In this qualitative comparison study, we examine the perceived efficacy of using personalized learning (PL) activities based on PL principles to support students’ psychological need satisfaction and intrinsic motivation in an online course using a traditional one-size-fits-all model. We apply self-determination theory as a framework to investigate students’ perceptions of their psychological need satisfaction (e.g., competence, autonomy, and relatedness) and relation to students’ intrinsic motivation when enrolled in an online course implementing PL principles. Overall, the study results showed the potential of implementing personalized learning principles in online courses to support students’ psychological need satisfaction (e.g., autonomy and competence) and intrinsic motivation. Furthermore, students perceived the PL interventions as engaging and effective in meeting their learning needs and interests.

We investigated how preservice teachers observe and analyze their competencies through self-reflection and video-learning community strategies and how self-recorded videos influence their microteaching experience. We aimed to improve preservice teachers’ competencies in light of the Saudi National Professional Teaching Standards. Semi-structured interviews were conducted, and a thematic analysis was performed to extract themes identifying preservice teachers’ experiences and perceptions. The results indicated that the use of self-recorded videos can influence the microteaching experience and help identify development gaps, analyze weaknesses and strengths, and reflect upon them. The results showed that preservice teachers hold positive perceptions and experiences of self-recorded videos to improve their Saudi National Professional Teaching Standards competencies via self-reflection and video learning community. Furthermore, personalized learning principles benefit preservice teacher training programs through self-reflection and self-analysis without coach intervention. This study presents discussions, implications, and recommendations that are relevant to both researchers and practitioners.