Challenges and contexts in establishing adaptive learning in higher education: findings from a Delphi study

Higher education institutions are increasingly interested in using adaptive learning as an innovative data-driven approach to teaching. The actual use of adaptive learning in courses remains, however, low. This is despite positive attitudes of institutional leaders towards its adoption and promising...

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Vydané v:	International Journal of Educational Technology in Higher Education Ročník 17; číslo 1; s. 1 - 25
Hlavní autori:	Mirata, Victoria, Hirt, Franziska, Bergamin, Per, van der Westhuizen, Christo
Médium:	Journal Article
Jazyk:	English
Vydavateľské údaje:	Cham Springer International Publishing 26.08.2020 Springer Nature B.V SpringerOpen
Predmet:	Adaptive learning Adoption of innovations Attitudes Challenges Challenges to adoption Colleges & universities Computer Appl. in Social and Behavioral Sciences Computer Science Computers and Education Context Delphi method Delphi Technique Educational Technology Higher Education Higher education institutions Humanities Information Systems Applications (incl.Internet) Infrastructure Law Learning Organizational aspects Research Article Statistics for Social Sciences Teaching Teaching methods Teaching Models Universities South Africa Switzerland Adaptive learning Challenges to adoption Higher education Delphi method
ISSN:	2365-9440, 2365-9440
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Abstract	Higher education institutions are increasingly interested in using adaptive learning as an innovative data-driven approach to teaching. The actual use of adaptive learning in courses remains, however, low. This is despite positive attitudes of institutional leaders towards its adoption and promising results of early studies on its effectiveness. This study examines the challenges that prevent higher education institutions from adopting adaptive learning concepts in teaching. We used a four-stage Delphi design to empirically identify, categorise, and prioritise the challenges of adaptive learning raised and rated by experts from two universities with different organisational and socioeconomic contexts, one from Switzerland and one from South Africa. Considering different contexts allowed us to include various perspectives on the research topic and thus broaden the view on the challenges of adaptive learning. Overall, three main dimensions related to technological, teaching and learning, and organisational challenges with eight corresponding categories were identified. Our findings revealed clear differences between the two universities regarding the emerged challenges and their rankings. These differences are linked to different socioeconomic backgrounds (South Africa and Switzerland) and organisational contexts (e.g., type of the university, teaching model, and implementation phase) of the universities. We conclude by proposing practical recommendations for institutional leaders and project implementers on the factors to be considered when implementing adaptive learning in higher education settings. These recommendations relate to the necessary infrastructure, institutional commitment, support and resources.
AbstractList	Higher education institutions are increasingly interested in using adaptive learning as an innovative data-driven approach to teaching. The actual use of adaptive learning in courses remains, however, low. This is despite positive attitudes of institutional leaders towards its adoption and promising results of early studies on its effectiveness. This study examines the challenges that prevent higher education institutions from adopting adaptive learning concepts in teaching. We used a four-stage Delphi design to empirically identify, categorise, and prioritise the challenges of adaptive learning raised and rated by experts from two universities with different organisational and socioeconomic contexts, one from Switzerland and one from South Africa. Considering different contexts allowed us to include various perspectives on the research topic and thus broaden the view on the challenges of adaptive learning. Overall, three main dimensions related to technological, teaching and learning, and organisational challenges with eight corresponding categories were identified. Our findings revealed clear differences between the two universities regarding the emerged challenges and their rankings. These differences are linked to different socioeconomic backgrounds (South Africa and Switzerland) and organisational contexts (e.g., type of the university, teaching model, and implementation phase) of the universities. We conclude by proposing practical recommendations for institutional leaders and project implementers on the factors to be considered when implementing adaptive learning in higher education settings. These recommendations relate to the necessary infrastructure, institutional commitment, support and resources. Abstract Higher education institutions are increasingly interested in using adaptive learning as an innovative