Interest-Driven Creator Course in a Blended Setting to Develop Chinese College Students’ Adaptive Learning Skills

Abstract

The aim of this study is to improve the adaptive learning skills outcomes of undergraduate students in bachelor’s degree by designing a compulsory interest-driven creator (IDC)-based English course in blended setting. A total of 210 Chinese college students participated in a quasi-experimental intervention. The research was conducted for 16 lessons over 16 weeks at a private college in China. The performance of the experimental group (EG) and the control group (CG) was assessed by adaptive learning skills survey as a pre-test and a post-test to investigate proficiency. The results in EG showed a better outcome on the test than the CG. The result is especially worth implementing since its main components are the formation of individuals’ adaptive learning skills and ability to master specific learning outcomes. Therefore, the value of the IDC courses in higher education based on a blended setting augmented the effectiveness of learning outcomes with flexible and dynamic adaptive learning skills.