Instructional designers (IDs) are charged with what some might argue is the impossible: implementing innovative technologies and new pedagogical approaches within complex systems that often implicitly discourage change. This 6-year case study examined key factors influencing the exploration, multi-course pilot, and ultimate end of an adaptive learning (AL) project. AL has been recognized as a potentially transformative approach for online learning that individualizes instruction to each student based on demonstrated competencies. Past research has considered performance comparisons, learner characteristics, course design, and teaching practices, but what has been largely overlooked is an examination of the ways in which the university context itself impacts, and is impacted by, AL. Our study showed that while IDs and instructors easily recognize the potential benefits of AL, it is significantly more difficult to gain sustained administrative leadership advocacy. Primary challenges encountered were (1) AL’s disruption to the online teaching and learning status quo and (2) ongoing tensions between institutional structure, culture, and best practices for AL. The findings of this study suggest that a systems-based approach to organizational change is necessary for the successful implementation of multifaceted approaches like AL. The paper offers IDs greater insight into what can happen “behind the scenes” to support or challenge the success of educational technology implementations. While they may not always be able to impact these factors directly, having more awareness about the system complexity can allow them to be more strategic in asking for resources and buy-in from leadership.

教学设计师（ID）负责一些人可能认为不可能的事情：在复杂的系统中实施创新技术和新的教学方法，而这些系统往往隐含地阻碍变革。这项为期 6 年的案例研究探讨了影响适应性学习 (AL) 项目的探索、多课程试点和最终结果的关键因素。 AL 被认为是一种潜在的在线学习变革方法，它可以根据每个学生的能力进行个性化教学。过去的研究考虑了表现比较、学习者特征、课程设计和教学实践，但很大程度上忽视了对大学环境本身影响 AL 以及受 AL 影响的方式的考察。我们的研究表明，虽然 ID 和讲师很容易认识到 AL 的潜在好处，但获得持续的行政领导倡导却要困难得多。遇到的主要挑战是 (1) AL 对在线教学现状的破坏以及 (2) AL 的制度结构、文化和最佳实践之间持续存在的紧张关系。本研究的结果表明，基于系统的组织变革方法对于成功实施 AL 等多方面方法是必要的。该论文使 ID 能够更深入地了解“幕后”可能发生的情况，以支持或挑战教育技术实施的成功。虽然他们可能并不总是能够直接影响这些因素，但对系统复杂性有更多的认识可以使他们在寻求资源和领导层支持时更具战略性。