Introduction of Adaptive Learning at the University: UrFU Case of Implementing “Foreign Language” Discipline
https://doi.org/10.26907/esd.19.1.09
EDN: PRKFAL
Abstract
Digitalization of learning environment and learning individualization are among the key global trends of education transformation. Digital tools allow designing individual learning path for each student, and improving learning efficiency by considering entrance levels of skills and knowledge, personal specifics of information perception, and speed of acquiring new knowledge. Learning analytics tools are used to analyze student digital footprint data in order to not only forecast student success of failure at the following stages of the course, but to design the most optimal path to desired learning results through the use of adaptive learning tools. The current research was aimed at developing and testing an adaptive learning method for teaching of a University foreign language course. The adaptive learning method uses analysis tools to form unique individual learning trajectory for each student. Comparative analysis of different learning models was performed using data for 5,154 students. Conclusions were made on the advantages of adaptive learning and mixed learning model with active teacher’s role in student success monitoring. Successful experience of testing the adaptive learning method for teaching foreign language demonstrates practical value of research results, and allows their further use for implementing adaptive learning in higher education institutions.
About the Authors
V. Larionova
Ural Federal University named after the first President of Russia B.N. Yeltsin
Russian Federation
Russian Federation
Ekaterinburg
N. Goncharova
Ural Federal University named after the first President of Russia B.N. Yeltsin
Russian Federation
Russian Federation
Ekaterinburg
L. Daineko
Ural Federal University named after the first President of Russia B.N. Yeltsin
Russian Federation
Russian Federation
Ekaterinburg
F. Kovalev
Ural Federal University named after the first President of Russia B.N. Yeltsin
Russian Federation
Russian Federation
Ekaterinburg
References
1. Daineko, L., Goncharova, N. & Larionova, V. (2021). Creating an Adaptive Learning Model Based on the Learner’s Digital Footprint. In EDULEARN21: Proceedings of 13th International Conference on Education and New Learning Technologies (pp. 4230–4237). IATED. https://doi.org/10.21125/edulearn.2021.0896
2. Goncharova, N., Daineko, L. & Larionova, V. (2021). Development of an Adaptive Learning Model Based on Digital Technologies and the Work of the Teacher. In INTED2021: Proceedings of 15th International Technology, Education and Development Conference (pp. 6549–6558). IATED. https://doi.org/10.21125/inted.2021.1307
3. Karnyushin, V. A. (2008). Adaptive School as a different paradigm of education. Izvestiya Smolenskogo gosudarstvennogo universiteta – Izvestia of Smolensk State University, 3, 164–170.
4. Kelly, P., Coates, H. & Naylor, R. (2016). Leading Online Education from Participation to Success (E. Shadrina, Trans.). Voprosy obrazovaniya – Educational Studies Moscow, 3, 34–58. https://doi.org/10.17323/1814-9545-2016-3-34-58
5. Khosravi, H., Sadiq, S., & Gasevic, D. (2020). Development and adoption of an adaptive learning system: Reflections and lessons learned. In Proceedings of the 51st ACM technical symposium on computer science education (pp. 58–64). https://doi.org/10.1145/3328778.3366900
6. Krechetov, I. A., & Romanenko, V. V. (2020). Implementing the Adaptive Learning Techniques. Voprosy obrazovaniya – Educational Studies Moscow, 2, 252–277. https://doi.org/10.17323/1814-9545-2020-2-252-277
7. Liu, M., McKelroy, E., Corliss, S. B. & Carrigan, J. (2017). Investigating the effect of an adaptive learning intervention on students’ learning. Educational technology research and development, 65, 1605–1625. https://doi.org/10.1007/s11423-017-9542-1
8. Manyakhina, V. G. (2022). Conditions for blended learning effectiveness. Nauka i shkola – Science and School, 5, 107–120.
9. Mirontseva, S. S., Pavlova, T. A., Semyonkina, I. A., Shevchenko, V. I., & Chengar, O. V. Integration of learning personalization elements into electronic educational content of foreign language university course. Pedagogika. Voprosy teorii i praktiki. – Pedagogy. Theory & Practice, 7(3), 343– 351. https://doi.org/10.30853/ped20220039
10. Naumkin, N. I., Ageev, V. A., Sadieva, A. E., Anokhin, A. V., Shekshaeva, N. N., & Zabrodina, E. V. (2021). Development of a model for individual educational pathways in engineering education. Integraciya obrazovaniya – Integration of Education, 25(3), 513–531. https://doi.org/10.15507/1991-9468.104.025.202103.513-531
11. Pesha, A. V. (2022). The development of digital competencies and digital literacy in the 21st century: A survey of studies. Obrazovanie i samorazvitie – Education and Self Development, 17(1), 201– 220. https://doi.org/10.26907/esd.17.1.16
12. Soltani, A., & Izquierdo, A. (2019). Adaptive learning under expected and unexpected uncertainty. Nature Reviews Neuroscience, 20, 635–644. https://doi.org/10.1038/s41583-019-0180-y
13. Toktarova, V. I., & Mamatov, D. R. (2015). Implementation of the adaptive learning model based on learning styles. Teoriya i praktika obshchestvennogo razvitiya – Theory and Practice of Social Development, 8, 242-246.
14. Vainshtein, Yu. V., Shershneva, V. A., Esin, R. V., & Zykova T. V. (2017). Adaptation of mathematical educational content in e-learning resources. Otkrytoe obrazovanie – Open education, 4, 4–12. https://doi.org/10.21686/1818-4243-2017-4-4-12
15. Vandewaetere, M., Desmet, P. & Clarebout, G. (2011). The contribution of learner characteristics in the development of computer-based adaptive learning environments. Computers in Human Behavior, 27(1), 118–130. https://doi.org/10.1016/j.chb.2010.07.038
16. Vargamyan, M. & Kandybovich, A. (2000). Organisational and pedagogical model of an adaptive school. Direktor shkoly – Headmaster, 6, 97–112.
17. Wang, S., Christensen, C., Cui, W., Tong, R., Yarnall, L., Shear, L., & Feng, M. (2023). When adaptive learning is effective learning: comparison of an adaptive learning system to teacher-led instruction. Interactive Learning Environments, 31(2), 793–803. https://doi.org/10.1080/10494820.2020.1808794
Review
For citations:
Larionova V., Goncharova N., Daineko L., Kovalev F. Introduction of Adaptive Learning at the University: UrFU Case of Implementing “Foreign Language” Discipline. Education and Self-Development. 2024;19(1):111-127. (In Russ.) https://doi.org/10.26907/esd.19.1.09. EDN: PRKFAL
Views:
6
Email this article 