and Reflective Learners

In the case of students who are active learners, they tend to retain and
understand information best by doing something active with it by
discussing or applying it. On the other hand, reflective learners prefer to
think about it quietly first.
Active learners have a tendency to enjoy group work more than reflective
learners, who lean towards working alone. Sitting through lectures without
getting the opportunity to do anything physical is hard for both learning
styles; however it is especially harder for active learners.
How can active learners have a personalized experience?
If an active learner is in a class that allows little or no class time for
discussion or problem-solving activities, they should try to compensate for

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University

these lacks when they study, by studying in a group in which the

members take turns explaining different topics to each other. Retaining
information will be easier if they find ways to do something with it.
How can reflective learners have a personalized experience?
If a reflective learner is in a class that allows little or no class time for
thinking about new information, they should try to compensate for this
lack when they study, by reviewing what they have read and thinking of
possible questions or applications. By summarizing the course content
and going through notes written in their own words, this would help them
grasp the content better.

4.2.2 Sensing and Intuitive Learners

Sensing learners have a tendency to like learning facts; intuitive learners
frequently favor finding potential outcomes and connections. Sensors
frequently like tackling issues by entrenched systems and abhorrence
complexities and astonishments; intuitors like development and dislike
redundancy. Sensors are more probable than intuitors to dislike being tried
on material that has not been expressly secured in class.
Sensors have a tendency to be understanding with points of interest and
great at remembering truths and doing hands-on (research facility) work;
intuitors may be better at getting a handle on new ideas and are regularly
more agreeable than sensors with deliberations and numerical details.
Sensors have a tendency to be more functional and watchful than
intuitors; intuitors have a tendency to work speedier and to be more
creative than sensors.
How can sensing learners have a personalized experience?
Sensors recollect and comprehend data best on the off chance that they
can perceive how it unites with this present reality. On the off chance that

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they are in a class where a large portion of the material is dynamic and
hypothetical, they may experience issues. They can approach their
teacher for particular samples of ideas and methodology, and discover
how the ideas apply practically speaking. On the off chance that the
instructor does not give enough specifics, they can attempt to discover
different references or by conceptualizing with classmates.
How can intuitive learners have a personalized experience?
Numerous college lecture classes are aimed at intuitors. However, if one
happens to be in a class that arrangements fundamentally with
remembrance

and

repetition

substitution

in

equations,

they

may

experience difficulty. They can approach their teacher for explanation or

speculations that connection the certainties, or attempt to discover the
associations themselves.

4.2.3 Visual and Verbal Learners

Visual learners recollect best what they see- -pictures, graphs, stream
outlines, courses of events, movies, and exhibits. Verbal learners get all
the more out of words- -composed and talked clarifications. Everybody
learns more when data is displayed both visually and verbally.
In most college classes next to no visual data is displayed: students
principally listen to lectures and read material composed on blackboards
and in course readings and presents. The vast majority are visual learners,
which implies that most students don't get almost as much as they would
if more visual presentation were utilized as a part of class. Great learners
are equipped for preparing data displayed either visually or verbally.
How can visual learners have a personalized experience?
In the event that one is a visual learner, they must attempt to discover
graphs, outlines, schematics, photos, stream diagrams, or some other
visual representation obviously material that is dominatingly verbal.

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Another thought would be to set up an idea delineate posting key focuses,

walling them in boxes or circles, and drawing lines with bolts between
ideas to show associations.
How can verbal learners have a personalized experience?
One approach to do as such is by composing frameworks in their own
words. Working in groups can be especially viable: they can increase
communication of material by listening to classmates' clarifications and
you learn considerably more when you do the clarifying.

4.2.4 Sequential and Global Learners

Sequential learners have a tendency to increase seeing in direct ventures,
with every venture taking after intelligently from the past one. Global
learners have a tendency to learn in substantial bounced, engrossing
material arbitrarily without seeing associations, and afterward all of a
sudden "getting it."
Sequential learners have a tendency to take after legitimate stepwise
ways in discovering arrangements; global learners may have the capacity
to tackle complex issues rapidly or set up things together in novel ways
once they have gotten a handle on the master plan, yet they may
experience issues clarifying how they did it.
How can sequential learners have a personalized experience?
Most college courses are taught in a sequential way. Notwithstanding, if
one is a sequential learner and has a teacher who bounced around from
point to subject or skips steps, they may experience issues taking after
and recollecting. To help them with that, they could request that the
educator fill in the skipped steps, or fill them in themselves by consulting
references. When they are examining, they can take the time to layout the
lecture material for themselves in a logical order.

