How Adaptive is Adaptive Learning? Seven Models of Adaptivity or Finding Cinderella’s Shoe Size

By Robert Clougherty and Viktoria Popova.

Published by The International Journal of Assessment and Evaluation

Format Price
Article: Print $US10.00
Published online: March 31, 2015 $US5.00

While the phrase Adaptive Learning (AL) is somewhat amorphous, the definitions of thereof are usually based on a single characteristic of adaptivity. We suggest that AL design must be developed prior to the implementation of the tool or technology for delivery; AL design is not a single “either/or” mode of delivery; Adaptivity represents a range of possibilities across the spectrum of instructional strategies – from rationalist to constructivist learning and assessment approaches; Adaptive design can be illustrated through a “Seven Model Approach” wherein the delivery of content and sequencing of content reflects a degree of adaptivity based upon whether the components must meet defined parameters; The range and degree of adaptivity can be modified based on the granularity of the learning elements; and adaptivity is not exclusively a course-based phenomenon but can be done at the level of the component, the course, and the curriculum.

Keywords: Adaptive Learning, Rationalism, Constructivism

The International Journal of Assessment and Evaluation, Volume 22, Issue 2, June 2015, pp.13-22. Article: Print (Spiral Bound). Published online: March 31, 2015 (Article: Electronic (PDF File; 871.375KB)).

Prof. Robert Clougherty

Founding Dean, GCU New York, Glasgow Caledonian University, New York, NY, USA

Viktoria Popova

Managing Partner, Integrative Knowledge Management and Assessment, New York, New York, USA