Abstract
Contemporary education is often based on using e-learning courses, which have become a popular means of delivering didactic material to students. Among the main advantages mentioned is the potential possibility of creating individual ways of learning and teaching. The purpose of this article is to provide a description of the various approaches to adaptive learning, to present the comparative research results of a Polish-Ukrainian study, as well as to highlight the options offered by LMS Moodle (Modular object-oriented dynamic learning environment Learning Management System) for the implementation of adaptive learning and the possibility of taking into account the expectation of students regardless of the country. During the study, an online survey was administered to 59 students at the University of Silesia in Katowice (US), Poland and 121 students at the Borys Grinchenko Kyiv University (BGKU), Ukraine between March–June 2020. All of the students were studying online due to the pandemic caused by COVID-19. The classes were conducted in synchronous and in asynchronous modes using e-learning courses in the Moodle system, as well as MS Teams for Polish students and Google Suite for Ukrainian students. At the same time, the majority of the surveyed students declared that they lack personalization, both in terms of materials and the learning process, which was limited in terms of fulfilment and they would like to have a choice of the level of study.
Highlights
One of promising educational technologies according to the New Media Consortium (NMC) Horizon Report, 2018 (New Media Consortium (NMC) Horizon Report, 2018) is adaptive learning – the adaptation of content and choice of means for its implementation according to the needs of the educational process which allow participants to increase the effectiveness of the various didactic activities
The purpose of this article is to provide a description of the various approaches to adaptive learning and personalization within the framework of international background research and literature, to present the comparative research results of a Polish-Ukrainian study, as well as to highlight the options offered by LMS Moodle for the implementation of adaptive learning and the possibility of taking into account the expectation of students regardless of the country
We propose the SALCM plugin which will be integrated with Moodle as a new module.” (Ezzahraa Louhab, Bahnasse & Talea, 2017, p.1)
Summary
One of promising educational technologies according to the New Media Consortium (NMC) Horizon Report, 2018 (New Media Consortium (NMC) Horizon Report, 2018) is adaptive learning – the adaptation of content and choice of means for its implementation according to the needs of the educational process which allow participants to increase the effectiveness of the various didactic activities. Adaptive learning consists in adapting the learning process to the needs, competences and abilities of the participant of e-training. The aims of adaptive learning include firstly, providing appropriate knowledge resources: focus on issues the participant of the educational process/course finds problematic and appropriate revision planning; secondly, eliminating fatigue with the material – the point is to give the participant new, interesting content not studied before; thirdly, fully personalising the learning process. Owing to the use of artificial intelligence in business, it is possible to create one extensive training course which will adapt itself to the diverse abilities of employees; namely, the employer can utilise the competences newly acquired by his employees sooner
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