As defined by the Association for Talent Development, adaptive learning is “technology-enabled personalized learning that uses algorithms and artificial intelligence to modify content to learners’ responses in real time” (Gaul, 2019). Not only can adaptive learning systems adjust based on knowledge, but they can adjust to learners’ preferences. For example, a visual learner might get more instruction via videos and images (Gaul, 2019).

Adaptive learning can be a mechanism to reach large numbers of students, in learning environments where it’s beneficial to assess learning outcomes and provide instruction in a sequenced way. These innovative teaching practices help teachers maximize classroom instruction and more effectively teach to all levels without leaving struggling or high-achieving students disengaged (Moskal, 2017).

Oregon State is one of eight universities taking part in a three-year Association of Public Land-grant Universities (APLU) effort funded by the Bill & Melinda Gates Foundation to use adaptive courseware to increase student retention and graduation rates. One way they have implemented adaptive learning is to try to bridge gaps in Algebra, which, before using adaptive learning technology, was the most commonly failed course at the university. It’s been successful, and they are interested to see how students perform in subsequent courses. Another school taking part in the effort, the University of Mississippi, is using adaptive learning in an Ethics classes as part of a flipped model, where students complete readings and are assessed on their understanding prior to coming to class. In a first-year writing course, professors identified common skill gaps and worked with an ed tech company to develop micro-learning modules (Raths, 2019). During a Future Trends Forum videoconference, where faculty members discussed some of these adaptive technology efforts, Patricia O’Sullivan, manager of the Personalized Learning & Adaptive Teaching Opportunities (PLATO) program at the University of Mississippi stated the following in regards to how adaptive-learning technology complements a professor’s skills:

“In medicine, there is a phrase that you want people practicing at the top of their license. Well, we want people to teach at the top of their training,” she said. “We are wasting people if they have to spend an hour in class on comma placement. They can do so much more. Let the courseware do that and let them do what they do best.” (Raths, 2019)

While it’s easy to see the potential power of adaptive learning technology’s ability to personalize learning, there are several challenges. Adaptive learning identifies weaknesses, which can be demotivating to students. I have seen this firsthand with my 7-year-old son on a couple of occasions. He takes the MAP Growth test three times a year, which is an adaptive test. He has commented how he felt like he did a bad job on the math test, because the questions at the end were too hard. The first time he used the math app, Freckle, he was worried he did too well on the placement quiz, because the problems he was getting when he started using the program were challenging. In this type of scenario, students - especially younger ones - need preparation to better understand that these systems are meant to measure their growth and challenge them at their own level, and the goal isn’t a perfect score. Some teachers and administrators also have concerns about the amount of data being collected and whether it’s beneficial to track every interaction (Wan, 2016). As with other educational technology tools, adaptive learning technology has great potential, if developed and implemented in a well-planned and supported environment.

Gaul, Patty. “The ABCs of Adaptive Learning.” Main, 29 Apr. 2019, www.td.org/insights/the-abcs-of-adaptive-learning.

Moskal, Patsy, et al. “7 Things You Should Know About Adaptive Learning.” 7 Things You Should Know About Adaptive Learning, 4 Jan. 2017, library.educause.edu/resources/2017/1/7-things-you-should-know-about-adaptive-learning.

Raths, David. “New Frontiers of Adaptive Learning.” Campus Technology, 24 Apr. 2019, campustechnology.com/articles/2019/04/24/new-frontiers-of-adaptive-learning.aspx.

Wan, Tony. “Adaptive Learning's Potential and Pitfalls - EdSurge News.” EdSurge, EdSurge, 27 Dec. 2018, www.edsurge.com/news/2016-02-08-adaptive-learning-s-potential-and-pitfalls.