Relevant bibliographies by topics / Individualized learning

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Individualized learning'

Author: Grafiati
Published: 4 June 2021
Last updated: 26 July 2025

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Journal articles on the topic "Individualized learning"

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Shen, Jieli, Regina Y. Liu, and Min-ge Xie. "iFusion: Individualized Fusion Learning." Journal of the American Statistical Association 115, no. 531 (2019): 1251–67. http://dx.doi.org/10.1080/01621459.2019.1672557.

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Maniezzo, Vittorio, and Tingting Zhou. "Learning Individualized Hyperparameter Settings." Algorithms 16, no. 6 (2023): 267. http://dx.doi.org/10.3390/a16060267.

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The performance of optimization algorithms, and consequently of AI/machine learning solutions, is strongly influenced by the setting of their hyperparameters. Over the last decades, a rich literature has developed proposing methods to automatically determine the parameter setting for a problem of interest, aiming at either robust or instance-specific settings. Robust setting optimization is already a mature area of research, while instance-level setting is still in its infancy, with contributions mainly dealing with algorithm selection. The work reported in this paper belongs to the latter cat
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Hackmann, Donald G., Joel R. Malin, Asia N. Fuller Hamilton, and Laura O’Donnell. "Supporting Personalized Learning through Individualized Learning Plans." Clearing House: A Journal of Educational Strategies, Issues and Ideas 92, no. 1-2 (2019): 63–70. http://dx.doi.org/10.1080/00098655.2019.1571990.

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Slavin, Robert E. "Cooperative Learning and Individualized Instruction." Arithmetic Teacher 35, no. 3 (1987): 14–16. http://dx.doi.org/10.5951/at.35.3.0014.

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한병선. "Individualized Learning in Geography Education." Journal of the Association of Korean Photo-Geographers 17, no. 1 (2007): 91–98. http://dx.doi.org/10.35149/jakpg.2007.17.1.008.

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Fan, Zizhu, and Ming Ni. "Individualized boosting learning for classification." Optik 126, no. 24 (2015): 5733–39. http://dx.doi.org/10.1016/j.ijleo.2015.08.153.

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Sorin, Cristea. "Individualized Teaching." Journal of Educational Theory and Practice DIDACTICA PRO... 18, no. 6 (112) (2018): 54–56. https://doi.org/10.5281/zenodo.3461689.

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Individualized teaching represents a general principle that regulates teaching activity in the context of any form of organization: formal and nonformal; frontal, microgroup, and individual; lessons etc. Its sphere of reference includes all actions subordinate to instructional activity: teaching, learning, and assessment. At curriculum project level, what becomes crucial is the action of individualized learning, which is didactically tied to that of individualized teaching (fulfilled by the common rapport and repertoire between teacher and students) and individualized asses
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Miao, Feng, Qiang Zhang, and Jun Yan. "Exploring the Effectiveness of Individualized Learning Trajectories in University Smart Sports Education Classrooms: A Design and Implementation Study." Journal of Social Science Humanities and Literature 6, no. 5 (2023): 67–73. http://dx.doi.org/10.53469/jsshl.2023.06(05).10.

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This study explores the design and implementation of individualized learning trajectories in university smart sports education classrooms, providing theoretical and practical guidance for constructing a more intelligent and personalized physical education environment. The importance of individualized learning trajectory design in the field of physical education is introduced, and the key role of artificial intelligence technology in individualized learning is discussed. The theoretical foundation and application of individualized learning in university smart sports education classrooms are dis
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Fauziati, Endang. "Promoting Learners` Autonomy Through Individualized Learning." Lingua Cultura 1, no. 2 (2007): 105. http://dx.doi.org/10.21512/lc.v1i2.316.

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Article basically tries to explore the concept of individualized learning applicable in teaching learning process which can enhance learners’ autonomy and provides a brief practical guidance on how to put this concept into classroom practices. There are at least five underlying assumptions of learning based on this concept, namely: different learning styles, a variety of sources, teacher as facilitator, integrated learning tasks, and different learning goals. It can be concluded that classroom practices designed based on these concepts can improve learners’ autonomy, such as grouping, projects
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Suydam, Marilyn N. "Research Report: Individualized or Cooperative Learning." Arithmetic Teacher 32, no. 8 (1985): 39. http://dx.doi.org/10.5951/at.32.8.0039.

