Potentials of adaptive e-learning for engineering design education

Abstract

In Germany, engineering design education predominantly consists of frontal lecture formats that are supplemented by self-learning phases. With these existing teaching formats, on the one hand, initial knowledge heterogeneity of the students can hardly be considered and, on the other hand, not all participants have the necessary learning competence for a targeted use of the self-learning phases. Therefore, this paper examines the potential of an adaptive e-learning environment for personalized learning support and guidance of the self-learning phases. To this purpose, both the evaluation by students of two prototypical implementations of adaptive e-learning environments and the influence of their use on examination results are evaluated.