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How can global learners have a personalized experience?

If one is a global learner, it can be useful for them to understand that they
require the master plan of a subject before they can ace points of interest.
In the event that their educator dives straightforwardly into new points
without trying to disclose how they identify with what they know, it can
bring about issues for them. To help them with that, before they start to
study the first segment of a section in content, they can skim through the
whole part to get an outline. It would likewise be useful on the off chance
that they attempt to relate the subject to things they know, either by
requesting that the teacher help them see associations or by consulting
references.

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5) Discussion
5.1 Experiments with incorporated technologies
Most of the students emphasized about the need for an online community
and an advancement in technological tools used to aid their personalized
learning experience. As the researched envisions it, an online community
would comprise of a diverse group of individuals who have different
selected focus of study. It would have a shared objective of creating a
vibrant and effective online community of learners using a range of online
and communications tools available to them.
Innovations can be picked that would empower a different state of student
control over the shape and nature of the learning environment. They
would empower students to make their own spaces for connections and
study groupings would grow all alone reflecting student inclination for the
way of collaboration.
The learning style survey within the interview helped in analysing the
dominant learning style. In spite of the fact that the verbal style rose as
the most successive single learning style, most of the interviewees gave
off an impression of being 'well-adjusted'.
The interview responses also support the idea that todays learners are
more flexible in stretching their learning styles to accommodate a variety
of teaching methods. The connections amongst the four learning styles
uncovered huge connections between of reflective and verbal as well as
intuitive and global learners.
The relationships between learning styles and technology inclination
likewise uncovered that the relationship between visual learners and

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The impact of personalized learning on students experience at Coventry

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vodcast was a characteristic sensation as "visuals" learn best from

pictures, outlines, stream diagrams, and exhibits. These outcomes
likewise highlight the acquaintance of instinctive and visual learners with
the new technology.

5.1.1 Course Blog

The course blog can be set up with the following personalized learning
aims: to get quick feedback on teaching and learning issues from students
and to enhance student collaboration.
To achieve the first aim, students would be encouraged to submit their
course related problems and queries using the blog forum section. To
achieve the second aim, students can post solutions to the queries raised
by fellow students. This was intended to help students share their ideas,
understand the course content, enhance the communication between one
another on a virtual hemisphere, and create an educational community,
thus improving understanding level of the whole course.

5.1.2 Course Bookmarks Page

The course bookmarks page can be set up with the following personalized
learning aims: to build a directory of online resources with easy access to
the entire classroom; and to engage students in the knowledge building
and sharing process.
To achieve the first aim, lecturers can post their online bookmarks on a
weekly basis, which would cover the main highlights of the week. The
bookmarks can be categorized in a way that would allow easy access to
the course topics. To achieve the second aim, students can be strongly
encouraged to post their favourite bookmarks on weekly course topics.
This would allow students to see what fellow students were contributing.

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The impact of personalized learning on students experience at Coventry

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5.1.3 Lecture Podcasts

By using lecture podcasts, students could access the recordings in three
different formats: live streaming, manual download, and automatic
subscription. All lectures can be recorded and published with the aim of
complementing teaching and learning through podcasting. This would be
helpful for the students personalized learning because they have the
ability to pick up old lectures and do revisions on their own pace.

5.2 Personalized Learning in Graduation Projects

Practically speaking, the use of online personalised or adaptive resources
to support graduation projects is limited. Some of this could be credited to
an absence of resources to making learning materials, together with the
absence of any apparent crevice in necessities. Case in point, upon
preparation for an undergrad student's final year project, contains a little
number of preparation sessions together with balanced gatherings in the
middle of students and their academic supervisors. This is typically fit for
reason, in any event to the degree that the larger part of students had the
capacity do projects with a huge examination component.
In Coventry University, students taking their final year project are
provided with a simple Moodle page, which includes some pointers to
background information on the research process. This attracts some traffic
in the period immediately before the deadline for submission of the
project, suggesting that online support for the project process was of most
value as a way of dealing with last-minute emergencies.
It ought to be noticed that the association between formal exploration
routines educational cost, and the supervision for the final year project,
are genuinely free. On a fundamental level the expectation was that

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The impact of personalized learning on students experience at Coventry

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students went to a short arrangement of preparation workshops where

they were acquainted with examination routines, however they were then
given over to the supervisors, and any further guideline in exploration
systems occurred through individual supervisor gatherings. A result of this
methodology was that, once students' supervisors were distributed,
students tended not to take part in any exploration direction unless their
supervisor gave it.
Personalisation was given, however by mentors picking particular themes
which were applicable to individual students and by apportioning direction
to

people.

