인문학
사회과학
자연과학
공학
의약학
농수해양학
예술체육학
복합학
DBpia AI
AI 에이전트
AI 아이디어
AI 리더
AI 뷰어
Citeasy
크롬 서지관리 다운로드
지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 발행연도
- 2025.10
- 수록면
- 194 - 199 (6page)
- DOI
- 10.17496/kmer.25.028
이용수
초록· 키워드
This paper distinguishes among individualization, differentiation, and personalization in education, drawing on the framework proposed by the U.S. Department of Education. Although these terms are often used interchangeably as alternatives to the “one-size-fits-all” approach, few studies have explicitly sought to differentiate them. Individualization and differentiation focus on adapting instruction to students’ differences to achieve predetermined learning goals, as exemplified by Bloom’s mastery learning. In contrast, personalized learning emphasizes emergent learning goals that arise from each student’s unique characteristics, varying not only in goals but also in content, methods, and pace. Nonetheless, the distinction between personalization and the former two approaches based on a shift from fixed to emergent goals can be debatable due to its diverse theoretical foundations. Despite ongoing conceptual debates, personalized learning has garnered increasing attention in health sciences higher education because of its potential to enhance engagement and outcomes by addressing diverse learner needs. Technological advances may help overcome persistent challenges—such as assessing individual learning needs, staff shortages, limited resources, and the need for faculty development—that hinder the implementation of personalized learning. Nonetheless, in medical education, technology has often neglected individual learner differences, prompting calls for more adaptive, learner-responsive content. At the same time, the promise of personalized learning is tempered by concerns over inaccuracy, misinformation, digital inequality, privacy risks, the commercialization of education, and the persistence of behaviorist paradigms under new guises. This double-edged nature of personalized learning underscores the importance of critical reflection on its implementation and impact rather than its wholesale endorsement or rejection.
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