Learning To Adapt

Career College Central summary:

The term "adaptive learning" can mean many things, even to colleges that have begun experimenting with it. A broad definition is the use of software — often driven by data collection — to create a more individualized learning experience for students. Experts say adaptive learning has promise in tailoring coursework and supports to students, which could boost retention and graduation rates.
The language around the technology “seems to be up for grabs,” said Peter Stokes, executive director of postsecondary innovation at Northeastern University’s College of Professional Studies. The distinction between “adaptive” and “personalized” learning is unclear, he said. Even old-fashioned tutoring or extra-credit projects can be called personalized learning, as can data-driven courseware that morphs in response to each student.
The more aggressive forms of adaptive learning technology vary widely, each with multiple potential uses. Ultimately, colleges may use several overlapping versions of adaptive software simultaneously. Larger institutions may have a leg up when it comes to with adaptive learning. Stokes said the technology holds the most promise when used across larger numbers of students. That way institutions can better see what works, and also get the most value out of their investment.
As a result, for-profit chains in particular appear to be giving adaptive learning a whirl. The Apollo Education Group, the American Public University System, Career Education Corporation and others have begun broad adaptive projects. Part of personalized learning’s promise is that it “atomizes” or breaks down the professor’s role, said Stokes. The use of automated software to take on some of those tasks, such as tutoring, is controversial. Many in higher education are leery of using computers to do things that people did in the traditional college model.
But for-profits typically have more leeway for experimentation, given their corporate structures and less prominent voice for faculty in governance. “The genetic character of the for-profits permits a mutation of the role of instruction,” Stokes said.

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