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  Previous issue (2020. Vol. 9, no. 3)

Journal of Modern Foreign Psychology

Publisher: Moscow State University of Psychology and Education

ISSN (online): 2304-4977

DOI: https://doi.org/10.17759/jmfp

License: CC BY-NC 4.0

Started in 2012

Published quarterly

Free of fees
Open Access Journal

 

Personalization in education: from programmed to adaptive learning 271

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Kravchenko D.A.
Master’s in Psychology, , National Research University Higher School of Economics, Moscow, Russia
ORCID: https://orcid.org/0000-0003-0556-1723
e-mail: dakravchenko@hse.ru

Bleskina I.A.
Master's in Business Informatics, National Research University Higher School of Economics, Moscow, Russia
ORCID: https://orcid.org/0000-0002-8450-1966
e-mail: ibleskina@hse.ru

Kalyaeva E.N.
Degree in Sociology, National Research University Higher School of Economics, Moscow, Russia
ORCID: https://orcid.org/0000-0001-6063-2681
e-mail: ekalyaeva@hse.ru

Zemlyakova E.A.
Bachelor's in History, National Research University Higher School of Economics, Moscow, Russia
ORCID: https://orcid.org/0000-0002-2701-3704
e-mail: eazemlyakova@hse.ru

Abbakumov D.F.
PhD in Educational Sciences, Moscow, Russia
ORCID: https://orcid.org/0000-0003-0848-2537
e-mail: dabbakumov@hse.ru

Abstract
Adaptive learning is a learning service that adapts quickly and continuously to the individual characteristics of students. Our study is a literature review that includes a brief analysis of the history of development, the main modern approaches and methods of implementation, the educational potential of adaptive platforms and the directions of the future development of adaptive learning. The literature review allowed us to describe and analyze the main stages of learning development: from programmable to adaptive. Its results are aimed at helping researchers and developers gain a general and comprehensive understanding of adaptive learning and its development trends.

Keywords: adaptive learning, programmed learning, a review of the literature, adaptive learning platform

Column: Educational psychology

DOI: https://doi.org/10.17759/jmfp.2020090303

For Reference

Funding

The reported study was funded by Russian Foundation for Basic Research (RFBR), project number № 19-113-50415

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