While

this

was

esteemed

by

numerous

students

as

communicated in their meetings, sadly a number did not get sufficient

direction from their supervisors and a contention for presenting more
online assets could be encircled either regarding imitating components of
the individual coaching meeting or as far as managing the lacks
experienced by this minority of students. While there are rules with
reference to the amount of contact time students and staff ought to have
in project supervision, there were additionally extensive errors in the
middle of mentors and students in how unbendingly these were
translated. So singular zones where students could have profited from
more research backing are normally seen as troubles influencing an
individual student, and maybe their association with their supervisor.
Normak et al (2012) conceptualize personalized learning as far as the
communication in the middle of learners and a legitimate space through
which they ought to explore taking after their own course. This is another
methodology that may be required to fit the exploratory methodology that
would normally be sought after by students learning to complete
individual work.
Practically speaking, innovation was utilized to strengthen the project
process, yet at a basic level and with little association with the supervision
process. Moodle pages were made accessible with connections to a

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The impact of personalized learning on students experience at Coventry

University

constrained scope of educational assets, additionally as a store for

reasonable data: timescales, methodology for referencing, offices for
electronic accommodation of student work, et cetera. While supervisors
had admittance to these Moodle pages, they were not urged to survey
them and no exertion was made to distribute direction or data for
supervisors through Moodle. Thus, practical recommendations to enhance
the use of Moodle to support the project process would include the
provision of more resources (and possibly a dedicated Moodle page)
specifically for academic staff acting as supervisors, and also ensuring
that the Moodle spaces for the project attained a critical mass of use by
students.
The supervisor's part could include interceding, both with academic
specialists in related fields furthermore with a scope of wellsprings of
direction in examination routines. Consequently, the supervisor would
never again be some person who knows everything in the students' eyes,
yet get to be someone ready to encourage personalisation.
As far as giving online backing and assets, then, a conceivable route
forward would be to place the personalisation in the hands of the
supervisor. As opposed to welcoming students to fill in polls and pick
alternatives to explore the most suitable course through learning
materials, it may be more productive to give inquiries and choices to
supervisors, which would help them to find the right learning materials
online for their students.
Additionally, that this perceives that not just do students have their own
particular inclination by they way they learn, yet supervisors have
distinctive styles, which they present as a powerful influence for the
methodology. It additionally fits well with a situation where there are an
expansive number of supervisors, and especially in one where there is a
need to give students inside an extensive companion with a feeling that
they are accepting some individual consideration.

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The impact of personalized learning on students experience at Coventry

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One imperative point is that personalisation ought to be about tailoring

ways to deal with the research supervisor's individual necessities as much
as it ought to be about customizing them to students' requirements.
Finally, a factor affecting the process is the institutions formal structures
and procedures. In Coventry University, these state that to achieve an
honours undergraduate degree the student must carry out a successful
final year project, although the definitions of what constitutes a suitable
project are worded to allow some flexibility. Its essential to leave room for
personalization from the student perspective about this process.

5.3 Constructing a Framework

In order to summarize the analysis and discussion of this research, the
following figure reflects a conceptual framework that describes the
different elements that can help develop a students personalized learning
experience in Coventry University. All elements are of equal importance
and are interconnected with one another.

Assessing student's achievement and

How students learn
their
learning
needs
What
students
learn

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The impact of personalized learning on students experience at Coventry

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Assessing students achievement and their learning needs comes through

evaluating students learning styles and adapting to that; which in turn
would give an understanding behind how students tend to learn. Based on
that, the university can come up with what students need to learn: a
curriculum that is flexible, interchangeable aiming to improve the
students personalized learning experience.

