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Adaptive Learning: Context and Complexity

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Dziuban C., Howlin C., Dr. Moskal P. D., Dr. Johnson C., Eid M., Kmetz B.

e-mentor

2018

issue 5 (77)

13-23

Adaptive learning technologies impact higher education by modifying the traditional time constraints placed on the learning cycle, thus permitting students to compress or expand their learning spaces. Previous work by the authors has demonstrated dimensional stability in the adaptive process across universities with considerably different strategic initiatives. However, a prevailing question remains about the correspondence of student position on those components. Transformed component scores for the four stable dimensions (knowledge acquisition, engagement, growth and communication) have been contrasted for comparability in beginning Algebra, College Algebra and Nursing courses at the University of Central Florida and the Colorado Technical University on several metrics generated by the Realizeit adaptive learning platform. The results indicated considerable variability in student affinity for the underlying dimensions depending on a number of considerations such as course length, subject area, and the instructional design process. The authors have concluded that adaptive learning is a complex system in which the interaction of the elements becomes more important than individual measures for understanding the emergent property of this learning environment. Finally, they contend that the potential value added of adaptive learning must be carefully considered with respect to its opportunity cost.

Objectives and Content of E-module “Tools for Adaptive Learning. Learning Styles” within the MOOC Course “ICT Tools for E-learning”

84%

Malach J., Kostolányová K., Chmura M., Nagyová I., Prextová T.

International Journal of Research in E-learning IJREL

2016

vol. 2

issue 1

28-40

The paper presents the objectives and content of the educational module “Tools for Adaptive Learning. Learning Styles” within the MOOC course “ICT Tools for E-learning,” which is being developed at the University of Ostrava as an outcome of the IRNet project. The main aim of the course is to provide both academic scholars and students with the theoretical foundation of adaptive learning that will allow them to acquire skills, to use the existing courses in the existing adaptive e-systems, and/or to create new courses and systems. The content of the course includes the following: defining basic constructs used in the course; overview of the development of adaptive learning with the use of educational technologies, its theoretical concepts, and representatives; presentation of the results of the previous researches and educational effects of adaptive (e-)learning, and some of the concepts of adaptive learning that have recently been developed at the University of Ostrava.

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1 International Journal of Research in E-learning IJREL

1 e-mentor

1 Chmura M.

1 Dr. Johnson C.

1 Dr. Moskal P. D.

1 Dziuban C.

1 Eid M.

1 Howlin C.

1 Kmetz B.

1 Kostolányová K.

1 Malach J.

1 Nagyová I.

1 Prextová T.

1 2018

1 2017

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Adaptive Learning: Context and Complexity

Objectives and Content of E-module “Tools for Adaptive Learning. Learning Styles” within the MOOC Course “ICT Tools for E-learning”