Adaptive learning: a cluster-based literature review (2011-2022)

Abstract

Adaptive learning is a personalized instruction system that adjusts to the needs, preferences, and progress of learners. This paper reviews the current and future developments of adaptive learning in higher education, especially in relation to the digital education strategy of the European Union. It also uses a cluster analysis framework to explore the main themes and their relationships in the academic literature on adaptive learning. The paper highlights the potential of emerging technologies such as AI, eye-tracking, and physiological measurements to improve the personalization and effectiveness of adaptive learning systems. It presents various methods, algorithms, and prototypes that incorporate learning styles into adaptive learning. It also stresses the importance of continuous professional development in e-learning, media literacy, computer security, and andragogy for teachers who use adaptive learning systems. The paper concludes that adaptive learning can promote creativity, innovation, and lifelong learning in Ukrainian higher education, but it also acknowledges the challenges and suggests further research to assess its impact.

Selection of pedagogical conditions for training STEM teachers to use augmented reality technologies in their work

“…If take these values as thresholds (i.e. compare the each condition's significance level with them -if it is less than the threshold, the condition is discarded (0), otherwise the condition is accepted (1)), then there are 12 conditions selected for AV G (1,2,3,4,6,7,13,14,15,16,17,19), and 11 for W AV G (the same as for AV G, except 1). This number of conditions is excessive, so an empirically sampled multiplier (1.1) was introduced and applied to T AV G and T W AV G, giving such limit values 1.1T AV G = 1.298 and 1.1T W AV G = 1.320 "Selection by AVG" and "Selection by WAVG" (1 -condition sampled, 0 -condition not sampled).…”

“…Thus, there is a socially defined need to develop the digital competence of STEM teachers [11][12][13] in the digital educational resources using artificial intelligence [14] and augmented reality technologies design and implementation [15][16][17].…”

The use of modern technologies to form professional culture among future management specialists

“…Moreover, adaptive learning systems and AI-driven personalized learning technologies cater to individual learning styles, tailoring educational content to the unique needs of each future management specialist (Fadieieva, 2023). Mobile learning apps provide flexibility, allowing access to educational resources on-the-go, supporting a culture of continuous learning outside traditional classroom settings (Morrison-Smith & Ruiz, 2020).…”

Open distance education for teachers in Ukraine: the case of the Ukrainian Open University of Postgraduate Education

“…• "open", "distance" type of lifelong learning [4], which includes the following components: the transfer of knowledge, skills, abilities, the formation of human relations to the world, finding meaning, self-expression and social creativity; • learning and education appear as a whole, the elements of which can be divided only in the theoretical approximation; • the primary purpose of the education system -the free and comprehensive development of the individual; • resonances, uncertainty, randomness, and chaos can be a source of the formation of new relatively deterministic structures.…”