Formation of Individual Educational Trajectory in Adaptive Learning Management Systems

Purpose of the study. The purpose of this article is to consider the theoretical and practical aspects of designing adaptive training courses aimed at creating an individual educational trajectory, taking into account various mechanisms of adaptation.
Materials and methods. This study includes a review of bibliographic sources on the formation of an individual learning path and the implementation of adaptive learning in e-learning courses. It also includes constructing of a structural model of an adaptive learning management system with a description of possible adaptation mechanisms that act as parameters for the formation of a personalized learning path, and a description of an example of the implementation of an adaptive course in the LMS of the Bashkir State Agrarian University.
Results. An analysis of factors that influence the choice of a professional educational trajectory is presented. At the same time, different levels of formation of factors are described, for instance, such groups as macrofactors, mesofactors and microfactors are distinguished and characterized. The concept of a flexible adaptive learning model is considered and possible resources (mechanisms) for its adaptation are analyzed. With regard to the management model of the formation of an individual trajectory of training, such parameters as the form of training, the content of training, training methods, the organization of e-learning in the electronic training course, the model of a student, and the trajectory of training are distinguished as adaptation resources. A structural model of an adaptive learning management system is being made, including the following series of structural elements: block of educational content; block of the knowledge control, skills and abilities; communicative block; reflection block; personal identification unit; navigation system; learning path control module. Various approaches to the concept of a learner’s model are also considered (in particular, scalar, overlay and cognitive models).
To test the adaptive learning model, an electronic course in the discipline “Informatics and Information Technologies” was designed and implemented in the e-learning management system of the Bashkir State Agrarian University on the LMS Moodle platform. The e-course is used in the educational process for full-time and parttime education, as well as a form of support for distance learning during periods of self-isolation. A comparative analysis of the progress of students who study by using linear and adaptive versions of the e-course is carried out. Students studying with the adaptive version of the e-course showed better learning outcomes. From this, it is concluded that the adaptive course allowed students to better adapt to the conditions of forced distance learning in the new reality.
Conclusion. An individual educational trajectory is one of the effective ways of realizing the professional and educational potential of an individual and is based on certain forms, methods, technologies and learning mechanisms. Modern e-learning technologies provide vast opportunities for implementing the concept of personalized flexible learning, in particular, using adaptive training courses. In this case, both the parameters of the learning management environment and the characteristics of the students can act as a resource (parameter) of adaptation.

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