Personalized Learning Strategies A Comparative Study Between Gifted and Non-Gifted Students

Abstract

The present paper will examine individualized learning models of gifted and non-gifted students through integrating the theoretical perspectives of self-managed learning with Knowledge Management. As the autonomy of learners and the adaptive learning processes continue to assume a more prominent role in modern education, the concept of Knowledge Management can be viewed as a profitable conceptual frame within the context of which we can observe how learners construct, systematize, store, share and use knowledge in the academic environment. This research is based on Purdie self-regulated learning model, which examines four main aspects of learning behavior of students: goal setting and planning, keeping records and monitoring, rehearsing and memorizing, and seeking social assistance. A sample of 220 tenth grade students in Jeddah city (110 gifted students in the Mawahib Classroom Program, 110 non-gifted students in regular schools) was used to collect data using a descriptive comparative design. The findings show that more individualized strategies of learning are used by gifted students in general, and the most popular ones are rehearsing and memorizing, keeping records and monitoring, setting and planning goals and getting social assistance. Statistical analysis also shows that there are significant differences between the gifted and non-gifted students in the dimensions of goal setting and planning, keeping records and monitoring and no significant differences at all in the dimensions of rehearsing and memorizing and seeking social assistance. In terms of Knowledge Management, these results suggest that gifted learners are more capable of organizing, monitoring and utilizing knowledge in the learning processes. The research adds value to the literature since the personalized learning strategies are not only introduced as self-regulatory behavior, but also as the forms of learning as expressions of Knowledge Management practice. It concludes that integration of Knowledge Management principles in class instruction may serve to enhance learning independence of students, boost academic development, and develop more efficient individualized learning environments.