Personalized learning is often equated with individual learning using technology. Yet for many students, learning on their own may not effectively meet their needs. The aim of this study was to explore racial differences in experiences and benefits associated with collaboration.
The study posed three research questions:
- What are the relationships among opportunities for collaboration, classroom experiences, and outcomes, particularly for students who identify as Black?
- To what extent do students have opportunities to participate in high-quality collaborative learning experiences?
- What contextual, school-level factors do teachers identify as helping or hindering their ability to provide opportunities for high-quality collaboration in diverse, student-centered classrooms?
AIR collected data from a variety of sources for students, teachers, and classrooms within four racially diverse high schools that emphasized both personalization and collaboration. Overall, data were collected from 892 students, 138 teachers, and 30 classrooms.
The study offers evidence of the benefits of collaboration for student learning. In addition, it reveals some of the distinct ways in which collaboration is linked to students’ perceptions of personalization in the classroom, and how Black students benefit from and experience collaboration differently from White and other non-Black students.
This study was funded by the Jobs for the Future Student-Centered Research Collaborative.