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From a recent study comes the conclusion that individualization of mathematics instruction using programmed materials with individuals or cooperative learning teams can be effective and manageable by a single teacher without an aide (Slavin, Leavy, and Madden 1984).
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Dissertations / Theses on the topic "Individualized learning"

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Chen, Yang. "Improving student model for individualized learning." Thesis, Paris 6, 2015. http://www.theses.fr/2015PA066655/document.

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Les Environnements Informatiques pour l'Apprentissage Humain ont été utilisés pour améliorer l'apprentissage humain. Ils visent à accroître la performance des élèves en fournissant un enseignement individualisé. Il a été reconnu que l'apprentissage individualisé est plus efficace que l'apprentissage classique. L'utilisation de modèles d'étudiants pour capturer les connaissances des élèves sous-tend l'apprentissage individualisé. Différents modèles d'étudiants ont été proposés. Toutefois, une partie des informations de diagnostic issues du comportement des élèves est généralement ignorée par ce
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Chen, Yang. "Improving student model for individualized learning." Electronic Thesis or Diss., Paris 6, 2015. http://www.theses.fr/2015PA066655.

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Les Environnements Informatiques pour l'Apprentissage Humain ont été utilisés pour améliorer l'apprentissage humain. Ils visent à accroître la performance des élèves en fournissant un enseignement individualisé. Il a été reconnu que l'apprentissage individualisé est plus efficace que l'apprentissage classique. L'utilisation de modèles d'étudiants pour capturer les connaissances des élèves sous-tend l'apprentissage individualisé. Différents modèles d'étudiants ont été proposés. Toutefois, une partie des informations de diagnostic issues du comportement des élèves est généralement ignorée par ce
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Lindberg, David Seaman III. "Enhancing Individualized Instruction through Hidden Markov Models." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1405350981.

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D'Anna, Laura Lee. "Impact of Individualized Learning Plans on Educational Completion Among Incarcerated Youth." ScholarWorks, 2018. http://scholarworks.waldenu.edu/dissertations/4963.

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Interruptions to juvenile detainees' education often delay their progress toward high school completion. Implementing an individualized learning plan (ILP) has been suggested as a solution to this problem. The purpose of this case study was to explore how ILPs facilitate attainment of graduation among incarcerated youth. The study was guided by the Washington State legislative framework for individualized learning plans and the efforts of the Office of Juvenile Justice and Delinquency to increase educational opportunities. Three research questions were formulated to explore perceptions of loca
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Mewes, Jennifer Robyn. "Evaluating the effectiveness of an individualized learning program for student athletes." Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/280199.

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This investigation analyzed the use of an individualized learning program to improve academic performance. College freshmen student athletes were matched on standardized test scores and randomly assigned to two groups. One group participated in the Individualized Learning Program, and a second group served as a comparison group who participated in a traditional study hall program. All students were pre-tested using the Nelson Denny Reading Test, the Mather-Woodcock Group Writing Test, and the Learning and Study Strategies Inventory (LASSI). Students in the Individualized Learning Program recei
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Schnaiberg, Romy S. (Romy Sue). "An evaluation of a multidimensional intervention for learning disabled adolescents /." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=59639.

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Meeting the needs of the Learning Disabled has become one of the most researched and documented areas in special education. Individualized programs which incorporate components to promote motivation, skill building, skill generalization and strategy use, and social competence have been called for in the literature (Deshler, Schumaker, Lenz, & Ellis, 1984), however, there have been remarkably few evaluations of such programs (Horn, O'Donnell, & Vitulano, 1983).<br>This study evaluated a multidimensional intervention program using the objectives-oriented method. The Kaufman Test of Educational A
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Haile, Leslie Christine. "The effect of individualized versus cooperative learning on achievement and task performance." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1269.

