The teaching and learning processes are remarkably fluid. These processes have undergone tremendous evolution and transformation as educators recognize the need to adopt the latest technologies, techniques and trends. For example, in response to the growing need to deliver education to students from diverse backgrounds, schools are embracing digital technologies. While there are many changes taking place in teaching, there are particular trends whose impact has been particularly profound. The emergence of adaptive learning, flipped classroom, and mobile learning are among these trends. In addition to changing how education is delivered, these technologies have enhanced access to education, while enabling educational institutions to leverage the power of technology to reach even more students.
Education Technology Trends: Principles and Research Findings
Discussed below are three of the major trends that are reshaping the teaching landscape.
Adaptive Learning
Historically, educational institutions have adopted standard learning approaches. These institutions did not account for the varying needs and competencies of their students. Consequently, student performance suffered. Adaptive learning aims to address the limitations of traditional learning. The main principle that underlies this trend is offering tailored and personalized learning that is aligned with the needs, performance, and preferences of individual students (Truong, 2016). Essentially, adaptive learning places students at the center of the teaching process. They are no longer mere recipients of education. Instead, thanks to adaptive learning, students have become active partners who collaborate with teachers to bolster learning outcomes (Schipper et al., 2020). As more institutions recognize the benefits of adaptive learning, it can be expected that this trend will gain even greater traction and adoption.
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The use of technology is yet another key feature of adaptive learning. Using such technologies as digital devices, teachers who have incorporated adaptive learning into their classrooms are able to meet the diverse and numerous needs of their students (Liu et al., 2017). There is consensus among scholars that thanks to technology, adaptive learning has vastly improved the classroom experience. For example, according to Ennouamani et al. (2019), information and communication technologies hold the key to the successful implementation of adoptive learning. Peng et al. (2019) also determined that technology sits at the center of adaptive learning. These researchers particularly noted by ensuring that their adaptive learning systems are based on the latest technologies, educators are able to offer highly personalized learning experiences to their students. It is reasonable to suppose that as technology makes its way into more educational settings, the need for adaptive learning will become even more evident.
Another essential principle that underlies adaptive learning is democratic management. As noted in a previous section, in the past, students were not provided with opportunities to take charge of the learning process. Adaptive learning is now empowering learners to direct teaching. For example, according to Bilous (2019), as an increasing number of institutions embrace adaptive learning, students now share the burden of teaching with their instructors. Furthermore, Bilous (2019) observed that instead of issuing directions to students, teachers are now creating platforms for students to influence how learning is delivered. There is no question that adaptive learning has transformed classrooms into spaces where collaborative partnerships and student-learning learning can thrive.
Research has established that adaptive learning significantly improves the student experience. For example, after conducting a case study involving a school that had implemented adaptive learning, Kakish and Pollacia (2018) observed that student performance improved dramatically. In particular, they noted that fewer students failed their class. Furthermore, according to Kakish and Pollacia (2018), adaptive learning proved to be immensely efficient. This approach enabled teachers to focus their efforts, time, and resources toward issues that directly fueled student performance. Forsyth et al. (2016) also determined that adaptive learning presents benefits for both teachers and students. Following an extensive review of literature, Forsyth (2016) and his team established that when combined with technology, adaptive learning causes learners to become motivated and to take a keen interest in the classroom experience. Additionally, Forsyth et al. (2016) found that adaptive learning allows students to become self-directed. Essentially, students do not necessarily need to rely on their teachers for guidance or direction. Instead, they become proactive and are empowered to take charge of their own learning processes. Another benefit that adaptive learning offers is that it reduces the workload of teachers and increases student enrollment (Forsyth et al., 2016). Since teachers do not need to direct all aspects of the learning experience, they can focus on other issues that are vital for the learning bottom line. The numerous benefits of adaptive learning should incentivize teachers to abandon traditional techniques and embrace this trend.
Flipped Classroom
The flipped classroom is another trend that is being witnessed in the educational space. In essence, the flipped classroom refers to a new approach to learning that is quickly replacing traditional lectures. Basically, before attending classes, students review the material that would otherwise be covered through lectures. During classroom sessions, focus is placed on tasks that allow students to collaborate among themselves and with their teachers (Abeyesekera & Dawson, 2015). After the class, students review the issues addressed during the session as part of their efforts to consolidate acquired knowledge.
There are various principles of the flipped classroom that has allowed this trend to continue gaining popularity and implementation. The emphasis that it places on student engagement is among these principles (White et al., 2017). Basically, instead of delivering lectures using traditional techniques, teachers who have adopted the flipped classroom strive to help students to participate actively in the learning process. In the past, students sat in class, listened to lectures and took notes. The flipped classroom changes this by transforming the classroom into an environment for meaningful exchanges among students and with teachers.
Responding to the needs and concerns of individual students is another principle that forms part of the essence of the flipped classroom. Instead of using standard, one-shoe-fit-all techniques, teachers take a keen interest in the welfare of each student. Furthermore, the teacher strives to learn the difficulties of all students and develop interventions to address them (Abeyesekera & Dawson, 2015). While the flipped classroom benefits all students, it is particularly crucial for students with disabilities (Villanueva, 2016). For years, their needs have gone unmet. However, now, thanks to the emergence of the flipped classroom, teachers recognize that they have a mandate to serve all their students, regardless of their abilities.
