|Institution:||University of Canterbury|
|Full text PDF:||http://hdl.handle.net/10092/14631|
Personalised learning is being promoted in New Zealand and around the world as one of the key components of a future-focussed education system. Although it is conceptualised and implemented in many different ways, it appears that the common aim of personalised learning is to tailor the education system to meet all students diverse needs. While, or possibly because, most educators would support such an aim for education, there is very little research concerning its effectiveness. Studies have also shown that personalised learning is understood and implemented by teachers in multiple different ways. This literature review examines various conceptualisations of personalised learning and their effect on students learning. Both benefits and detriments to students achievement and engagement are identified and discussed in this review. The inconsistent findings suggest that ambiguities in the concept of personalised learning need to be addressed and further research done into its effects on students learning.