Self-paced Learning Systems are created to allows for instructors to optimize the learning experience for each individual student. Self-paced learning systems offer flexibility in the delivery, pace, and timing of instruction. These systems go beyond the traditional classroom as they enable knowledge to be transmitted seamlessly to those who need it (Magill,2008). In some instances, the learner controls their learning process and have to be willing to learn. On the contrary, some self-paced learning systems are still controlled by the instructor. Self-paced Learning Systems mix the traditional instructional model with an asynchronous computer-based discussion. Self-paced learning systems allow for true student-centered learning on each and every topic. 

For decades, scholars, administrators, and teachers have discussed the need for differentiation within our classrooms. Yet today, we are faced with the Common Core Standards which were designed to develop creative, critical thinkers that will be college or career ready. As we all know, every student is unique and comes from a different background. Gregory and Chapman explain in their book Differentiated Instructional Strategies: One Size Doesn't Fit All, that now in the 21st century our students are linguistically, culturally, and cognitively different from one another (2012). We gain and comprehend knowledge when we connect with our life experiences. Yet, we have students sitting in front of us with a variety of life experiences. Teachers are now faced with a dilemma. Teachers know the content and concepts they are responsible for delivering to the students, yet they need to reach each individual student. Differentiation is a philosophy. Differentiation is the idea that we can plan strategically to reach each individual student and meet their needs in order for them to succeed (Chapman and Gregory, 2012). Differentiation is not a tool or resource that is handed to a teacher. Teachers have been modifying assignments, accommodating for student needs, and supplementing materials for centuries. Chapman and Gregory have outlined the ideology of these teachers:  

• All students have areas of strengths.
• All students have areas that need to be strengthened.
• Each student’s brain is as unique as a fingerprint.
• It is never too late to learn.
• When bringing a new topic, students bring their prior knowledge base and experience to the learning.
• Emotions, attitudes, and feelings affect learning.
• All students can learn.
• Students learn in different ways at different times.

Clearly, differentiation is not new, yet our students’ life experiences are new. Each year teachers have new students and each year teachers analyze data to create a personalized learning plan for each individual student. Self-paced learning systems allow for students to progress at their own pace, develop their personal strengths and weaknesses.

In a Self-paced Learning System the learning is active rather than passive. John Dewey, the American founder of Progressive Education, questioned the traditional organization of a classroom in which the teacher is at the center, and the textbook is the chief reputation of the knowledge that must be memorized. The traditional classroom was constricted to the time of the school day, proximity to school, and information deemed important. Dewey explained that the content delivered was knowledge that was pre-determined, and it was the teacher’s role to transmit this knowledge to a new generation (Cope and Kalantzis, 2012). The leaders of the Progressive Education era focused their energy on reforming American education to respect and recognized students’ individual abilities, interests, and needs while developing critical thinkers that would participate effectively in their community. As Dewey began this movement with his works The School and Society and The Child and the Curriculum, he was joined by many others. In the 1920’s Margaret Naumburg published The Child and the World. In both the “postmodern” age and the 1920’s educators and scholars have focused creating a platform for students to succeed in changing world in which they have a critical role in society. In our current world, these ideas of individualized, self-paced learning environments descend from Dewey’s theories. As scholars, researchers, and educators work to create a learning process for students of the twenty-first century, Dewey’s ideas of a meaningful education still apply.

 

From the point of view of the teacher:

To begin, in a self-paced learning system the teacher is still responsible for delivering the appropriate content and concepts to their students. The teacher takes on the role of a facilitator. The students interact with information differently, and that is where differentiation comes in. Teachers have access to the following through self-paced learning systems:

• Student profiles: Teachers can spend time analyzing each individual’s updates, strengths, weaknesses, and goals. Teachers can conference with students and supplement materials for each individual.
• Personal learning paths: Teachers can create a personalized learning path with a end product in sight for each student. Some students will need to review content over and over, while others can complete extension activities and move forward in their learning.  
• Assessment: Teachers will have access to monitor student progress continually, which will allow for modifications to their learning path. We need assessment data in order to check for understanding and mastery, but when we need to move on in a traditional classroom students do not always get the opportunity to truly master a concept.
• Flexibility: As mentioned in the educational challenge, students will be able to access information and lessons at anytime. Students can complete their assessments and assignments at their own speed when they feel they are ready.

From the point of view of the student:

Students log into a system or have an online location where they can see what is expected of them. There are clear expectations of what they are to accomplish with rubrics as to what is being assessed. Students that have participated in Next Generation Learning have reported the following (NextGen Learning, 2015):

• Personalized to the ways I learn best
• Flexible so that I can try different ways to learn
• Interactive and engaging so that I participate in the learning
• Relevant to the life I’d like to lead
• Organized around my own progress against goals I understand
• Constantly informed by different ways of demonstrating and measuring my progress
• Collaborative with teachers and peers, unlimited by proximity

Agile and supportive when I need extra help

Challenging but achievable, with opportunities to become expert in an area of interest

Available to me as much as it is to every other student

Students understand why they are completing their assignments, and they appreciate that they can refer back to information or find additional information when they need it. Students are engaged in their learning as they progress through and constantly can see their success. Instant feedback and the sense of accomplishment allow students to truly master concepts. Self-paced learning systems also allow for student choice as they are working independently and moving at their own pace.

