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Communication Education Volume 55, 2006 - Issue 3
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Raising the Question #3

What Does “Personalized Education” Mean for Faculty, and How Should It Serve Our Students?

Jennifer H. WaldeckCorrespondence[email protected]
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Pages 345-352 | Received 27 Mar 2006, Published online: 03 Feb 2007

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Read on this site (8)

Xiaodong Zhang. (2023) Exploring university teachers’ self-directed use of web-based learning in complementing students’ needs: a case study. Interactive Learning Environments 31:3, pages 1437-1447.
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Katrina Roohr, Margarita Olivera-Aguilar, Guangming Ling & Samuel Rikoon. (2019) A multi-level modeling approach to investigating students’ critical thinking at higher education institutions. Assessment & Evaluation in Higher Education 44:6, pages 946-960.
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Zachary W. Goldman, Alan K. Goodboy & Keith Weber. (2017) College Students’ Psychological Needs and Intrinsic Motivation to Learn: An Examination of Self-Determination Theory. Communication Quarterly 65:2, pages 167-191.
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ScottA. Myers & ChristopherJ. Claus. (2012) The Relationship Between Students’ Motives to Communicate With Their Instructors and Classroom Environment. Communication Quarterly 60:3, pages 386-402.
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ReneeA. Meyers & JohnR. Johnson. (2008) Facilitating the Design of a Campus Leadership Team. Communication Education 57:4, pages 472-481.
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JenniferH. Waldeck. (2007) Answering the Question: Student Perceptions of Personalized Education and the Construct's Relationship to Learning Outcomes. Communication Education 56:4, pages 409-432.
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Scott A. Myers. College students’ motives for listening to their instructors. Qualitative Research Reports in Communication 0:0, pages 1-9.
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Kyle R. Vareberg & Carrie Anne Platt. Harnessing the wisdom of YouTube: how self-directed learners achieve personalized learning through technological affordances. Interactive Learning Environments 0:0, pages 1-15.
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Articles from other publishers (11)

Insung Jung. (2024) Personalized Education for All: The Future of Open Universities. Open Praxis 16:1, pages 24-36.
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Natalia Yevdokymova. (2024) The Psychology of Personalized Education: Enhancing Learning through Individualization. SSRN Electronic Journal.
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Ying Zhang, Yi Jin, Zhenrong Xiong, Shing On Leung, Gaowei Chen, Na Li & Bo Li. (2022) Personalized assessment: Applying higher-order cognitive diagnosis models in secondary mathematics. Asian Journal for Mathematics Education 1:4, pages 455-474.
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Seong Jin Kim & Namhun Lee. (2020) Effectiveness of Class Activities in Collaborative Learning Environment in Construction Education. Effectiveness of Class Activities in Collaborative Learning Environment in Construction Education.
Jennifer L. Kirwin, Danielle Burton, Navya Maddali & Michael J. Gonyeau. (2019) Implementation of a research capstone course with expanded flexibility. Currents in Pharmacy Teaching and Learning 11:1, pages 81-86.
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Iryna Ashby, Secil Caskurlu & Marisa Exter. (2018) Evolving roles of faculty at an emerging hybrid competency‐based transdisciplinary program. The Journal of Competency-Based Education 3:1.
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Heidi L. Lujan & Stephen E. DiCarlo. (2017) A personal connection: Promoting positive attitudes towards teaching and learning. Anatomical Sciences Education 10:5, pages 503-507.
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Joellen E. Coryell & Monica Fedeli. (2015) Investigating teaching and learning methods in Italian universities and beyond. The quest to improve and share practices and strategies in the international higher education context. EDUCATIONAL REFLECTIVE PRACTICES:2, pages 35-50.
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R. Trevor Hall. (2015) Using Q-methodology to Better Understand Student Learning Styles. Asia Pacific Media Educator 24:2, pages 187-207.
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Lauren Chapman & Larry Ludlow. (2010) Can Downsizing College Class Sizes Augment Student Outcomes? An Investigation of the Effects of Class Size on Student Learning. The Journal of General Education 59:2, pages 105-123.
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Dominique Verpoorten, Christian Glahn, Milos Kravcik, Stefaan Ternier & Marcus Specht. 2009. Learning in the Synergy of Multiple Disciplines. Learning in the Synergy of Multiple Disciplines 52 66 .

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