Comprehensive framework for adaptive learning implementation in Moodle LMS: technical, pedagogical, and administrative perspectives

Морзе, Наталія Вікторівна та Варченко-Троценко, Лілія Олександрівна та Терлецька, Тетяна Сергіївна (2025) Comprehensive framework for adaptive learning implementation in Moodle LMS: technical, pedagogical, and administrative perspectives CEUR Workshop Proceedings. с. 196-212. ISSN 1613-0073

Текст Morze_Varchenko-Trotsenko_Terletska_CEUR_4060.pdf Download (1MB)

Анотація

Adaptive learning is a methodology that allows to identify the level of students’ knowledge and their learning styles and transform materials, tasks and ways of their delivery according to the needs of learning process participants. The interest of higher education institutions (HEI) to use adaptive learning as an innovative datadriven approach to the educational process is increasingly growing. However, the level of its actual use in HEIs is not high. The main reason is that a university has to overcome a lot of challenges in the process of adaptive learning implementation including technological, pedagogical and management-related ones. This comprehensive study addresses the problem of adaptive learning integration into existing learning management systems (LMS) on the basis of Moodle as one of the most popular LMS for e-learning arrangement, analyzing implementations across 2015-2024 in STEM, social sciences, and engineering education. The research is focused on the study of activities and resources that can be used as solutions at different stages of adaptive learning development in an e-learning course (ELC), identifying five core implementation stages: needs analysis and planning, system customization and technical integration, content adaptation and pedagogical alignment, testing and iterative refinement, and administrative deployment and support. Through analysis of recent advances in AI-driven plugins like Pythia and Lecomps, semantic web technologies, and learning analytics dashboards, we demonstrate how Moodle can serve as a robust platform for adaptive learning despite not being natively designed for this purpose. Our findings reveal that successful implementation requires coordinated technical innovation (including Bayesian networks, Markov models, and neural networks), pedagogical strategies aligned with constructivist and socioformative models, and comprehensive administrative support including privacy-first frameworks and differentiated teacher training programs. The paper offers practical guidance for HEIs seeking to implement adaptive learning through existing infrastructure while highlighting critical challenges in usability, teacher readiness, and ethical AI deployment that must be addressed for sustained impact.

Тип елементу :	Стаття
Ключові слова:	adaptive learning; e-learning; microlearning; students’ needs; Moodle; learning analytics; AI-driven education; personalized learning paths; educational technology integration
Типологія:	Статті у базах даних > Scopus (без квартилю)
Підрозділи:	НДЛ цифровізації освіти Факультет інформаційних технологій та математики > Кафедра комп'ютерних наук
Користувач, що депонує:	Тетяна Терлецька
Дата внесення:	16 Груд 2025 12:55
Останні зміни:	16 Груд 2025 12:55
URI:	https://elibrary.kubg.edu.ua/id/eprint/54827

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