Personalized Learning: A Meta-Analysis

Abstract

Personalized learning has no agreed upon definition, models, or systemization of how to employ it. There is even variation in concerning its benefits. This research attempts build an understanding of personalized learning based on the existent literature. Using qualitative content analysis methods, dissertations from the past ten years were selected, narrowed down, and analyzed using NVivo 12. The findings will prompt a further understanding of personalized learning and give school systems a place to start when attempting an implementation plan.