Adaptive Learning Platform Research Articles

The Use of Adaptive Learning Technology to Enhance Learning in Clinical Veterinary Dermatology.

Clinical teaching in veterinary medicine is challenging for both educators and students. There is an increasing interest in the use of technology-based techniques using adaptive learning to provide students with additional learning experiences. Few studies have evaluated the use of this technique in veterinary medical education. We hypothesized that students with access to adaptive learning modules during dermatology rotation would have significantly higher dermatology test scores compared to students who did not have access to the adaptive learning modules on the same rotation. Incoming third and fourth-year veterinary students to the dermatology rotation, who agreed to participate, were randomly assigned to treatment (provided access to 10 modules using adaptive technology during the rotation) or control group (provided no access to the modules). Study participants completed a pretest two weeks before the rotation start date and a post-test near the rotation end date and a questionnaire to assess students' learning experience using adaptive learning modules. Students in the treatment group scored significantly higher on the posttest (p = .019) compared to students in the control group, with an effect size of d = 0.83. Students in both groups scored significantly higher at post-test (p < .001; d = 1.52 treatment and p = .002; d = 0.74 control) when compared to their pretest. This study shows that the tested adaptive learning platform may be an effective method to augment clinical teaching in veterinary dermatology. This study also indicates that veterinary students perceive the use of adaptive learning technology as beneficial for their education.

Research on English teaching information pushing method based on intelligent adaptive learning platform

Research on English teaching information pushing method based on intelligent adaptive learning platform

Research on English Teaching Information Pushing Method Based on Intelligent Adaptive Learning Platform

In order to overcome the existing problems of long time, low matching degree of information and user interest, and high average absolute error of English teaching information. This paper proposes a new method of English teaching information push based on intelligent adaptive learning platform. The classification of English teaching information shortens the time of English teaching information push. GN algorithm is used to partition user community network. The information label model, user label model and Bayesian classifier are combined to complete the push of English teaching information. Experimental results show that this method can provide users with about two seconds of English teaching information, saving more than half of the time. The usefulness of push in English information is up to 98%, and the error rate of push in English information is less than 0.2%.

ALTA SOLUTION FROM KNEWTON AS A TOOL OF SUPPORT FOR ADAPTIVE LEARNING IN MATHEMATICS

The article analyzes the advantages and disadvantages of the adaptive learning platform Knewton. Recommendations for the development and use of an adaptive course based on Knewton (for example, a program for studying mathematics Alta) are given: creating a profile (account), choosing readymade tasks, designing your own course in Alta, monitoring the students’ activity.

Effectiveness of an adaptive eLearning intervention on dental students' learning in comparison to traditional instruction.

There is a great deal of excitement in higher education about the value of adaptive learning to personalize learning paths according to students' individual needs. The authors explored the impact of an Adaptive Learning Platform (ALP) on learning, by comparing learning effectiveness between dental students who used the ALP in a blended learning environment formatively and summatively compared with students who did not use the ALP (i.e., face-to-face), as measured by students' performance on the final exam in a single review preparatory course during the academic years 2013-2018. Paired t-tests showed significant improvement in post-test scores across different course instructional modalities (P < 0.01). The learning gain was greater for students who studied using the ALP summatively (t = 26.20) than those who used it formatively or studied using a face-to-face format (t = 13.10 and 14.13, respectively). Controlling for pre-test scores, analysis of covariance tests indicate that: (1) intervention groups (formative and summative ALP) scored significantly higher than the traditional group (B = 9.34 points, P < 0.01, for summative ALP group) and (B = 4.47 points, P < 0.05, for formative ALP group), and (2) summative ALP group scored significantly higher than formative ALP group (B = 4.84 points, P < 0.05). This study provides empirical evidence that an adaptive learning intervention can have a significant impact on student learning performance. The success of any adaptive learning system relies mainly on sound instructional design. Technology will continue to grow at an overwhelming pace; the cautionary note the authors highlight is that conceptions of pedagogy, complemented by technology, must guide the development of adaptive learning systems.

Pilot of an Adaptive Learning Platform in a Graduate Nursing Education Pathophysiology Course.

