Adaptive Learning Technologies In Blended Learning Design: How Do Students and Teachers Use This Technology in Practice?

Abstract

Blended learning is adopted as the teaching method in an increasing number of higher education institutes worldwide. Adaptive learning technology (ALT) can be incorporated in such learning designs, especially to support students' a-synchronous, individual learning activities. In this empirical, mixed-method study, we investigated in what way teachers and students use the provided functionalities of a specific ALT to realise a blended course design. We interviewed four teachers delivering the same course using the ALT and we quantitatively analysed student trace data from the ALT log system. Our results show that teachers do recognize the added value of employing an ALT, but they do not realise its full potential by lack of usage of the dashboard, knowledge sharing among teachers and too little attention for (meta)cognitive and social support of students. The trace data analysis shows that students display cramming behaviour (no repetition and/or spaced practice), they are selective in which learning objectives they study and a majority chooses a suboptimal learning path. Based on our results, we conclude that, in the case we studied, the full potential that the ALT offers is not realised to the benefit of students, since both teachers and students show suboptimal behavior. We give recommendations for practice and future research based on our conclusions.