ADAPTIVE LEARNING IN DISTANCE TECHNICAL EDUCATION: DEVELOPMENT AND EVALUATION OF STUDY UNITS IN AN INDUSTRIAL AUTOMATION COURSE
DOI:
https://doi.org/10.63330/aurumpub.011-048Keywords:
Adaptive learning, Vocational education, Distance education, Industrial automation, PersonalizationAbstract
This paper examines the effectiveness of adaptive learning in distance technical education through the development and evaluation of adaptive Study Units (SUs) for an Industrial Automation course. It is an applied mixed-methods, quasi-experimental study with 40 students assigned to two pedagogical arrangements: adaptive SUs (n=25) and traditional instruction (n=15). Data were collected via an online Likert-scale questionnaire and semi-structured interviews. Quantitative data were analyzed using descriptive statistics and independent-samples t-tests (α=.05); qualitative data underwent thematic analysis. Findings show a preference for the adaptive approach (62.5%), positive ratings for personalization (75%) and needs-based adaptation (87.5%), and higher perceived autonomy (87.5%). A significant difference in achievement (0–5 scale) was observed: 4.5 for adaptive SUs versus 3.5 for traditional instruction (p<.05). We conclude that adaptive SUs improve performance and perceptions of personalization and autonomy; however, effectiveness depends on social and motivational scaffolds. We recommend an integrated model that combines an adaptive core with synchronous sessions, collaborative tasks, frequent feedback, and careful gamification, alongside a practical guide for structuring SUs in distance technical programs. Limitations include a non-probabilistic sample and a single-course setting; future studies should replicate with larger samples and randomized designs.
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