Abstract
Adaptive learning is an educational method that uses computer algorithms and artificial intelligence (AI) to customize learning materials and activities based on each user’s model. Adaptive learning has been used for more than 20 years. However, it is still unique, and no other system could bring more or even similar capabilities than the ones adaptive technology offers, including the application of AI, psychology, psychometrics, machine learning, and providing a personalized learning environment. However, there are not many studies on its practicality, usefulness, improving students’ learning skills, students’ perception, etc., due to the limited number of institutes investing in this new technology. This paper presents the results of administering the newly developed Adaptive Self-regulated Learning Questionnaire (ASRQ) in an adaptive learning course equipped with the ALEKS (Assessment and Learning in Knowledge Spaces) system to study the amount of Self-regulated Learning Skills (SRL) score change, if any, of the students. The ASRQ was administered at the beginning and end of the semester as a pretest and posttest. Then, the quantitative Sample Paired t Test was run to measure the students’ SRL score change between the beginning and end of the semester. The results showed a significant decline in students’ SRL skills score while working with ALEKS. This paper also discusses the reasons for the considerable drop in SRL skills based on students’ perception and feedback collected through administering an open-ended survey at the end of the semester. The survey’s qualitative analysis showed various possible factors contributing to the decline of the SRL skills score, including lack of motivation, system complexity, hard penalty, lack of social presence, and lack of system practicality.
Highlights
The Internet has become a powerful tool in the field of education via creating versatile online learning for everyone at any time and place
As a new form of online learning, can focus on the needs of each learner and help them with their learning process, adapting the learning materials based on their knowledge level, and personalizing their learning path when there is no direct access to in-person instructors
Due to the importance of Self-regulated Learning (SRL) skills, this research planned to investigate the role of the ALEKS adaptive system in changing SRL skills in students and how they reflected on their experience of using this system
Summary
The Internet has become a powerful tool in the field of education via creating versatile online learning for everyone at any time and place. The importance of online learning is felt more than ever before due to the recent Coronavirus Disease 2019 (COVID-19) pandemic, which led to the closure of in-person education and caused serious problems for universities [1] Some of these issues were overcome by applying the information and communication technologies with online applications, multimedia, and courseware. Adaptive learning is a pedagogical initiative based on analysis, by the academic environment, of data generated during the students’ learning process [5] Implementation of this pedagogical initiative has its own challenges, such as a new courseware environment with different procedures, instructions, or assessments; absence of learners’ social presence; time consuming; and being used in traditional 16-week semesters regardless of students’ pace of learning, to name a few [6]. Due to the importance of SRL skills, this research planned to investigate the role of the ALEKS adaptive system in changing SRL skills in students and how they reflected on their experience of using this system
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