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Worldwide the explosion of digital technologies of all forms puts us in the midst of a revolution in education, across both K-12 and university environments. The use of technology-powered learning holds great promise as an efficacious and egalitarian means to help increasing numbers of people (young and old) obtain or accelerate learning and meet challenges in a changing, competitive world. This transformation in how we view and do education has been referred to as Education 3.0, due to its interactive, self-learning, and personalized nature. Features include omnipresent adaptive digital environments and experiences and the ability of programs to self-learn and precisely adjust to the individual learner. Components such as personalized learning and competency-based education share critical features with behavior analysis. This article highlights the congruence between Education 3.0 and behavior analysis, and the opportunity for behavior analysts to create change.
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Stored only when both papers are in the corpus — 22 citations exist upstream.
Papers that cite the same references — the relational fallback while embeddings are still backfilling.
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