Adaptation of Digital Teaching Content

1. Adaptation of Digital Teaching Content

Why adapt digital materials?

Not all students learn in the same way, nor do they have the same prior knowledge, experiences, or abilities. If we want to ensure inclusive and effective learning, it is essential to adapt digital learning materials to different student profiles. Well-adapted materials allow each student to learn at their own pace, in a manner that suits them best, helping them feel included and motivated (Clark & Mayer, 2016; CAST, 2018).

2. Adaptation Based on Prior Knowledge, Learning Pace, and Previous Experience

Prior knowledge – students enter a course with different levels of understanding. In your materials, you can:

• offer short diagnostic quizzes to assess prior knowledge (Clark & Mayer, 2016),

• include links to revision or support materials for students who need additional help,

• use conditional release of content (Mayer, 2021).

Learning pace – some students learn quickly, while others need more time. Provide opportunities such as:

• access to recorded lectures,

• self-paced learning materials,

• interactive activities that can be attempted multiple times (Clark & Mayer, 2016).

Previous experiences – students may come from diverse professional or personal backgrounds. In your content, you can:

• connect the topic with real-world examples,

• offer different case studies,

• encourage sharing personal experiences through forums or assignments (Burgstahler, 2020).

3. Respecting different learning styles and preferences

Some students remember better when they see, others when they listen, and some when they do something. Consider how to incorporate different learning styles (Clark & Mayer, 2016; Mayer, 2021):

Although different learning styles are often discussed, research shows that most students use a combination of various approaches. Therefore, diversity of media in learning materials generally benefits all students (Clark & Mayer, 2016).

4. Applying Accessibility Principles (WCAG)

Digital content should be accessible to everyone, including students with disabilities. Follow the basic principles of the WCAG guidelines (CAST, 2024; W3C, 2024):

• use high-contrast colours for text and background;

• add captions or transcripts for video and audio content;

• write in clear and simple language (W3C, 2024);

• enable keyboard navigation;

• use alt text for images (W3C, 2018; Ally, 2019).

Tip: 

Test your materials using accessibility checking tools (e.g., WAVE, axe Accessibility) (W3C, 2018).

5. Personalisation through LMS tools

Platforms such as Moodle provide advanced tools for personalising content for different students (Horton, 2011; Burgstahler, 2015; Clark & Mayer, 2016):

• grouping students - different groups can see different materials
• conditional release of content – content becomes available only after the student completes previous steps;
• completion tracking motivates students to monitor their progress.

Example in an LMS:

• Students with less prior knowledge receive an additional educational video.
• More advanced students receive a more demanding assignment.
• An assignment unlocks only after a student passes a quiz with at least 70 % correct answers.

6. Using different formats and media

7. Conclusion

Adapting digital learning materials is not a luxury but a necessity of modern education. The diversity of students requires a diversity of materials and approaches. By doing so, you not only make learning easier, but also create an inclusive and supportive environment in which every student feels valued and capable of succeeding (Burgstahler, 2015; Clark & Mayer, 2016; CAST, 2018).

8. Literature

Ally, M. (Ed.). (2009). Mobile Learning: Transforming the Delivery of Education and Training. Athabasca University Press.

Burgstahler, Sheryl. (2020). Universal Design in Higher Education: From Principles to Practice.

CAST (2024). Universal Design for Learning Guidelines version 3.0.

Clark, R. C., & Mayer, R. E. (2016). E-Learning and the Science of Instruction (4th ed.). Wiley.

Mayer, R. E. (2021). Multimedia Learning (3rd ed.). Cambridge University Press.

W3C. (2024). Web Content Accessibility Guidelines (WCAG) 2.2. Dostupno na: