Answering the Question: Student Perceptions of Personalized Education and the Construct's Relationship to Learning Outcomes

Abstract

The primary objective of the present investigation was to learn what college teachers say and do to create student perceptions of “personalized education,” and to identify any meaningful factor structure underlying these categories of personalized education characteristics. Additionally, this study was designed to identify how the personalized education construct, as it is perceived by students, may be conceptually and theoretically linked to other instructional communication variables and to establish concurrent validity of a measure of personalized education. Finally, this study examined the relationship between personalized education and learning outcomes. Results should demonstrate the role of instructional communication scholarship in institutional and faculty efforts to create systematic and effective personalized educational experiences for students.

Keywords:

• Personalized Education
• Teacher Immediacy
• Extra-Class Communication
• Mentoring
• Cognitive Learning
• Affective Learning

Notes

1. These data should be interpreted cautiously; Bippus et al. (2003) found that students were typically wrong when estimating instructor rank. Although Bippus et al. developed a method for checking the validity of student perceptions, the author's Institutional Review Board did not approve the use of the Bippus et al. procedure due to issues associated with teacher evaluation and privacy policies at that institution.

Additional information

Notes on contributors

Jennifer H. Waldeck

Jennifer H. Waldeck is at Chapman University