New Perspectives in Science Education
Adaptive Learning Model Implementation at Riga Technical University
Inta Volodko, Riga Technical University (Latvia)
Valentina Koliskina, Riga Technical University (Latvia)
Ilona Dzenite, Riga Technical University (Latvia)
Elena Ligere, Riga Technical University (Latvia)
Sarmite Cernajeva, Riga Technical University (Latvia)
Abstract
An adaptive learning model (ALM) is a contemporary educational approach that uses technology and data to personalise the learning process and consider each student's individual needs, abilities and neurodivergence. This approach is particularly appealing because it allows students to learn at an
individually suitable pace and according to their initial knowledge level. Students can actively engage with the learning materials through digital resources and practical exercises. This approach enhances students' confidence in their ability to learn any subject, including mathematics. In the first semester of the 2026/27 academic year, an adaptive learning model based on the flipped classroom approach [1] is being piloted at Riga Technical University (RTU) for the course "Supplementary Mathematics”. The experiment involves second-year students of the "Intelligent Robotic Systems" study program. The students study independently using RTU’s ORTUS learning portal, where they have access to a variety of learning materials, including video lectures, lecture notes, examples of solving problems and practice tests, but all scheduled classes are conducted in the form of consultations. The educator here acts as a mentor: monitoring students' individual progress and providing learning materials and guidance. This model allows students to study independently at their own pace and at times convenient for them. The course includes various forms of assessment, such as tests, homework assignments and a final exam.
This article provides a detailed description of the learning platform and ways of practical implementation of the approach. The usefulness of the proposed learning materials is evaluated through a student survey based on their opinions regarding the most frequently used and most valuable materials. The article also compares student performance, contrasting results from the course "Supplementary Mathematics" with the same students' performance in the first-year course "Mathematics". This comparison helps identify which students benefit from the new approach by gaining a better understanding of the topics and which encounter difficulties and require educator support to successfully complete the course. The article discusses the advantages and disadvantages of this approach in terms of students’ learning outcomes.
Keywords: Adaptive learning, mathematics, higher education, student engagement
REFERENCES
[1] I.Dzenite, E.Ligere, S.Cernajeva, “On the Advantages and Disadvantages of Using a Flipped Classroom Learning Model for Teaching Higher Mathematics at Technical Universities”, Proceedings of the 14th Edition of NPSE, pp.128-135, 2025