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The present study investigates whether individuals who are trained in groups will benefit from a more enhanced facilitation of the information than those trained in a more traditional, individualistic, classroom setting. Participants who learn in a cooperative, group setting are expected to exhibit better performance on a subsequent knowledge test than participants who learn individually.
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Storti, Tiago Perestrelo. "O ensino individualizado: a educação matemática na relação aluno-professor." Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-16122010-100722/.

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O presente trabalho consiste em analisar a importância do ensino individualizado na Educação Matemática, tomando-se como base para esse estudo o Plantão de Dúvidas (período de atendimento aos alunos fora do horário regular de aulas). Tal ensino permite um aprofundamento na relação aluno-professor e preza pela singularidade de cada aluno, respeitando o modo único de pensar e de aprender de cada um. Pretende-se, portanto, compreender como o ensino individualizado ajuda o aluno em seu aprendizado através de questionários a alunos e professores plantonistas, a fim de que sejam ressaltadas as princ
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Cline, Patricia L. "The effects of modifying teaching methods to accommodate student learning styles." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999clinep.pdf.

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Stockwell, Glenda, Beth Anne Fox, and Reid Blackwelder. "Goal Directed Learning: Early Assessment And Individualized Education Plans for Family Medicine Interns." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/6928.

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Books on the topic "Individualized learning"

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Wilberg, Peter. Business English: An individualized learning programme. LanguageTeaching Publications, 1990.

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1960-, Webster Mark, ed. Personalised learning: Taking choice seriously. Educational Heretics Press, 2008.

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Anderson, Geoff. Learning contracts. Kogan Page, 1996.

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D, Bailey Gerald, ed. Computer-based integrated learning systems. Educational Technology Publications, 1993.

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Cope, Bill. Ubiquitous learning. University of Illinois Press, 2009.

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Reiff, Judith Campbell. Learning styles. NEA Professional Library, National Education Association, 1992.

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Reiff, Judith Campbell. Learning styles. NEA Professional Library, National Education Association, 1992.

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1972-, Roberts Jen, ed. Power up: Making the shift to 1:1 teaching and learning. Stenhouse Publishers, 2015.

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Bonazza, Vincenzo. Individualizzare l'istruzione: Una scuola a misura d'allievo. Anicia, 2006.

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Bill, Cope, and Kalantzis Mary, eds. Ubiquitous learning. University of Illinois Press, 2010.

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Book chapters on the topic "Individualized learning"

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Neugebauer, Romain, Michael J. Silverberg, and Mark J. van der Laan. "Individualized Antiretroviral Initiation Rules." In Targeted Learning. Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-9782-1_26.

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Jeger, Kerstin. "Preface: Individualized Digital Learning." In Digital Marketplaces Unleashed. Springer Berlin Heidelberg, 2017. http://dx.doi.org/10.1007/978-3-662-49275-8_12.

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Wu, Rongling, Mengmeng Sang, and Li Feng. "Learning Individualized Pharmacogenetic Networks." In Quantitative Methods for Precision Medicine. Chapman and Hall/CRC, 2022. http://dx.doi.org/10.1201/9780429171512-9.

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Sharif, Muddsair, and Dieter Uckelmann. "KNIGHT: Machine Learning Methods to Enhance Individualized Learning." In Lecture Notes on Data Engineering and Communications Technologies. Springer Nature Singapore, 2025. https://doi.org/10.1007/978-981-97-9255-9_22.

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Bull, Susan. "Individualized Recommendations for Learning Strategy Use." In Intelligent Tutoring Systems. Springer Berlin Heidelberg, 2000. http://dx.doi.org/10.1007/3-540-45108-0_63.

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Bohonos, Jeremy W., Esther S. Pippins, Eboni Henderson, and Sandra Montalvo. "Learning Contracts, Individualized Learning Agreements, and Personal Development Plans." In Methods for Facilitating Adult Learning. Routledge, 2024. http://dx.doi.org/10.4324/9781003446019-14.

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Khan, Safdar Sardar, and Sunil Patil. "Deep Learning-Based System for Individualized Recommendations." In Data-Intensive Research. Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-99-9179-2_46.

