Managers’, teachers’ and learners’ perceptions of personalised learning: evidence from Impact 2007

Abstract

The opening premise of this paper is that education must change but that the nature and direction of that change is uncertain. In England, but not necessarily the UK as a whole, the policy is to produce a more personalised learning experience for all pupils. The policy of personalisation is to be delivered in part by increased use of digital technologies in our schools. While few would disagree with this educational aim, to deliver on that aim there needs to be a level of agreement as to the meaning of personalisation. The personalisation of learning and self‐regulated learning are overlapping concepts. While the former acts at the operational level, that is it is the support provided by others to the learner, self‐regulation and metacognitive awareness are subsumed under the individual. The Impact 2007 study explored the understanding of personalisation by key educational stakeholders, that is policy makers, schools managers, teachers and of course the pupils. The study found disparities in the perceptions of the nature and level of personalisation by these key groups, which question the delivery of this core government policy.

Keywords:

• primary
• secondary
• self‐regulated learning
• personalised learning
• ICT

Notes

1. The Impact 2007 Team: Jean Underwood, Thomas Baguley, Phil Banyard, Emily Coyne, Lee Farrington‐Flint (Nottingham Trent University) and Ian Selwood (Birmingham University).

2. Impact 2007 is a research project funded by the British Educational Communications and Technology Agency (Becta).