E-learning courses have become popular means of delivering knowledge to students in higher education institutions. Most participants of learning process note that they benefit from the possibility to gain knowledge regardless of time, location and device they use. Among other advantages possibility to return to learnt material several times, divide material into parts, consume information through different types of educational materials (video, infographics, presentations, text, quizzes etc.) are mentioned. At the same time most of the surveyed students chose that they lack personalization both of materials and studying process, limited in terms of fulfillment and would like to have a choice of the level of study. The educational trend that is able to put into practice the above mentioned requirements is blended learning as it has a range of advantages such as usability, consideration of individual abilities, additional materials introduction, activities monitoring. Although it combines offline and online learning, effectiveness of e-learning courses designed for its implementation play a crucial role. To make a learning process correspondent to the students’ needs adaptive learning can be introduced in higher education institutions. Adaptive learning is a methodology that allows to identify level of students’ knowledge and their learning styles and transform materials, tasks and ways of their delivery according to the needs of learning process participants. LMS Moodle offers different solutions for adaptive learning. They provide administrators and teachers with tools to vary all stages of a learning process starting with delivery of information and ending with assessment.
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.
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