 

Today, we see Self-Paced Learning Systems implemented in the academic settings, the business world, and government agencies. Technology has allowed for us to recreate our traditional classrooms on a digital platform, but relinquishing the control to allow students to control their own learning process is much different. In a true Self-Paced Learning System the learner is rewarded for their skills acquired, and they can then move forward when completing a task. This opens the door for students to explore, innovate, and truly motivate themselves.

In the K-12 realm, Self-Paced Learning Systems are not utilized as much as with adult learners. Next Generation Learning Challenges (NGLC) is one program that currently provides platforms for students to partake in a true Self-Paced Learning environment. Their goal is to create opportunities for students to reach college and beyond. NGLC states in their program's guidlines that technology is currently an integral part of our students’ lives, and it will be in their future. Interestingly, the program’s guiding principle is "People First". Self-paced learning emphasizes that we have diverse learners in our classrooms, and we can truly differentiate and provide a flexible learning system for each individual student.  

Next Generation Learning Challenges does not only define their programs as Competency-based learning, but also they look for opportunities to expose students to Deeper Learning. Their website listed the following: 

              NGLC explores opportunities to engage students in deeper learning, which the Hewlett             Foundation defines as including:

• Mastery of core academic content
• Critical thinking and problem solving
• Collaboration
• Effective communication
• Self-directed learning
• An academic mindset, or a strong believe in oneself

Therefore, the Self-paced Learning System is preparing students to master the required curriculum and skills and choose their own focus for their Deeper Learning. 

Another program that has created a true, self-paced learning system for K-12 schools is ReDesign. ReDesign defines themselves as:

reDesign is committed to creating learning communities where adults and young people:
- Own their learning process
- Exercise choice
- Nurture a powerful voice
- Engage deeply with challenging academic material
- Collaborate on important work
- Believe in their own efficacy
- Make life choices  that support their continued growth and learning

 

As this company states their approach, their website states, “Because you are transforming what teaching and learning can be” (reDesign, 2015).

Both of these specific examples reiterate the idea they these programs are “mastery-based”. Meaning, the teachers are truly able to allow students to master the necessary concepts and skills.

 

Looking at a variety of resouces, there are many benefits of self-paced learning systems, but it is important to look at the cons as well. The University of Washington outlined a variety of pros and cons on this topic in their article "Leading change in public higher education" (2013). 

Pros: 

• Convenience: Students can complete their work when they are focused and ready to learn. This system teaches individuals to become self disciplined and to create a work/home balance. 
• Motivation: Students may find asynchronous courses more motivating. Students have more choices in activities and products. 
• Review: Students can review material as many times as possible. 
• Comfort: Students may feel more comfortable reviewing material repeatedly or asking a question through a computer. 
• Discussion: Students receive more opportunities to review others' work. 
• Flexibility: Students have the opportunity to move at their own pace and ask for specific support from the instructor. 

Cons: 

• Social Interactions: People, in general, need human interactions to ask questions and challenge one another. 
• Self-motivation: Students will succeed, but they need to be self-motivated. 
• Time: Students will have to create a structured schedule to complete the required curriculum. 
• Instructor Workload: Instructors are responsible for monitor a variety of assignments, topics, and developing new content.
• Fraudulant Activity: Through the internet, students may not challenge themselves and look for other people or sources to complete their work. 
• Technical Issues/Access: Students need to be able to connect to the internet, and sometimes we still have technical difficulties in programs. 

The Common Core Standards outline what a student should know and be able to do at the end of a year. As each grade level builds upon the other, students need to master certain topics and concepts. In a traditional classroom, time truly controls what we teach and how we teach it. Students are not always mastering the necessary topics, which places this student "behind" as they progress through our classes. These programs allow students to master the concepts and content because they can review, practice, and then finally be assessed when they feel they are ready. The teachers can supplement materials for both the student that needs to go slower, and for the students who have mastered the content. Every assignment that is completed can be used as a formative assessment, but students assessments can be modified for the specifc student. Differentiation is possible through these programs.  

The Blended Teacher Network created this diagram for a blended classroom. With these benefits for each student, the students can make progress through their individual learning process. 

 

Recognizing our students strengths and weakeness, and differentiating accordingly is expected of all teachers. The problem lies within the idea of mastery. We need to reflect on our own teaching and continually reteach to allow students to master a given content or concept. I do believe that self-paced learning systems can fill our students' gaps. I do believe they truly allow students to master concepts and demonstrate their understanding through assessments that fit them individually. 

On the other hand, I think it is important to first teach students proper work ethic and explain what is expected of them. In order for self-paced learning systems to work, students need to take ownership. They need to have a purpose for their work, discussions about their work, and something to "share". The more engaged students are in their assignments, the better they will do. 

Looking at the future for our education system, The Blended Teacher Network created the following diagram to show where our country is today in terms of online education. These systems are still new, but soon we will be able to see the