Using an adaptive learning tool to improve student performance and satisfaction in online and face-to-face education for a more personalized approach

It is becoming increasingly clear that not all students require the same education, and the requirement of personalized education is increasingly in demand. The incorporation of adaptive learning (AL) has increased in recent years. However, research on this subject is still evolving at the universit...

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Published inSmart learning environments Vol. 11; no. 1; pp. 6 - 24
Main Authors Contrino, Monica F., Reyes-Millán, Maribell, Vázquez-Villegas, Patricia, Membrillo-Hernández, Jorge
Format Journal Article
LanguageEnglish
Published Singapore Springer Nature Singapore 01.12.2024
Springer Nature B.V
SpringerOpen
Subjects
Academic Achievement
Adaptive learning
Classrooms
Colleges & universities
Computers and Education
Customization
Education
Educational innovation
FIT
Higher education
Learning
STEM
Student Improvement
Students
Teaching Methods
FIT
Adaptive learning
Educational innovation
Higher education
STEM
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Summary:It is becoming increasingly clear that not all students require the same education, and the requirement of personalized education is increasingly in demand. The incorporation of adaptive learning (AL) has increased in recent years. However, research on this subject is still evolving at the university level. In this study, we investigated the impact of integrating an AL tool (CogBooks®) in a university course (statistics for decision making) taught in an innovative online modality called FIT (flexible, interactive, and with technology), in which the course is designed in the CANVAS® platform and uses Zoom® as a means of communication with students. Learning outcomes were compared between the FIT courses with or without AL and between AL strategies in online and face-to-face courses. It was clear that AL improved the students’ achievement regardless of the modality. In addition, we conclude that students achieve better in AL courses in the classroom than in distance courses. Satisfaction surveys favor a preference for FIT courses with AL over classroom classes with AL. Our results suggest that AL is a solid strategy for teaching undergraduate courses. Graphical abstract
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ISSN:2196-7091
2196-7091
DOI:10.1186/s40561-024-00292-y