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==Differentiated instruction matches the content delivery method to the learners’ potentially different learning styles and ways of processing information and knowledge. According to Scalise (2007), differentiated learning requires a purposeful and deliberate consideration for the diverse learning needs among students when designing learning activities within a course. To this end, differentiated learning goes beyond simply weaving different activities and strategies into a course for the sake of variety or appealing to multiple interests. Rather, it systematically acknowledges that multiple intelligences exist and interact with one another during the learning process (Scalise, 2007).==

==Because the online classroom can be much more accommodating to personal styles and preferences than a traditional classroom, a greater number of opportunities to incorporate differentiated learning strategies exist in online courses. By providing choices and flexibility in learning activities, differentiated online instruction allows students to “us[e] their strengths to develop underdeveloped intelligences” (Hipsky, 2007).==

==When designing collaborative activities, personal learning styles can be used as a criteria for forming groups within the course. Moreover, the facilitator can use information about learning styles to help strengthen students’ less-preferred styles and, as Diaz and Cartnal (2002) suggest, design “creative mismatches” activities. Online collaboration tools—like a wiki—also help the facilitator keep track and objectively assess each student’s contribution to the group process, a task that is virtually impossible in an onsite course since the instructor cannot be present in every group meeting.==

__ References __ Diaz, D.P., & Cartnal, R.B. (2002). //Understanding and promoting effective online// // student learning styles: An action research survey //. Retrieved April, 9, 2001, from [] Hipsky, S. (2007, Winter2007). Differentiated Instruction: Flexibility Without Breaking. //Essays in Education//, //19//, 96-99. Scalise, K. (2007). Differentiated e-learning: five approaches through instructional technology, //International Journal of Learning Technology//, Vol. 3, No. 2, pp.169–182.