Adaptive learning (AL) platforms deliver content personalized to students on the basis of prior knowledge, adjusting content delivery based on individual preferences and differences in knowledge acquisition. This project compared a course developed in an AL platform with one in a traditional learning management system (LMS) only. This pilot of an adaptive graduate nurse educator pathophysiology course was a randomized control group experimental study. Data from Fall 2018 and Spring 2019 semesters showed 86% of the participants (n = 21) strongly agreed that they learned better using an AL platform. All of the participants (N = 23) reported increased course engagement, and 86% (n = 21) reported they would like to take a course using this platform again. This pilot demonstrated a potentially effective way to support students' learning. Students perceived greater engagement with content, reported more effective learning, and expressed interest in taking a course in an AL platform again. [J Nurs Educ. 2020;59(6):327-330.].

KNEWTON ANALYTICAL REVIEW AS A PLATFORM FOR PERSONALIZATION OF LEARNING CONTENT

The article analyzes the theoretical basis of the adaptive learning platform Knewton, identifies the benefits and prospects for its use in the educational process. The Knewton platform, developed by the company of the same name (USA), became one of the first adaptive learning platforms in the world and is now the undisputed world leader in this context. It provides continuous adaptability, constantly accumulating data about each pupil / student and properly building an individual learning trajectory, forming appropriate recommendations in real time. Knewton itself does not develop ready-made courses, but provides the platform, which offers developers certain algorithms for adapting educational content. The theoretical basis of the Knewton platform is a number of models and approaches, including: theory of test problems (item response theory), probabilistic graph models (probabilistic graphical models), hierarchical agglomerative clustering. Among the Knewton tools that provide personalization of learning, we consider such as knowledge graph (knowledge graph), continuous reinforcement, learning curves (learning curves), student learning profile (student learning profile), network effects. The main advantages of Knewton for pupils / students include: instant "feedback", collaboration, gamification. The advantages for teachers are meeting the various needs of pupils / students, monitoring the progress of the whole class, monitoring the progress of an individual student, improving the content of educational programs. General recommendations for the development of an adaptive course based on Knewton (on the example of the Alta program) are given. Models of potential application of the Knewton platform are characterized: "face-to-face", "rotation", "flex", "online laboratory", "self-blend", "online user". Given that the practical experience of using adaptive learning systems, both in Ukraine and in the world as a whole, is quite insignificant, we believe that it is important to consider the theoretical foundations of these technologies, a critical assessment of their advantages and disadvantages, as well as prospects for implementation and use. In the future, we plan to develop recommendations for domestic teachers to create training courses based on the Knewton platform.

Team-based mobile learning supported by an intelligent system: case study of STEM students

ABSTRACT This paper presents an empirical study on the integration of an intelligent teaching system, Moso Teach (MT), into an English curriculum in a top-ranked four-year university in China. Data sources include the reports and analysis generated by the learning analytics tools in MT, a survey of students, final exam scores, and the instructor’s observation of classroom activities. Findings suggest that an intelligent and adaptive learning platform coupled with well-designed team-based activities can indeed increase students’ engagement in learning in a wide variety of activities and contexts, from personalized learning to team collaboration, and including classroom participation and asynchronous postings on a discussion forum. These findings are significant because Chinese universities tend to have large-size classes with few opportunities for interaction. Most importantly, this study reveals the impact of collaborative mobile learning on STEM students in both learning engagement and learning outcomes.

How Can Adaptive Platforms Improve Student Learning Outcomes? A Case Study of Open Educational Resources and Adaptive Learning Platforms

Open Educational Resources (OER) are widely considered as a cost effective option for students. As hard-copy textbooks are replaced with OER, a suggested solution to complement OER’s effectiveness is incorporating adaptive learning online platforms. An adaptive learning platform is designed to improve students’ metacognition by tailoring content to one’s learning in real time. In a Principles of Macroeconomics course, the result shows that the use of OER is as good as the adoption of a conventional textbook. The result shows that certain groups of students, based on mathematical readiness, gender, and socioeconomic background, benefit from OER. The results also show that an adaptive learning platform is not associated with positive student performance. Furthermore, a simple intervention can improve the level of metacognition, which can ultimately improve student learning.

