Published In

Current Issues in Emerging eLearning

Document Type

Article

Publication Date

12-18-2020

Subjects

Educational technology, Instructional systems -- Design, Teaching -- Aids and devices

Abstract

In this paper, four institutions share student and faculty feedback on the implementation of adaptive courseware through a common case study: biology for undergraduate non-majors. Additionally, each institution has provided a second case study of their choice. Together, researchers at Colorado State University in Fort Collins, CO, Portland State University in Portland, OR, University of Central Florida in Orlando, FL, and the University of Mississippi in Oxford, MS consider student perception of the benefits to the implementation of adaptive courseware, and how the deliberate alignment between adaptive courseware and course organization and structure impacts student experience. This paper highlights the collaboration of four public land grant Universities and includes data from thousands of students across the United States. Our findings indicate that adaptive blended courses with student engagement at the core multiplies opportunities afforded by emerging technologies within blended course design. This paper contributes multi-year data from four institutional approaches to implementing adaptive software to center student engagement.

Rights

Current Issues in Emerging eLearning (CIEE) is an open access, peer-reviewed, online journal of research and critical thought on eLearning practice and emerging pedagogical methods. The journal is published by the Center for Innovation and Excellence in eLearning, and sponsored by the College of Advancing and Professional Studies at the University of Massachusetts Boston.

Persistent Identifier

https://archives.pdx.edu/ds/psu/36644

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