Swiss university (19 participants, 16 items) | South African university (10 participants, 11 items) | |||||||||||||
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D | Category | Rank | Challenge Item | Mdn | M | SD | D | Category | Rank | Challenge Item | Mdn | M | SD | |
O | Management | 1 | forming required competences & expertise in staff | 12 | 10.7 | 3.7 | O | Institutional strategies | 1 | Institutional commitment to adaptive learning | 9.5 | 7.9 | 3.4 | |
O | Management | 2 | Providing personnel & financial resources | 13 | 10.6 | 4.4 | T | Perceptions & beliefs | 2 | Negative attitude towards technology | 9.0 | 7.7 | 3.6 | |
O | Institutional strategies | 3 | Institutional commitment to adaptive learning | 11 | 10.5 | 4.3 | T | Infrastructure, hard-& software | 3 | Accessibility & availability of necessary technical/physical infrastructure | 8 | 7.6 | 2.9 | |
T&L | Instructional & curriculum elements | 4 | (Re) designing instructional materials & courses | 10 | 10.2 | 4.6 | O | Management | 4 | Providing technical & didactical support to lecturers | 7 | 6.7 | 2.4 | |
T&L | Lecturer characteristics | 5 | Need for professional development | 9 | 10.1 | 3.1 | T | Infrastructure, hard-& software | 5 | Affordable private internet access | 7.5 | 6.3 | 3.7 | |
O | Institutional strategies | 6 | Further development of the “Distance University” strategy | 12 | 10.0 | 5.8 | O | Management | 6 | Providing personnel & financial resources | 6.5 | 5.9 | 3.6 | |
T | Perceptions & beliefs | 7 | Recognising advantages of adaptive learning | 10 | 9.4 | 3.6 | O | Management | 7 | Participative implementation of adaptive learning | 3.5 | 5.2 | 2.9 | |
T&L | Instructional and curriculum elements | 8 | Meaningful combination of classroom & online instructions in “blended learning” models | 10 | 9.2 | 5.1 | O | Management | 8 | Hiring instructional designers | 4.5 | 5.0 | 3.0 | |
T | Infrastructure, hard-& software | 9 | Usability | 9 | 8.6 | 4.1 | T&L | Learner characteristics | 9 | Developing digital literacy & media skills | 5.5 | 5.0 | 3.1 | |
T&L | Instructional and curriculum elements | 10 | Shift to adaptive teaching & learning | 5 | 7.5 | 4.9 | T&L | Lecturer characteristics | 10 | High staff-workload | 5 | 4.8 | 2.1 | |
T | Infrastructure, hard-& software | 11 | Robustness of adaptive learning systems | 8 | 7.3 | 4.3 | T | Infrastructure, hard-& software | 11 | Usability | 4 | 3.9 | 2.4 | |
O | Resources | 12 | ROI: research on effectiveness of adaptive courses | 7 | 7.2 | 5.5 | ||||||||
T&L | Instructional and curriculum elements | 13 | Developing self-regulated learning skills | 6 | 6.7 | 4.3 | ||||||||
O | Management | 14 | Providing support & training to students | 7 | 6.3 | 3.8 | ||||||||
O | Management | 15 | Agile, successive implementation of adaptive learning | 6 | 5.9 | 4.0 | ||||||||
T | Infrastructure, hard-& software | 16 | Learning analytics | 5 | 5.7 | 3.8 |