In addition to the principles discussed above, the flipped classroom also incorporates digital technology to enhance the learning experience. In particular, teachers running flipped classrooms use technology to create multimedia content with which their students can engage outside of the classroom (O’Flaherty & Phillips, 2015). Thanks to the content, teachers are able to free up classroom time which is then dedicated to assignments, tasks, and exercises that bolster collaboration and allow for skills and competency development. According to O’Flaherty and Phillips (2015), the tremendous impact that flipped classroom has had on K-12 education has seen this trend find its way into colleges and universities. The adoption of flipped classroom with tertiary institutions is essentially a resounding endorsement.
As is the case with adaptive learning, there is a tremendous amount of evidence that flipped classrooms are hugely beneficial. Akçayır and Akçayır (2018) have led the research community in highlighting the benefits and advantages of the flipped classroom. The main finding that they made after reviewing literature is that improved student performance is the key benefit teachers who have adopted flipped classrooms report. This benefit is not surprising. When students are allowed to participate fully in the classroom and focus their energies toward collaborative tasks, enhanced performance is to be expected. While they make it clear that flipped classrooms are advantageous, Akçayır and Akçayır (2018) warn that they also have some shortcomings. The main drawback of these classrooms is that it is difficult to guarantee adequate student preparation. For flipped classrooms to be beneficial, students must review content before the class. When they fail to do this, it becomes difficult for teachers to proceed with the collaborative tasks. Fortunately, the few drawbacks of flipped classrooms can be addressed through such simple interventions as reminding students to explore course content well in advance of classroom sessions.
Mobile Learning
The third trend that is redefining the student experience is mobile learning. At the center of mobile learning is the use of such technologies as mobile phones and personal computers to enable students to access classrooms and content remotely (Elias, 2011). In the recent past, mobile learning has recorded a massive spike in popularity and adoption. For example, an increasing number of higher educational institutions are offering distance and mobile learning options to their students. There are a number of principles that have influenced the design of mobile learning. Elias (2011) addressed them in his text. These principles include equity, flexibility, and simplicity. For mobile learning to deliver the desired outcomes, it should be offered in ways that allow as many students as possible to access learning content. Furthermore, as Elias (2011) proposed, it is crucial for teachers to ensure that their mobile learning solutions are both flexible and simple. For example, mobile learning should be made available on as wide a range of devices as possible. Students should be able to access content on smartphones, tablets, personal computers, and other devices. Moreover, mobile learning should be simple and intuitive. When students encounter difficulties when using mobile learning, they could become frustrated and lose interest.
While technical tools and resources are vital for the successful deployment of mobile learning, there are other issues that are also necessary. According to Elias (2011), mobile learning works best when schools establish communities of learners and create a climate of instruction. Basically, teachers should encourage students to form groups through which they gain access to support and resources. Since mobile learning occurs remotely, it is rather easy for students to lose connections with their teachers, fellow learners, and the learning process. Therefore, to incentivize students to become engaged and motivated, teachers should focus on creating communities and delivering support.
The many research-proven benefits of mobile learning help one to understand why this trend is being embraced by different institutions across the globe. Among the key benefits of mobile learning is that it makes it possible for students and teachers to partner in introducing digital technologies into the classroom (Mehdipour & Zerehkafi, 2013). As has been pointed out previously, technology leads to significant improvements in the learning process. Therefore, through mobile learning, teachers and students can boost student learning as they move away from traditional and ineffective strategies that have been in place for decades. Lower costs, enhanced participation, and self-directed learning are other benefits that mobile learning delivers. For example, when they invest in mobile learning, schools no longer need to establish physical classes. Instead, they can direct their resources toward providing students with the tools they need for effective mobile learning.
Research suggests that mobile learning is helping educational institutions to tackle some of the major problems associated with conventional teaching techniques. Limited and unequal access is among these problems. As Walsh (2015) found out, through mobile learning, institutions are now able to deliver their services to a larger number of students. For example, since mobile learning does not require in-person attendance of classes, students living in remote and far-flung areas are able to enjoy learning. Another benefit of mobile learning is that it enables student to engage with course content in a simple and convenient fashion while making it possible for students to conduct self-assessments (Walsh, 2015). While the benefits of mobile learning are numerous, it should be understood that this trend also has some shortcomings. Its main limitations are the risk of student distraction, and the lack of personal connection between students and instructors (Walsh, 2015). These drawbacks should not dissuade students and educators against embracing mobile learning.
