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Despite its advantages and potentials, the extent of the implementation of adaptive learning remains limited. Recent studies identified the critical determinants associated with its scaled implementation and proposed various frameworks and strategies to support it. However, little has been done to identify the empirical relationships between such determinants, the strategies for addressing them, and a scaled implementation as the desired outcome. Identifying such relationships can however help elucidate the processes involved in the implementation process of adaptive learning and, therefore, better explain the reasons for its slow implementation. The current study aims to identify the relationships between critical factors associated with the successful implementation of adaptive learning, strategies that address such factors, and the desired outcomes. Based on the identified relationships, the study presents an empirically supported implementation framework for adaptive learning. We used the secondary analysis of qualitative data, which were previously collected from 51 participants in an international Delphi study conducted in two universities in Switzerland and South Africa. For coding, we used inductive coding techniques suitable for identifying connections (e.g., causal relationships) between the identified factors. We conclude by turning the attention of implementation researchers and educational leaders to the key role of organisational readiness and the stakeholder acceptance of adaptive learning during the implementation process. [ABSTRACT FROM AUTHOR]

Higher education institutions are increasingly interested in using adaptive learning as an innovative data-driven approach to teaching. The actual use of adaptive learning in courses remains, however, low. This is despite positive attitudes of institutional leaders towards its adoption and promising results of early studies on its effectiveness. This study examines the challenges that prevent higher education institutions from adopting adaptive learning concepts in teaching. We used a four-stage Delphi design to empirically identify, categorise, and prioritise the challenges of adaptive learning raised and rated by experts from two universities with different organisational and socioeconomic contexts, one from Switzerland and one from South Africa. Considering different contexts allowed us to include various perspectives on the research topic and thus broaden the view on the challenges of adaptive learning. Overall, three main dimensions related to technological, teaching and learning, and organisational challenges with eight corresponding categories were identified. Our findings revealed clear differences between the two universities regarding the emerged challenges and their rankings. These differences are linked to different socioeconomic backgrounds (South Africa and Switzerland) and organisational contexts (e.g., type of the university, teaching model, and implementation phase) of the universities. We conclude by proposing practical recommendations for institutional leaders and project implementers on the factors to be considered when implementing adaptive learning in higher education settings. These recommendations relate to the necessary infrastructure, institutional commitment, support and resources. [ABSTRACT FROM AUTHOR]