Does an individualized learning design improve university student online learning? A randomized field experiment
作者：
Highlights：
• University courses often ignore student heterogeneity.
• This intervention study reports on an individualized learning design for online teaching in higher education.
• We investigate effects on motivation, performance, and professional development in teacher students.
• The intervention positively affected the self-concepts of effort avoidant students.
• The intervention also positively impacted students' attitudes and self-efficacy towards inclusive education.
摘要
•University courses often ignore student heterogeneity.•This intervention study reports on an individualized learning design for online teaching in higher education.•We investigate effects on motivation, performance, and professional development in teacher students.•The intervention positively affected the self-concepts of effort avoidant students.•The intervention also positively impacted students' attitudes and self-efficacy towards inclusive education.
论文关键词：Individualized learning design,Online learning,Student motivation,Performance,Attitudes towards inclusive education,Teacher students
论文评审过程：Received 16 October 2020, Revised 27 March 2021, Accepted 5 April 2021, Available online 19 April 2021, Version of Record 27 April 2021.
论文官网地址：https://doi.org/10.1016/j.chb.2021.106819
