Exploring Teachers’ Perspectives on Adaptive Learning in Undergraduate Programs, Vietnam National University, Hanoi
DOI:
https://doi.org/10.54855/ijte.24437Keywords:
adaptive learning, adaptive education, perspective, undergraduate programsAbstract
This study addresses the growing trend of adaptive learning in higher education, focusing on the under-explored area of faculty perspectives at Vietnam National University, Hanoi (VNU). The research aims to understand how 68 instructors perceive and implement adaptive learning in undergraduate programs. Conducted within the context of VNU, the study employs a mixed-methods approach: quantitative data collected through survey questionnaires and qualitative insights gained from semi-structured interviews. The results reveal diverse attitudes among instructors, highlighting varying levels of comfort and familiarity with adaptive learning strategies. Key findings suggest a need for targeted support and discourse to enhance the implementation of adaptive learning. This study contributes to the ongoing discourse by providing practical recommendations for improving adaptive learning at VNU, ultimately aiming to elevate the educational experience for both students and faculty.References
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