data-driven approach to teaching. The actual use of adaptive learning in courses remains, however, low. This is despite positive attitudes of institutional leaders towards its adoption and promising results of early studies on its effectiveness. This study examines the challenges that prevent higher education institutions from adopting adaptive learning concepts in teaching. We used a four-stage Delphi design to empirically identify, categorise, and prioritise the challenges of adaptive learning raised and rated by experts from two universities with different organisational and socioeconomic contexts, one from Switzerland and one from South Africa. Considering different contexts allowed us to include various perspectives on the research topic and thus broaden the view on the challenges of adaptive learning. Overall, three main dimensions related to technological, teaching and learning, and organisational challenges with eight corresponding categories were identified. Our findings revealed clear differences between the two universities regarding the emerged challenges and their rankings. These differences are linked to different socioeconomic backgrounds (South Africa and Switzerland) and organisational contexts (e.g., type of the university, teaching model, and implementation phase) of the universities. We conclude by proposing practical recommendations for institutional leaders and project implementers on the factors to be considered when implementing adaptive learning in higher education settings. These recommendations relate to the necessary infrastructure, institutional commitment, support and resources. Higher education institutions are increasingly interested in using adaptive learning as an innovative data-driven approach to teaching. The actual use of adaptive learning in courses remains, however, low. This is despite positive attitudes of institutional leaders towards its adoption and promising results of early studies on its effectiveness.This study examines the challenges that prevent higher education institutions from adopting adaptive learning concepts in teaching. We used a four-stage Delphi design to empirically identify, categorise, and prioritise the challenges of adaptive learning raised and rated by experts from two universities with different organisational and socioeconomic contexts, one from Switzerland and one from South Africa. Considering different contexts allowed us to include various perspectives on the research topic and thus broaden the view on the challenges of adaptive learning. Overall, three main dimensions related to technological, teaching and learning, and organisational challenges with eight corresponding categories were identified. Our findings revealed clear differences between the two universities regarding the emerged challenges and their rankings. These differences are linked to different socioeconomic backgrounds (South Africa and Switzerland) and organisational contexts (e.g., type of the university, teaching model, and implementation phase) of the universities. We conclude by proposing practical recommendations for institutional leaders and project implementers on the factors to be considered when implementing adaptive learning in higher education settings. These recommendations relate to the necessary infrastructure, institutional commitment, support and resources.
ArticleNumber	32
Author	Hirt, Franziska van der Westhuizen, Christo Mirata, Victoria Bergamin, Per
Author_xml	– sequence: 1 givenname: Victoria orcidid: 0000-0003-4147-2090 surname: Mirata fullname: Mirata, Victoria email: victoria.mirata@ffhs.ch organization: UNESCO Chair on Personalised and Adaptive Distance Education, Swiss Distance University of Applied Sciences – sequence: 2 givenname: Franziska surname: Hirt fullname: Hirt, Franziska organization: UNESCO Chair on Personalised and Adaptive Distance Education, Swiss Distance University of Applied Sciences – sequence: 3 givenname: Per surname: Bergamin fullname: Bergamin, Per organization: UNESCO Chair on Personalised and Adaptive Distance Education, Swiss Distance University of Applied Sciences – sequence: 4 givenname: Christo surname: van der Westhuizen fullname: van der Westhuizen, Christo organization: Research Unit for Self-Directed Learning, North-West University of South Africa
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SubjectTerms	Adaptive learning Adoption of innovations Attitudes Challenges Challenges to adoption Colleges & universities Computer Appl. in Social and Behavioral Sciences Computer Science Computers and Education Context Delphi method Delphi Technique Educational Technology Higher Education Higher education institutions Humanities Information Systems Applications (incl.Internet) Infrastructure Law Learning Organizational aspects Research Article Statistics for Social Sciences Teaching Teaching methods Teaching Models Universities
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Title	Challenges and contexts in establishing adaptive learning in higher education: findings from a Delphi study
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