Exploring Student Preference between Textbook Chapters and Adaptive Learning Lessons in an Introductory Environmental Geology Course

In a Fall 2017 introductory course in Environmental Geology, homework assignments alternated between traditional textbook chapters in an electronic format and adaptive learning platform (ALP) modules on the Smart Sparrow (www.smartsparrow.com) platform to assess student preference for and satisfaction with either modality. Few studies have evaluated the role of ALP technology in a classroom setting, and none have investigated ALPs in a homework setting. To probe student preferences between these assignments, and their engagement with the material through the different modalities, all (n = 17) students in the course were given eight surveys over the Fall 2017 semester. A subset of six students volunteered for qualitative interviews in addition to the quantitative surveys. Analysis of the results shows that students were more satisfied with the ALP modules, except for the longest assigned module. No relationships were found between preference for one module over another and major, engagement, or interest in environmental geology. A majority of the students interviewed identified the interactivity of the adaptive learning modules as a contributing factor to the retention of concepts presented. This suggests students experienced a higher level of cognitive engagement with the ALP material.

First-Year Experience Implementing an Adaptive Learning Platform for First- and Second-Year Medical Students at the Lake Erie College of Osteopathic Medicine.

The Lake Erie College of Osteopathic Medicine (LECOM) is a large, diverse medical school spread across 3 campuses, which makes it challenging to deliver comparable learning experiences to all students. Osmosis is a Web and mobile application that can integrate with a variety of existing curricula and, through its content creation and sharing features, can foster student cohesion in an online environment. To analyze the first year of use for the Osmosis platform among LECOM students at each campus and to identify barriers to this use. Medical education at LECOM is delivered across 3 campus locations using 3 main pathways: the lecture-discussion, problem-based learning, and directed-study pathways. Beginning in the 2016-2017 academic year, all LECOM first-year medical students could use the Osmosis platform free of charge; second-year students were informed about the platform but were required to pay for a subscription. For all students, engagement metrics were tracked within the platform, and periodic student surveys and informal student feedback supplemented these metrics. Of 1135 LECOM students, 567 (50%) signed up for an account, including 416 (73%) of 573 first-year and 151 (27%) of 562 second-year students. In aggregate, students created 17,901 items and answered 123,050 practice questions and flashcards. Student use of the platform varied considerably, with the highest use at the Erie campus, where the platform was championed by faculty, and among a portion of second-year students preparing for board examinations. Some students were "superusers"; 2 students completed more than 20,000 items, and 5 created more than 1000 items each. The greatest barriers to use of the platform were preferences for previous study methods and lack of time to learn new study habits. Although the use of the platform across LECOM campuses was uneven, it was greatest when there was overt support by faculty and when students were already motivated to use the platform. The lessons learned during the first year of the program will be used to improve use of the platform. The authors offer their insights into this new technology.

Evaluation of an Adaptive Learning Technology in a First-year Extended Curriculum Programme Physics course

Personalised, adaptive online learning platforms that form part of web-based proficiency tests play a major role in the improvement of the quality of learning in physics and assist learners in building proficiency, preparing for tests and using their time more effectively. In this study, the effectiveness of an adaptive learning platform, Wiley Plus ORION, was evaluated using proficiency test scores compared to paper-based test scores in a first-year introductory engineering physics course. Learners’ performance activities on the adaptive learning platform as well as their performance on the proficiency tests and their impact on the paper-based midterm averaged test were investigated using both qualitative and quantitative methods of data collection. A comparison between learners’ performance on the proficiency tests and a paper-based midterm test was done to evaluate whether there was a correlation between their performance on the proficiency tests and the midterm test. Focus group interviews were carried out with three categories of learners to elicit their experiences. Results showed that there was a positive relationship between high-performing learners’ proficiency score in the midterm averaged test and that the proficiency test enhanced learners’ performance in the paper-based midterm averaged test.

