Measuring the effectiveness of the adaptability of online educational systems in Ukrainian higher educational institutions

Abstract

Adaptive learning systems have become increasingly popular in higher education due to their claimed ability to enhance student learning outcomes by providing personalised learning paths that allow students to engage with course content at their own pace. However, the evaluation of the degree of effectiveness of ALS adaptability has been inconsistent in previous studies, partly due to the research methods employed, as indicated by the review conducted in this study. Nevertheless, it is crucial to examine the effectiveness of adaptive learning systems, particularly course scores when assessment stakes are involved, for accountability. This study presents KPIs to determine the effectiveness of adaptability, focusing on the performance of a value defined by a baseline measure against a target value defined by a measure or absolute value. The practical value of such development is that it can be used to detect individual modules of low and medium value and to analyse the components of a module of weak value element by element for further correction to increase the effectiveness of their adaptability.