Implementation challenges of adaptive learning classify into facilitators, barriers, and neutral challenges, and a single determinant can act as prerequisite, moderator, strategy, or outcome¶

Claim · All claims
Evidence · 1 study · qualitative r3 · q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? All challenges were classified by valence into facilitators (+), barriers (−), and neutral challenges (0), and the same determinant could play different roles in different empirical connections. → Mirata 2023

Evidence¶

Mirata 2023¶

Mirata, V., & Bergamin, P. (2023). Role of organisational readiness and stakeholder acceptance: an implementation framework of adaptive learning for higher education. Education Tech Research Dev. https://doi.org/10.1007/s11423-023-10248-7

q2 · i? · qualitative · r3

Secondary analysis of qualitative Delphi data from 51 experts at two universities, coded inductively with axial coding in NVivo 12 Pro. The article reports the valence classification and that "a specific determinant could act as a prerequisite, moderator, and strategy or an outcome according to its empirical connection with other elements".

"The first finding of the study was that all challenges associated with effective implementation were classified into three determinant groups according to their valence, namely, facilitators with a positive impact (+); barriers with a negative impact (−) and challenges with a neutral impact (0)."

Discussion¶

Related Claims¶

• Transformation of curriculum and traditional courses is an important prerequisite for scaled implementation, requiring substantial resources and support — a narrower finding that bears on this claim
• Technological prerequisites such as internet access and device availability were identified only by the South African panel, with equity of education as a distal outcome — a narrower finding that bears on this claim
• Productive collaboration norms in mathematics PLC fall into three categories, with trust norms acting as prerequisites for critical inquiry, and develop over time — related
• Equity commitments in technology adoption face ongoing constraints from infrastructure, funding, and organizational capacity — related
• Instructor motivation to use adaptive learning acts as a facilitator influencing student acceptability of adaptive learning — a narrower finding that bears on this claim