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Chow, Daryl, Scott D. Miller, and Mark A. Hubble. "Identifying and refining your individualized learning objective." In Field guide to better results: Evidence-based exercises to improve therapeutic effectiveness. American Psychological Association, 2023. http://dx.doi.org/10.1037/0000358-003.

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Jakobsen, Markus Maageng, Mads Nyborg, and Andrea Valente. "Towards a New Tool for Individualized Content Delivery in Classrooms." In Learning and Collaboration Technologies: New Challenges and Learning Experiences. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77889-7_4.

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Ma, Jianhui, Ti Bai, Dan Nguyen, et al. "Individualized 3D Dose Distribution Prediction Using Deep Learning." In Artificial Intelligence in Radiation Therapy. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-32486-5_14.

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Conference papers on the topic "Individualized learning"

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Mo, Qi, and Ze Han. "Difficulty Prediction and Individualized Matching AKT." In 2024 International Conference on Image Processing, Computer Vision and Machine Learning (ICICML). IEEE, 2024. https://doi.org/10.1109/icicml63543.2024.10957973.

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Maruko, Keiya, Lin Shengkai, Kousuke Mouri, Masaru Okamoto, and Yukihiro Matsubara. "Development of Virtual Space for Individualized and Optimal Learning." In 2024 16th IIAI International Congress on Advanced Applied Informatics (IIAI-AAI). IEEE, 2024. http://dx.doi.org/10.1109/iiai-aai63651.2024.00125.

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Li, Yan. "Precise Push Approach for Individualized Teaching Materials using Learning Object Metadata." In 2024 Second International Conference on Networks, Multimedia and Information Technology (NMITCON). IEEE, 2024. http://dx.doi.org/10.1109/nmitcon62075.2024.10698937.

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Horinouchi, Takahito, Shin Wakitani, Tomohiro Hayashida, Takuya Kinoshita, and Kento Tsutsumi. "WIP: Study on a Data-Driven Adaptive Learning Support System Design for Individualized Optimal Learning." In 2024 IEEE Frontiers in Education Conference (FIE). IEEE, 2024. https://doi.org/10.1109/fie61694.2024.10893116.

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Verbesselt, Tom, Koen DePryck, and Debra De Pryck. "THE NEED FOR ONBOARDING, INDIVIDUALIZED LEARNING, AND MENTORSHIP IN TRAINING ADULT EDUCATORS FOR DISTANCE EDUCATION: INSIGHTS FROM A COMPETENCY-BASED APPROACH." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.1632.

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Chen, Yu, Gong Chen, Jing Ye, Xiangjun Qiu, and Xiang Li. "Safe and Individualized Motion Planning for Upper-limb Exoskeleton Robots Using Human Demonstration and Interactive Learning." In 2024 IEEE International Conference on Robotics and Automation (ICRA). IEEE, 2024. http://dx.doi.org/10.1109/icra57147.2024.10610552.

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Scutaru, Gheorghe, Elena Cocorada, Mariela Pavalache, Anna Marina Scapolla, Massimo Mustica, and Dominic Kristaly. "Enhanced individualized learning environment." In the 1st ACM international conference. ACM Press, 2008. http://dx.doi.org/10.1145/1389586.1389654.

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Zhang, Xiaoyan, Lufeng Cao, and Yipeng Yin. "Individualized learning through MOOC." In the 2016 International Conference. ACM Press, 2016. http://dx.doi.org/10.1145/3028842.3028855.

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Simonova, Ivana, Petra Poulova, and Pavel Kriz. "E-application for individualized e-learning." In 2013 International Conference on Interactive Collaborative Learning (ICL). IEEE, 2013. http://dx.doi.org/10.1109/icl.2013.6644688.

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Simonova, Ivana, and Petra Poulova. "E-application for individualized e-learning." In 2013 IEEE 11th International Conference on Emerging eLearning Technologies and Applications (ICETA). IEEE, 2013. http://dx.doi.org/10.1109/iceta.2013.6674457.

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Reports on the topic "Individualized learning"

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Willis, Matt, Eilish Marie Tucker, Elaine Marie Raybourn, Matthew R. Glickman, and Nathan Fabian. Real-time individualized training vectors for experiential learning. Office of Scientific and Technical Information (OSTI), 2011. http://dx.doi.org/10.2172/1010417.

