The education impacts of the use of adaptive platforms: the Khan Academy example

Abstract

This work aims to investigate the impacts on education of the use of adaptive platforms. As a methodology for collecting data for the research, a bibliographic survey was used, considering publications on the subject made in the last 10 years. The research can also be classified as exploratory and qualitative, with critical analysis of data content. The main results obtained were in the sense that, as verified, one of the great challenges of the current world is the preparation of people with skills, knowledge and attitudes capable of satisfying the needs of an increasingly globalized world. In this context, the main task is to advance in order to achieve improvements in learning with the use and application of Digital Information and Communication Technologies (DICT’s). In the midst of this, the use of new educational technologies, such as adaptive platforms, appears as a constructive strategy for people's interaction and communication networks, also demonstrating a clear potential to support learning, the social construction of knowledge, and the development of skills, enabling the achievement, from there, of an autonomous and personalized learning. In view of this, it can be concluded that adaptive platforms have a potential impact on the teaching-learning process, both in their evolution and in the proximity they provide between the student and the school environment, anywhere and at any time. Other possibilities brought by adaptive platforms refer to the creation and management of profiles and contents capable of adding value to the acquired knowledge; diversity of methods, with the possibility of scalability in a dynamic social context; in addition to the commitment and focus established with the basic premise of training citizens with greater preparation for the job market and for the future.