Adaptive Instructional Systems

Abstract

A central and persisting issue in educational technology is the provision of instructional environments and conditions that can comply with individually different educational goals and learning abilities. Instructional approaches and techniques that are geared to meet the needs of the individually different student are called adaptive instruction (Como & Snow, 1986). More specifically, adaptive instruction refers to educational interventions aimed at effectively accommodating individual differences in students while helping each student develop the knowledge and skills required to learn a task. Adaptive instruction is generally characterized as an educational approach that incorporates alternative procedures and strategies for instruction and resource utilization and has the built-in flexibility to permit students to take various routes to, and amounts of time for, learning (Wang & Lindvall, 1984). Glaser (1977) described three essential ingredients of adaptive instruction. First, it provides a variety of alternatives for learning and many goals from which to choose. Second, it attempts to utilize and develop the capabilities that an individual brings to the alternatives for his or her learning and to adjust to the learner’s particular talents, strengths, and weaknesses. Third, it attempts to strengthen an individual’s ability to meet the demands of available educational opportunities and develop the skills necessary for success in the complex world. Adaptive instruction has been used interchangeably with individualized instruction in the literature (Reiser, 1987; Wang & Lindvall, 1984). However, they are different depending on the specific methods and procedures employed during instruction. Any type of instruction presented in a one-on-one setting can