Keywords
Learning Systems
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Copyright (c) 2017 Jasmin Leber
This work is licensed under a Creative Commons Attribution 4.0 International License.
Abstract
Learners mainly use given information from their teacher as point of reference for selecting and planning their learning activities. Empirical evidence showed that especially the assessment format has a strong impact on learning processes. This effect is further enhanced through inflexible study plans and a huge required workload, which leave less space for self-regulated learning. Thus, in an ideal learning situation, teaching goals, learning activities triggered by the teacher’s instructions, and the format of assessment correspond to each other (Constructive Alignment) to support an effective learning process. In this article we demonstrate how technology-based learning systems can be used to support individualized learning processes in order to support heterogeneous groups of learners in reaching the same learning goals. We discuss which learner variables and instructional methods are useful for implementation in adaptive learning systems and discuss consequences for the frame conditions of formal learning contexts.References
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