ADAPTATION OF E-LEARNING TOOLS AS INNOVATION: OVERCOMING BARRIERS USING EDUCATIONAL FACTORS

There are quite few studies in the field of education that analyse the process of educational innovations adoption and even fewer that analyse the adaptation phase. In most cases, researchers (e.g. Khatri et al., 2013; Orr & Mrazek, 2009; Pernaa & Aksela, 2013) focus on the result whether the innovation has been adopted or not, however, there is too little research explaining how it has been modified. This article focuses on the process of currently popular e-learning tools adaptation. Researchers (e.g. Gounary, Koritos, 2012; Kirkman, 2012; Hariri, 2014; Serdyukov, 2017) agree that an educational innovation (including e-learning) process and the process of its adaptation are dependent on a number of factors, for example, educators should possess appropriate skills in order to adapt that innovation according to the needs and expectations of its users, and these modifications should go in line with the learning outcomes and the goals of the curriculum in general. After defining key terms and establishing a rationale for adaptation, we present a general framework to organize adaptive innovation system. The article presents a case of educational practice, illustrated by interview results that reveal the peculiarities and barriers for adaptation of e-learning tools. In order to eliminate barriers which have arisen and can arise, the environment is modelled that emphasizes educational factors, such as student's characteristics, educational innovation features, etc.