A Large Scale Project to Develop Personalized Learning Pathways at a University

Traditionally, online learning has been limited to written lectures, readings, discussions, and assignments with an occasional video presentation or simulation included due to the limitations of technology (Kirkwood & Price, 2013). While this form of learning has served the online environment well, the process does not address individual student learning needs. Literature has long suggested that students learn differently and bring different kinds of knowledge to each course (Anderson & Adams, 1981). In the online environment there is lower retention and CSU-Global started this project believing that better student interaction with the materials and the faculty would increase retention by giving the students a more personalized approach (Bawa, 2016).

Two years ago, CSU-Global, a totally online institution, made a strategic decision to develop multiple pathways for students in every course to enhance student learning and give students the opportunity to navigate the information in the course in a way that suited their needs and their personal learning style. Research suggested that adaptive learning, or personalized learning, often supported in K-12 education, continued with adult learners, especially college students. Personalized learning allows students to determine if they already know enough of the subject to meet the outcomes, offer opportunities to explore a subject more deeply, and get support when they need it through additional materials. This article documents the success of changing courses so that students are engaged and their retention and grades increase while giving each student the opportunity to experience a personalized learning pathway.

Online Journal of Distance Learning Administration