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The impact of personalized learning on students experience at Coventry

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6) Conclusion
6.1 Summary of Key Contributions
In order to develop a personalized learning environment, singular
contrasts need to be looked into to guarantee the effect on students'
accomplishments

and

fulfillments.

In

this

manner,

the

learning

environment must be suitable for their disparities, to incorporate their

learning styles, learning introductions, inclination and needs in learning.
Likewise, there is requirement for instructional configuration to give outer
states of learning, for example, new data, connections for learning and
practice, input, exchange, coordinators and consideration gadgets.
Therefore, the combination of intelligence capacities in the learning
environment could guarantee that those outer states of learning are given
to students.
The proof from our examination and discoveries is that an effective
motivational and imaginative power is there to be opened by making a
degree association and outline that frees learners and licenses an
abnormal state of personalization. With this opportunity comes obligation
and test to the student that was met as a rule with versatility and positive
activity, upheld by all the on-screen characters encompassing them.
With express concentrate on personalized learning as a component of the
course plan, students would demonstrate fit for adjusting and receiving
this scope of foundations and all things considered actualizing their own
community spaces utilizing freely accessible online tools.

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6.2 Recommendation for Future Study

For future study, the sample size will be much bigger as one of the
limitations in this study was having a small sample size. This had both a
positive and negative impact; the positive impact is that interviews were
more focused and elaborate while the negative aspect is that the data
wasnt as diverse as it could have been.
In addition, the theory of the impact of technology on personalized
learning should be applied and experimented with. By practically
implementing an in-classroom use for course blogs, social media,
podcasts and social bookmarking as mentioned earlier; the research could
monitor students experience and compare their personalized learning
experience before and after the use of technological tools.
Finally, in future study with a large data sample, it would be useful to
develop different frameworks; where each one is set on a specific learning
style. Each framework would specifically tie the relationship of the
learning style and the impact of technology on it; resulting in the impact
on ones personalized learning.

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Asmus, J., Bonner, C., Esterhay, D., Lechner, A., & Rentfrow, C. (2005).
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Academy

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Appendix
A) Interview Questionnaire
Introductory
Tell us about yourself.
What is your grade and program of study?
Have you conducted a Graduation Project in the university?
How would you define personalized learning?
Relationships with Lecturers
What type of lecturer could teach you most effectively?
How can a lecturer keep you motivated?
What do you think is the best approach for lecturers to empower
students?
Relationships with Classmates
Can you give an example of a project where you worked as part of a
team?
What kind of assistance would you most like from other classmates?
What kind of student would you prefer to work with? Why?
Learning Style
Provide a specific example of how technology was used in a classroom in
an interactive way.
What teaching methods are used most frequently in your class?
How do you think technology can be integrated into the curriculum?
Describe your learning style.
What are your thoughts on Moodle and how do you use it?

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The impact of personalized learning on students experience at Coventry

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B) Learning Styles Questionnaire

This is from North Carolina State Universitys Index of Learning Styles
Questionnaire by Barbara A. Soloman and Richard M. Felder.
(Retrieved from: http://www.engr.ncsu.edu/learningstyles/ilsweb.html)
For each of the 44 questions below select either "a" or "b" to indicate your
answer. Please choose only one answer for each question. If both "a" and
"b" seem to apply to you, choose the one that applies more frequently.
When you are finished selecting answers to each question please select
the submit button at the end of the form.
1. I understand something better after I
(a) try it out.
(b) think it through.
2. I would rather be considered
(a) realistic.
(b) innovative.
3. When I think about what I did yesterday, I am most likely to get
(a) a picture.
(b) words.
4. I tend to
(a) understand details of a subject but may be fuzzy about its
overall structure.
(b) understand the overall structure but may be fuzzy about
details.
5. When I am learning something new, it helps me to
(a) talk about it.
(b) think about it.
6. If I were a teacher, I would rather teach a course
(a) that deals with facts and real life situations.
(b) that deals with ideas and theories.

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7. I prefer to get new information in

(a) pictures, diagrams, graphs, or maps.
(b) written directions or verbal information.
8. Once I understand
(a) all the parts, I understand the whole thing.
(b) the whole thing, I see how the parts fit.
9. In a study group working on difficult material, I am more likely to
(a) jump in and contribute ideas.
(b) sit back and listen.
10.

I find it easier
(a) to learn facts.
(b) to learn concepts.