Pedagogical Implications and Effective Implementation
The three trends discussed above present various implications for pedagogy. Among the implications is teaching of English as a foreign language (EFL). Research indicates that such trends as adaptive learning can help teachers to vastly improve the language competence of English language learners (Gohar & El-Ghool, 2016). In essence, by embracing adaptive learning, teachers are able to modify their techniques, tools, and processes to suit the specific needs of students. For example, adaptive learning enables EFL teachers to account for the English language level of their students. Another implication of adaptive learning is that it is challenging teachers and educational institutions to move away from conventional instruction in favor of technology-driven, student-centered learning (Wu et al., 2017). Basically, adaptive learning is encouraging education providers to ensure that students benefit from the entire learning experience and that the various measures that teachers adopt are geared toward promoting student wellbeing and outcomes.
Personalized education is another pedagogical implication of adaptive learning. Such scholars as Peng et al. (2019) have noted that as adaptive learning gains popularity and traction among educators, greater focus is being placed on tailored solutions for students. For example, teachers are now developing highly individualized assessment and teaching approaches. These approaches are gradually replacing the standard techniques of the past which treated students as part of a larger group instead of recognizing that each student has specific needs that teachers should strive to satisfy. Bernard et al. (2019) also noted that personalization of the learning experience is among the major pedagogical implications of adaptive learning. According to these researchers, adaptive learning is pushing educators toward student-centered, and individualized learning. While in the past teachers dominated the learning experience, today, owing to the influence of adaptive learning, students have become equal partners in the learning process. Furthermore, thanks to adaptive learning, teaching is becoming increasingly flexible as students are allowed to determine the pace of learning (Bernard et al., 2019). It is reasonable to predict that going forward, adaptive learning will continue to overhaul how education is delivered.
From the discussion above, it is evident that there are various strategies that teachers can adopt to effectively integrate adaptive learning into their interactions with learners. Among these strategies include sensitizing students to play a leading role, making accommodations for the various needs of students, and doing away with conventional approaches. Basically, the successful implementation of adaptive learning occurs when teachers disregard traditional knowledge and instead rely on the most up to date research evidence as they elevate students to become equal collaborators.
Mobile learning also presents equally important implications for pedagogy. The key implication is that educators and other stakeholders are now forced to take part in the design of mobile devices intended for use in education (Sanchez-Priesto et al., 2014). For technologies to deliver positive outcomes in educational settings, teachers should be permitted to participate in their construction. For example, teachers can shed light on the features that should be included in smartphone applications to ensure that students find mobile learning to be fun, interactive and convenient. It is also important to consult and involve students who can shed light on how mobile learning can be adapted to suit their needs and specific circumstances.
Another pedagogical issue that mobile learning raises is how teachers and other education stakeholders can develop solutions to the challenges that hamper the adoption of mobile learning. In his discussion on the pedagogy of mobile learning, Kraglund-Gauthier (2015) cautioned that efforts by teachers and students to implement mobile learning could be frustrated by such issues as poor connectivity, ineffective communication among teachers and students, and the high costs that students usually incur when they access content on their mobile devices. Since these barriers are serious, teachers and educational institutions should not spare any effort in addressing them. For example, they could design online learning systems that allow students to access learning materials while offline. This solution helps to address the problem of poor connectivity. Basically, teachers need to join forces with students in ensuring that the learning experience is not interrupted.
As they consider flipped classrooms, educators need to be wary of the pedagogical issues that arise from this trend. Among these implications is that teachers must be comfortable with technology, need to regard technology positively, and should take steps to ensure student engagement (Yough, 2017). These measures play a crucial role in promoting the effective implementation of flipped classrooms. For example, as noted previously, flipped classrooms require that students should prepare adequately by reviewing content before the class session. Such preparation can only be achieved when the students are engaged. The onus is on teachers to boost engagement by helping students to develop immense interest in the program. On the other hand, teachers should possess the technical competencies needed to interact with technology. For example, the teachers should be able to create multimedia content that students use to prepare for class sessions.
Teachers should understand that the adoption of flipped classrooms is fraught with challenges. The main hardships that they are likely to encounter include poor student attitudes, students struggling being so used to conventional learning that they struggle to accept flipped classrooms, and students being overwhelmed by the workload that teachers assign them (Lo & Hew, 2017). Other challenges include limited teaching materials and teachers lacking a proper understanding of the value that flipped classrooms add to the learning experience (Lo & Hew, 2017). There is no question that these challenges must be tackled if teachers are to succeed in adopting the flipped classrooms model. For example, teachers can ensure that they assign students tasks that are manageable. Additionally, teachers need to expose themselves to information about flipped classrooms and their benefits. These interventions will go a long way in bolstering the success of flipped classrooms.
Conclusion
In conclusion, teaching is undergoing significant changes. Such traditional methods as lectures are being replaced with newer and more impactful interventions like mobile learning. Adaptive learning as well as flipped classrooms are also being introduced into learning and teaching. Research evidence shows that these three trends are immensely beneficial. Their benefits range from higher student engagement, improved performance, and lower costs to enhanced teacher-student collaboration, and convenient and simple delivery of education. However, for educators and institutions to experience these benefits, they need to implement a number of key measures. These include eliminating hurdles, empowering students to become partners in learning, and providing teachers with the tools and equipment that they need. With these measures in place, teachers should expect profound improvements in their experience and the outcomes of their students.
References
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