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Apr 1, 2021 · What is Adaptive Learning? Teachers have been working to utilize technology in education since its conception. Adaptive learning allows the course material to be customized to the learner, which creates a unique experience not available in traditional classes.
Jul 12, 2023 · Adaptive learning (sometimes described as adaptive teaching) involves delivering custom learning experiences to address individuals’ unique educational or training needs. Rather than a one-size-fits-all approach, adaptive learning utilises just-in-time feedback, various learning pathways, and unique resources.
Apr 9, 2024 · Adaptive learning technologies are closely related to learners' self-regulatory processes in individual and collaborative learning. This study presents the outcomes of a systematic literature review...
- Kshitij Sharma, Andy Nguyen, Yvonne Hong
- 09 April 2024
- 1
- 55, Issue4
Oct 4, 2024 · Adaptive learning, a dynamic process adjusting instructional content based on individual learner comprehension [2], has demonstrated its potential to offer diverse pedagogical benefits, ranging from acceleration to fostering metacognition and interactive learning.
Feb 21, 2024 · How is adaptive learning technology connected to self-regulated learning? SRL involves a hierarchical, adaptive process in which learners analyze a task, set goals and plans, and use strategies to achieve them with motivational and affective factors being critical to initiating and sustaining goal attainment.
. What are the goals of adaptive learning? The goal of adaptive learning is to provide a personalised and efficient learning experience for each individual. This fosters engagement, addressing diverse learning styles and optimising the learning process through real-time adjustments and data–driven insights.
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Jun 15, 2020 · Researchers have described adaptive learning both as a technology and a process. Kerr (2016) described adaptive learning as an educational technology that aims to generate “automated, dynamic, and interactive” content (p. 88).
