Adapting to Adaptive Learning

ABSTRACT

Unfamiliarity with adaptive courseware and its uses may be a barrier to implementation. This article provides insights from a qualitative case study that was conducted to illuminate experiences and perceptions of faculty and staff involved in an adaptive learning technology pilot at a nonprofit university in the United States. Findings revealed that team dynamics, including diversity and persistence, were critical for the success of the project and overcoming the challenges of working with a vendor in terms of process, timeline, and role clarity. Finally, the study helps to underscore the importance of using adaptive courseware to support and train faculty.

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Notes on contributors

Lena E. Phelps

Lena E. Phelps has been working in the field of higher education for 10 years in numerous roles within academic affairs, accreditation, and operations. She holds an Ed.D. in educational psychology and technology, M.A. in industrial and organizational psychology, and a B.A. in sociology. Currently, Lena serves as Director of Operations in the Office of the Chief Operating Officer at the Chicago School of Professional Psychology. She is interested in the future of the education industry and the development of new business models and partnerships between traditional institutions and employers.