Using “big data” to guide implementation of a web and mobile adaptive learning platform for medical students

Background: Adaptive learning platforms (ALPs) can revolutionize medical education by making learning more efficient, but their potential has not been realized because students do not use them persistently.Methods: We applied educational data mining methods to study United States medical students who used an ALP called Osmosis (www.osmosis.org) from 1 August 2014 to 31 July 2015. Multivariate logistic regressions modeled persistence on Osmosis as the dependent variable and Osmosis-collected variables as predictors.Results: The 6787 students included in our analysis responded to a total of 887,193 items, with 2138 (31.5%) using Osmosis persistently. Number of items per student, mobile device use, subscription payment, and group membership were independently associated with persisting (p < 0.001 in all models). Persistent users rated quality more favorably (p < 0.01) but were not more confident in answer selections (p = 0.80). While persisters were more accurate than non-persisters (55% (SD 18%) vs 52% (SD 22%), p < 0.001), after adjusting for number of items, lower accuracy was associated with persistent use (OR 0.93 [95% CI 0.90–0.97], p < 0.01).Conclusions: Our study of a large sample of U.S. medical students illustrates big data medical education research and provides guidance for improving implementation of ALPs and further investigation.

Knewton (An adaptive learning platform available at https://www.knewton.com/)Knewton (An adaptive learning platform available at https://www.knewton.com/)

Knewton (An adaptive learning platform available at https://www.knewton.com/)Knewton (An adaptive learning platform available at https://www.knewton.com/)

Combining patient centred simulation with an online adaptive learning platform to assist students in developing clinical and reasoning skills to transition from classroom to clinical practice

Combining patient centred simulation with an online adaptive learning platform to assist students in developing clinical and reasoning skills to transition from classroom to clinical practice

Adaptive Learning in Psychology: Wayfinding in the Digital Age

This paper presents the results of a pilot study investigating the use of the Realizeit adaptive learning platform to deliver a fully online General Psychology course across two semesters. Through mutual cooperation, UCF and vendor (CCKF) researchers examined students’ affective, behavioral, and cognitive reactions to the system. Student survey results indicated that students found the system easy to use and were generally positive about their seamless transition to adaptive learning. While the majority of students were successful, learning outcome metrics utilizing Realizeit indices indicated a potential for early prediction of students who are likely to be at risk in this environment. Recommendations are presented for the benefits of cooperative research between users and vendors.

Empirical evaluation of a virtual laboratory approach to teach lactate dehydrogenase enzyme kinetics.

BackgroundPersonalised instruction is increasingly recognised as crucial for efficacious learning today. Our seminal work delineates and elaborates on the principles, development and implementation of a specially-designed adaptive, virtual laboratory.AimsWe strived to teach laboratory skills associated with lactate dehydrogenase (LDH) enzyme kinetics to 2nd-year biochemistry students using our adaptive learning platform. Pertinent specific aims were to:(1)design/implement a web-based lesson to teach lactate dehydrogenase(LDH) enzyme kinetics to 2nd-year biochemistry students(2)determine its efficacious in improving students' comprehension of enzyme kinetics(3)assess their perception of its usefulness/manageability(vLab versus Conventional Tutorial)MethodsOur tools were designed using HTML5 technology. We hosted the program on an adaptive e-learning platform (AeLP). Provisions were made to interactively impart informed laboratory skills associated with measuring LDH enzyme kinetics. A series of e-learning methods were created. Tutorials were generated for interactive teaching and assessment.ResultsThe learning outcomes herein were on par with that from a conventional classroom tutorial. Student feedback showed that the majority of students found the vLab learning experience “valuable”; and the vLab format/interface “well-designed”. However, there were a few technical issues with the 1st roll-out of the platform.ConclusionsOur pioneering effort resulted in productive learning with the vLab, with parity with that from a conventional tutorial. Our contingent discussion emphasises not only the cornerstone advantages, but also the shortcomings of the AeLP method utilised. We conclude with an astute analysis of possible extensions and applications of our methodology.

An Adaptive Web-based Learning Module for the Problem-based Application of Remote Sensing in Schools – Prototype within an Educational Design Research Study

The learning module “Drought in California” presented here is part of an adaptive web-based learning platform developed in the framework of the Space4Geography project, funded by the German Aerospace Centre (Space Administration). The project seeks to facilitate the application of satellite images in schools and to enable students to work with original remote-sensing data on geographic questions. The development process of the module was informed scientifically by Educational Design Research. The research approach involves practitioners and scientists in the development process and aims to (1) ensure the practice-oriented, motivating and learning-efficient character of the learning module, and (2) contribute to educational theory in the field of remote-sensing education. This paper presents the prototype of the adaptive learning module, the development of which was based on results from an analysis of national curricula and an online survey on requirements for a learning environment. This prototype will be evaluated and developed further in several test cycles before being implemented in school practice.