Adaptive learning environments and self-regulated learning in continuing education : a multi-method approach toward robust empirical evidence

Vorschau

PDF
Dissertation_FrommYM.pdf - Veröffentlichte Version
Download (8MB)

URN:	urn:nbn:de:bsz:180-madoc-720532
Dokumenttyp:	Dissertation
Erscheinungsjahr:	2026
Ort der Veröffentlichung:	Mannheim
Hochschule:	Universität Mannheim
Gutachter:	Ifenthaler, Dirk
Datum der mündl. Prüfung:	2026
Sprache der Veröffentlichung:	Englisch
Einrichtung:	Fakultät für Betriebswirtschaftslehre > Wirtschaftspädagogik, Technologiebasiertes Instruktionsdesign (Ifenthaler 2015-)
Fachgebiet:	330 Wirtschaft 370 Erziehung, Schul- und Bildungswesen
Freie Schlagwörter (Englisch):	adaptive learning , personalized learning , self-regulated learning , continuing education
Abstract:	Due to rapid technological, social, and economic developments, continuing education (CE) is becoming increasingly important for individuals to adapt to ever-changing (work) requirements, tasks, and practices. Learners may enter a CE activity with different prerequisites and expectations, such as varying levels of prior knowledge, different learning goals, and diverse interests. Therefore, a major challenge in designing effective CE activities is creating learning activities that cater to a heterogeneous group of learners. Moreover, many learners in CE struggle to engage successfully in self-regulated learning (SRL), which includes the regulation of cognitive, affective, behavioral, and contextual resources during learning and has been considered essential for learning success in CE. In this regard, researchers have recognized the potential of adaptive learning environments (ALEs) to provide personalized learning experiences and support SRL through dashboards, real-time feedback, and learning recommendations. However, there is a lack of robust empirical evidence and frameworks for designing ALEs and supporting SRL in CE. Therefore, this thesis aims to promote user-centered design approaches by providing empirical insights into ALEs and SRL in CE. The thesis consists of four independent research papers that employ qualitative and quantitative research methods. In Paper 1, interviews, focus groups, and an online survey were conducted to investigate different stakeholders’ (learners’, CE specialists’, and educational technology specialists’) perspectives on ALEs for CE. Several indicators (i.e., variables that reveal useful information about learners and their contexts) and interventions (i.e., measures for personalizing and supporting learning processes) relevant to CE were identified and organized into a design framework for ALEs. Based on this framework, Paper 2 employs an experimental study to evaluate an ALE that tailors learning activities to individual learners’ prior knowledge. The findings of Paper 2 demonstrate that the effects of ALEs on learning outcomes in CE depend on learners’ motivational dispositions. Paper 3 comprises a systematic review and meta-analysis to explore the nature of SRL in CE and highlights learning process-related, learner-related, CE-related, and work-related factors that may support or hinder SRL in CE. In Paper 4, an intervention to support SRL in CE was evaluated using an experimental and an interview study. The findings show that the effectiveness of ALEs in supporting SRL varies across different learning content. Moreover, the findings highlight that personalization may have negative side effects on SRL, for example, by impairing motivation through constant negative feedback or reducing the ease of use through complex adaptation. Overall, this thesis provides guidance on designing and implementing ALEs for CE. Through empirically investigating the perspectives of different stakeholders and the effectiveness of ALEs in CE, this thesis highlights the benefits and weaknesses of ALEs for CE and encourages the development of user-centered and evidence-based ALEs. However, additional research is needed to shed further light on the context-dependent effects of ALEs on (self-regulated) learning processes in CE, as well as to explore the role of human instructors and ethical guidelines for implementing ALEs in CE.