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Topuzov, O. M., O. V. Malykhin, and N. O. Aristova. Analytical results of the study on the issue "Individualized Learning in the Context of Blended Educational Process Organization in General Secondary Education Institutions" within the framework of the scientific research "Didactic Principles of Learning Individualization in General Secondary Education Institutions": analytical report. The Institute of Pedagogy of the National Academy of Pedagogical Sciences of Ukraine, 2022. https://doi.org/10.32405/individualized-learning-2022-17.

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The aim of the study is to analyze contemporary issues of individualized learning in the context of blended educational process organization in general secondary education institutions, as well as to outline the prospects for its development and practical implementation. The findings identify trends in the transformation of forms, methods, and tools for individualized learning within the framework of blended learning in schools.
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Luke Luna, Christina, and Josh Weisgrau. Exponential Change Brings Exponential Choice: Navigating Life, Learning, and Career. Digital Promise, 2025. https://doi.org/10.51388/20.500.12265/244.

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Success in life and career is often viewed through a narrow lens, but what if we reimagined the pathways that lead there? This work explores a new vision for navigating education and career transitions, emphasizing adaptability, learner agency, and competency-based approaches. Through personal stories and key insights, we examine how K-12 and higher education institutions must evolve to support more flexible, individualized learning experiences. By recognizing the connections between skills, identity, and career growth, we can better equip learners for the complexities of the modern world.
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Frisancho, Verónica, and Matteo Bobba. Learning about Oneself: The Effects of Performance Feedback on School Choice. Inter-American Development Bank, 2016. http://dx.doi.org/10.18235/0011772.

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This paper designs and implements a field experiment that provides students from less advantaged backgrounds with individualized feedback on academicperformance during the transition from middle to high school. The intervention reduces the gap between expected and actual performance, as well as shrinks the variance of individual ability distributions. Guided by a simple Bayesian model, the paper empirically documents the interplay between variance reductions and mean changes of beliefs in shaping curricular choices. The shift in revealed preferences on high school tracks enabled by the interve
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Wasanasomsithi, Punchalee. A case study of Thai ESL learners' language and literacy learning in an authentic situation : opening a bank account. Chulalongkorn University, 2003. https://doi.org/10.58837/chula.res.2003.86.

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Learning is a life-long activity. Whether we are in school or not, we are always learning something for some purpose. In fact, society is a large classroom full of rich resources, which allows us to experience, explore, and experiemnt how second language andn literacy are learned in an authentic situation. The subjects consisted of ten Thai students who were studying English asd a second language and who were enrolled in a graduate program at Indiana University, Bloomington, Indiana, U.S.A. The chosen topic was opening a bank account, one of the shared experiences all foreign students have to
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Teo, Chua Tee, and Khiok Seng Quek. Pedagogical change for training teachers: Adapted flipped classroom approach. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/23256.

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This pilot quasi-experimental project examines the effectiveness of an adapted flipped classroom approach for the teaching of 2 teacher education courses over a semester of 13 weeks. Both the experimental and control groups would be matched at programme level. The control group would be two comparable classes not using the flipped classroom approach but using the didactic or traditional approach of teaching. The flipped classroom approach is also known as the Thayer Method or the inverted classroom or reverse teaching. It involves interactive student-centred engagement pedagogy with individual
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Chea, Sathya, Sopheak Song, and Seyhakunthy Hun. Competency-Based TVET in Cambodia: Promise and Reality. Cambodia Development Resource Institute, 2020. https://doi.org/10.64202/wp.124.202008.

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Modernisation brings new economic and social challenges around the globe. In this era of the knowledge economy, knowledge and skills have become valuable assets for national development. Many countries have been working out how best to enhance their knowledge and skills pool. Focus has recently turned to competency-based training (CBT), which is believed to enrich students with practical competencies relevant to labour market needs and thus enhance their productivity and, ultimately, national economic growth. The CBT is characterised by a student-centred approach and module-based course with a
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