University courses often employ “one-size-fits-all” approaches, disregarding the heterogeneity in students' cognitive and motivational characteristics. This intervention study reports on an individualized learning design for online teaching in higher education. In a randomized field experiment with N = 438 university students (57% female, mean age M = 20.96 years), we investigated the effects of the learning design on students' motivation (self-concept, self-efficacy, intrinsic and utility task values), on their performance, and, because our sample consisted of teacher students, on their professional development with regard to inclusive education. Employing structural equation modeling, we found that the intervention positively affected the self-concepts of effort avoidant students. The intervention also positively impacted students' attitudes and self-efficacy towards inclusive education, but had no effect on course performance, course-related self-efficacy and task values. Moreover, learning analytics data revealed in-depth information on students’ learning behavior. Results are discussed regarding possible intervention strategies to be implemented in future versions of the learning design.

大学课程经常采用“千篇一律”的方法，而忽略了学生认知和动机特征的异质性。这项干预研究报告了针对高等教育在线教学的个性化学习设计。在N名438名大学生（57％的女性，平均年龄为M）的随机田野实验中 = 20.96年），我们研究了学习设计对学生动机（自我概念，自我效能，内在和效用任务价值），他们的表现以及（因为我们的样本包括教师学生）对其专业的影响。全纳教育方面的发展。通过使用结构方程模型，我们发现干预对避免努力的学生的自我概念产生了积极影响。干预也积极影响了学生对全纳教育的态度和自我效能，但对课程成绩，与课程相关的自我效能和任务价值没有影响。此外，学习分析数据揭示了有关学生学习行为的深入信息。