Three Years of Adaptive Learning: Faculty and Student Perspectives

Abstract

Adaptive learning technologies have gained increasing attention in higher education for their potential to support personalised learning. Despite growing adoption, limited research has examined how adaptive learning is implemented and experienced over time by both student and faculty, particularly in the adult learning contexts. This paper reports student and faculty perceptions of a three-year adaptive learning implementation across three undergraduate courses at a university. Using a mixed-methods approach, data were collected from the Adaptive Learning System (AdLeS®), student questionnaires, and focus group interviews with faculty and students. AdLeS® was embedded within the course modules and designed with adaptive learning models aligned to course pedagogy and learning outcomes. The system provided diagnostic assessments, personalised learning pathways and real-time feedback to support student learning. Findings indicated that students reported higher satisfaction with AdLeS® and identified several features useful for learning. Faculty perceived positive effects on student learning and more efficient use of teaching time for student-centred practices. Both students and faculty also identified challenges and limitations associated with adaptive learning. This paper highlights three key implications for adaptive learning implementation: the importance of pedagogically driven design principles, the need for iterative and supported delivery and implementation processes, and the central role of faculty professional development support.