Review article
https://doi.org/10.59549/n.164.3-4.7
New media, individualised teaching, and personalised learning: the elaboration and recapitulation of the historic didactic aspiration in the digital age
Tomislav Topolovčan
orcid.org/0009-0005-8813-9465
; Faculty of Teacher Education University of Zagreb
Supplements: 07 Abstract toplovcan.pdf
Abstract
The paper uses theoretical comparative and historical methodological approaches
to critically elaborate on the features of the new (digital) media, individualised
teaching, and personalised learning. The relationship between the
concepts and definitions of individualised teaching and personalised learning
has been analysed. The didactic possibilities of teaching with the use of new
media were analysed in more detail. By synthesising the deconstructed concepts,
one can state that individualised teaching and personalised learning
are the elements of the constructivist teaching paradigm, but they can be
theoretically and practically differentiated. The educational benefit to students
is evident in individualised teaching and personalised learning with the use
of new media. This makes learning possible anytime and anywhere in student-
centred teaching arrangements. This confirms that learning with the use
of new media (especially the possibilities of artificial intelligence) contributes
to the relativization of the importance of formal education in favour of informal
education and informal learning, where individualisation of work and personalisation
of learning represent the immanent elements.
Keywords
didactics; digital media; individualised teaching; lifelong learning; personalised learning; school; student-centred teaching
Hrčak ID:
311310
URI
Publication date:
13.12.2023.
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