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Adaptive learning sytems can help to handle heterogenous learning groups in online courses. This study introduces experiences with an adaptive learning system (regarding learning styles) in a blended learning course with adult students from different academic institutions (universities and universities of applied sciences), concerning exam performance and long-term learning success. Results show that students who work through a lesson adaptively more often benefit from the adaptivity than it is a disadvantage for them. Furthermore, the independence of adaptivity makes it evident that the long-term learning effect of actively acquired knowledge in a virtual learning environment is higher than that of knowledge from a question catalogue for exam preparation that is acquired under pressure.