Ural Federal University (RUSSIAN FEDERATION)
About this paper:
Appears in: INTED2021 Proceedings
Publication year: 2021
Pages: 6549-6558
ISBN: 978-84-09-27666-0
ISSN: 2340-1079
doi: 10.21125/inted.2021.1307
Conference name: 15th International Technology, Education and Development Conference
Dates: 8-9 March, 2021
Location: Online Conference
Many Russian and international educational institutions (from primary to higher education) are trying to introduce elements of adaptive learning into the educational process, following the global trend of transition from mass to individual education. Over the last 10-15 years, the active introduction of digital educational technologies has accelerated this process and led to the development and wide spread of various adaptive learning models, especially in higher education.

The main objective of adaptive learning is to build a logical individual educational trajectory, to increase the efficiency of the learner by using his or her strengths and existing knowledge to obtain the necessary competences in the best way for each student.

The article considers the features of the existing models of adaptive learning implementation: individual offline learning with a teacher, exclusively online learning and mixed systems of adaptive learning.

The aim of the work is to study the advantages and disadvantages of the existing models of implementing adaptive learning and to develop an adaptive learning model, which involves the use of digital technologies and teacher's work, which combines the advantages and disadvantages of online learning and individual work with the teacher. The peculiarity of this model is synchronisation of the educational process, mandatory fixing of the term of study taking into account the individual pace of the student's learning of course materials. The presence of fixed digital traces of the educational process makes it possible to track the individual path of a student, analyse and eliminate competency gaps as quickly as possible, forming an individual educational trajectory for each student. In this model, the teacher plays the role of a motivator of the student's learning activity, having the opportunity to use active teaching methods, advise the student, adjust the learning process to the individual characteristics of the student. Adaptation is formed by combining the results of the digital footprint with the characteristics of the student's behaviour during learning. The educational process is organised in the following way: the platform, analysing the results of the digital student footprint, offers educational content to the teacher, but the final decision on the use of content is made by the teacher, bringing the necessary element of irrationality into the system, stimulating the motivational component of the individual educational process.
Adaptive learning, digital learner's footprint, individual educational trajectories.