A recent study on students' intentions to take online courses highlights that performance expectancy, hedonic motivation, and flexibility are the main reasons why students adopt online learning programs. This finding is like what I have seen in the study of student enrollment trends in higher education. If we want to discover the secret of turning student curiosity into a commitment to completing an academic program, we need to understand the motivations for student course enrollment.
When we look more closely at how and why organizations actually invest in these systems, we can see that the popularity of adaptive learning has far less to do with pedagogical ambition and far more to do with operational pressure. Understanding this gap between how adaptive learning is marketed and how it is used in practice is critical for organizations trying to decide whether it is the right approach for their learning needs.
