The dissertation focuses on the development of a methodology for utilizing information and cognitive technologies, specifically adaptive learning, for students in pedagogical universities. The research object is the use of adaptive learning technologies in higher education.
The main goal is to provide data-driven, evidence-based insights and recommendations on using Moodle, a learning management system (LMS), to implement adaptive learning for pedagogical university students effectively. The methodology involves a multifaceted approach, including bibliometric analysis, cluster analysis, structural equation modeling (SEM), and empirical data analysis from Kryvyi Rih State Pedagogical University.
Through bibliometric analysis, five key thematic clusters were identified in adaptive learning research: general concepts of adaptive learning in e-learning systems, educational technology, adaptive learning systems and education computing, learning and education research, and personalized learning. This analysis revealed the multidimensional and interconnected nature of the research area.
The SEM-PLS approach was employed to investigate the relationships between various Moodle resources, activities, and student assessment outcomes. The conceptual model consisted of five constructs: Information, Resources, Activities, Communication, and Assessment. The analysis provided empirical evidence on the influence of different Moodle tools, such as the strong positive relationship between interactive activities and communication/engagement, the moderate positive link between resources and learning activities, and the moderate positive association between course information and assessment performance.
A notable conclusion is that the mere use of Moodle tools does not guarantee the implementation of adaptive learning. Careful instructional design, integration of appropriate pedagogical strategies, and strategic use of Moodle's adaptive capabilities are crucial for effectively implementing adaptive learning.
The scientific novelty lies in the comprehensive examination of adaptive learning through bibliometric analysis, developing a quantitative model to analyze Moodle tool interconnectedness and impact on learning outcomes, and providing insights into the specific conditions required for effectively implementing adaptive learning using Moodle tools.
The practical significance involves providing guidance for instructors and course designers to optimize their use of Moodle LMS by emphasizing interactive activities, diverse resources, comprehensive course information, and strategic integration of Moodle's adaptive capabilities to enhance student engagement, communication, and learning outcomes in pedagogical universities.