11.

In a book with lots of pictures and charts, I am likely to

(a) look over the pictures and charts carefully.
(b) focus on the written text.

12.

When I solve math problems

(a) I usually work my way to the solutions one step at a time.
(b) I often just see the solutions but then have to struggle to

figure out the steps to get to them.

13.

In classes I have taken

(a) I have usually gotten to know many of the students.
(b) I have rarely gotten to know many of the students.

14.

In reading nonfiction, I prefer

(a) something that teaches me new facts or tells me how to do

something.
(b) something that gives me new ideas to think about.
15.

I like teachers
(a) who put a lot of diagrams on the board.
(b) who spend a lot of time explaining.

16.

When I'm analyzing a story or a novel

(a) I think of the incidents and try to put them together to figure

out the themes.

(b) I just know what the themes are when I finish reading and

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then I have to go back and find the incidents that demonstrate

them.
17.

When I start a homework problem, I am more likely to

(a) start working on the solution immediately.
(b) try to fully understand the problem first.

18.

I prefer the idea of

(a) certainty.
(b) theory.

19.

I remember best
(a) what I see.
(b) what I hear.

20.

It is more important to me that an instructor

(a) lay out the material in clear sequential steps.
(b) give me an overall picture and relate the material to other

subjects.
21.

I prefer to study
(a) in a study group.
(b) alone.

22.

I am more likely to be considered

(a) careful about the details of my work.
(b) creative about how to do my work.

23.

When I get directions to a new place, I prefer

(a) a map.
(b) written instructions.

24.

I learn
(a) at a fairly regular pace. If I study hard, I'll "get it."
(b) in fits and starts. I'll be totally confused and then suddenly it

all "clicks."
25.

I would rather first

(a) try things out.
(b) think about how I'm going to do it.

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26.

When I am reading for enjoyment, I like writers to

(a) clearly say what they mean.
(b) say things in creative, interesting ways.

27.

When I see a diagram or sketch in class, I am most likely to

remember
(a) the picture.
(b) what the instructor said about it.
28.

When considering a body of information, I am more likely to

(a) focus on details and miss the big picture.
(b) try to understand the big picture before getting into the

details.
29.

I more easily remember

(a) something I have done.
(b) something I have thought a lot about.

30.

When I have to perform a task, I prefer to

(a) master one way of doing it.
(b) come up with new ways of doing it.

31.

When someone is showing me data, I prefer

(a) charts or graphs.
(b) text summarizing the results.

32.

When writing a paper, I am more likely to

(a) work on (think about or write) the beginning of the paper and

progress forward.
(b) work on (think about or write) different parts of the paper and
then order them.
33.

When I have to work on a group project, I first want to

(a) have "group brainstorming" where everyone contributes

ideas.
(b) brainstorm individually and then come together as a group to
compare ideas.
34.

I consider it higher praise to call someone

(a) sensible.
(b) imaginative.

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The impact of personalized learning on students experience at Coventry

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35.

When I meet people at a party, I am more likely to remember

(a) what they looked like.
(b) what they said about themselves.

36.

When I am learning a new subject, I prefer to

(a) stay focused on that subject, learning as much about it as I

can.
(b) try to make connections between that subject and related
subjects.
37.

I am more likely to be considered

(a) outgoing.
(b) reserved.

38.

I prefer courses that emphasize

(a) concrete material (facts, data).
(b) abstract material (concepts, theories).

39.

For entertainment, I would rather

(a) watch television.
(b) read a book.

40.

Some teachers start their lectures with an outline of what they

will cover. Such outlines are

(a) somewhat helpful to me.
(b) very helpful to me.
41.

The idea of doing homework in groups, with one grade for the

entire group,
(a) appeals to me.
(b) does not appeal to me.
42.

When I am doing long calculations,

(a) I tend to repeat all my steps and check my work carefully.
(b) I find checking my work tiresome and have to force myself to

do it.
43.

I tend to picture places I have been

(a) easily and fairly accurately.
(b) with difficulty and without much detail.

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The impact of personalized learning on students experience at Coventry

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44. When solving problems in a group, I would be more likely to

(a) think of the steps in the solution process.
(b) think of possible consequences or applications of the solution
in a wide range of areas.

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The impact of personalized learning on students experience at Coventry

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