Features and trends of personalised learning: a review of journal publications from 2001 to 2018

ABSTRACT

This paper provides a comprehensive review of the features and trends of personalised learning. The review covers a total of 203 journal articles collected from Scopus, which were published from 2001 to 2018 and involved personalised learning practices. Comparing the practices between 2001–2009 and 2010–2018, there was a clear trend that they became more diversified in terms of the educational levels and modes of education, as well as the means to achieve personalised learning, their objectives and the devices used. In most practices, the use of technology was clearly emphasised, such as various intelligent learning/tutoring systems, mobile devices, learning analytics, and augmented/virtual reality applications. Learning methods, materials and the time and places for learning were the aspects most frequently addressed. The objectives of the practices focused mainly on increasing learning effectiveness, followed by enhancing learners’ motivation, engagement and satisfaction. The factors leading to successful personalised learning were identified from the articles reviewed, among which most factors were related to learners’ characteristics, learning progress and technology. Research issues which need further investigation are recommended, particularly on the challenges arising from the adoption of emerging technologies, and the changing role of teachers in the trend towards student-centred personalised learning.

KEYWORDS:

• Personalised learning
• differentiated learning
• technology-assisted learning
• student-centred learning

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1 Based on the results from searching journal articles on 17 December 2019, using the keywords “personalisation” and “education” in social sciences disciplines.

Additional information

Notes on contributors

Kam Cheong Li

Kam Cheong Li is Director of Research at the Open University of Hong Kong. He is an active researcher in open and distance education and technology-enhanced teaching for more than two decades. His current research interests lie in learning analytics, innovative pedagogy and modes of university education.

Billy Tak-Ming Wong

Billy Tak-Ming Wong is Research Coordinator at the Open University of Hong Kong. He has been involved in various research projects related to technology-enhanced education. His research areas include mobile learning, computer-enhanced learning and academic analytics.