Adaptive learning is a technique to use data-driven instruction to adjust and tailor learning experiences to meet the individual needs of each student. Adaptive learning systems can track data such as student progress, engagement, and performance, and use the data to provide personalized learning experiences.<\/p>\n
While equal education opportunity affords individuals equal access to resources, equitable education recognizes and addresses the differences between learners by providing the fitting material aligned with each to reach their academic endeavor. Adaptive learning along with adaptive teaching and assessment strives to provide equity in education to all learners.<\/p>\n
Adaptive learning is part of interactive learning which addresses the needs of individuals through learning pathways, effective feedback, and supplemental resources; as opposed to an one-size-fits-all curriculum (Kurt, 2021). Technology advancement makes adaptive learning easier to implement. There are three areas one can implement adaptive learning: adaptive content, adaptive sequence, and adaptive assessment.<\/p>\n
Adaptive learning software often incorporates all three areas. First, it breaks down course material into manageable sections based on each learning objective. Then, it provides learners with immediate assistance, resources specific to their learning needs, and relevant feedback. The software adjusts content, sequence, and assessment according to the interactive responses stored in the system. Furthermore, instructors can adapt instruction by making just-in-time, data-driven informed decisions to cater the course to each individual’s needs.<\/p>\n
When an instructor designs an adaptive learning scenario, content, sequence, and assessment will be developed with the chosen adaptive technology in mind. The phases for developing the content, sequence, and assessment are listed below:<\/p>\n
An instructor will begin by developing objective-based small knowledge units, or short lessons, that are connected to overall learning objectives (Cavanagh et al., 2020, p. 178). These lessons provide the foundation for the adaptive learning scenario for which the sequence will be developed and with which the assessments will be correlated.<\/p>\n<\/div><\/div><\/div><\/div>
After designing the content and organizing it into small knowledge units, assessments and feedback will need to be developed to create a holistic and personalized learning experience for students. As with any traditionally designed course, assessments in an adaptive learning environment will be aligned with learning objectives and activities and will help to determine a student\u2019s learning path based on assessment performance. Since students will engage in an adaptive learning experience independently, structuring feedback is an important addition to consider when creating assessments. Writing feedback to students as they answer questions, with explanations about why an answer is correct or incorrect, can help enable performance mastery (Cavanagh et al., 2020).<\/p>\n<\/div><\/div><\/div><\/div>
Once small knowledge units, assessments, and feedback have been planned, an instructor can think about the pathway for students to progress through the content. Based on a student\u2019s pre-assessment performance, adaptive learning software will assign them to a pathway based on the instructor\u2019s preferences. Typically, pathways evolve from foundational knowledge to more complex content to build student mastery of the learning objectives (Cavanagh, 2020). While an instructor can design the basic learning pathways for students, AI software will also make personalized recommendations to students based on their assessment performance. For example, if a student doesn\u2019t perform well on a particular assessment, the AI software may recommend that the student review an earlier unit before moving onto the next.<\/p>\n<\/div><\/div><\/div><\/div><\/div>\n
Adaptive learning has several potential benefits (McGuire, 2021):<\/p>\n
Cavanagh, T., Chen, B., Lahcen, R.A.M., & Paradiso, J. (2020). Constructing a design framework and pedagogical approach for adaptive learning in higher education: A practitioner\u2019s perspective. International Review of Research in Open and Distributed Learning,<\/em> 21(1), 173-197. https:\/\/doi.org\/10.19173\/irrodl.v21i1.4557<\/a><\/p>\n Kurt, S. (2021). Adaptive learning: What is it, what are its benefits and how does it work? Educational Technology<\/em>. https:\/\/educationaltechnology.net\/adaptive-learning-what-is-it-what-are-its-benefits-and-how-does-it-work\/<\/a><\/p>\n McGuire, R. (2021). What is adaptive learning and how does it work to promote equity in higher education. Every Learner Everywhere<\/em>. https:\/\/www.everylearnereverywhere.org\/blog\/what-is-adaptive-learning-and-how-does-it-work-to-promote-equity-in-higher-education\/<\/a><\/p>\n Peng, H., Ma, S., & Spector, J.M. (2019). Personalized adaptive learning: an emerging pedagogical approach enabled by a smart learning environment. Smart Learning Environment<\/em>, 6(9). https:\/\/doi.org\/10.1186\/s40561-019-0089-y<\/a><\/p>\n