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Designing an Adaptive Learning Experience in Higher Education: A Critical Perspective
PROCEEDING

, , , , , Concordia University Chicago, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Washington, DC, United States Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

Research on adaptive learning has revealed benefits to using technology to personalize and adapt the learning experience to learners' preferences, habits, and developing expertise. However, there are few studies that discuss instructional design practices in the development of adaptive learning experiences in higher education. What should instructional designers and other stakeholders consider as they design and develop an adaptive learning experience in higher education? We conducted an analysis of an instructional design team's interactions and artifacts while developing an adaptive learning graduate-level course to look for patterns and themes. From these themes and patterns, and in collaboration with the team, we developed a set of best practices for designing an adaptive learning course that other designers and practitioners can follow.

Citation

Wozniak, K., Lilly, C., Hambrock, H., Richter, R. & Reiseck, C. (2016). Designing an Adaptive Learning Experience in Higher Education: A Critical Perspective. In Proceedings of E-Learn: World Conference on E-Learning (pp. 517-521). Washington, DC, United States: Association for the Advancement of Computing in Education (AACE). Retrieved September 27, 2020 from .

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