Adaptive learning platforms deliver content in a personalized way to students using computer algorithms to adjust content delivery based on prior knowledge, individual preferences, and differences in knowledge acquisition (Howlin & Lynch, 2014). Personalization of content and delivery of content is not a new idea (Cronbach, 1957) but technology enables us to do this in a potentially effective way online(Flores, Ari, Inan, & Arslan-Ari, 2012). Students have demonstrated a positive reaction to adaptive learning platforms and potential positive effects on learning outcomes (Dziuban, Moskal, Cassisi, & Fawcett, 2016). The purpose of this project was to compare an online course developed in an adaptive learning platform to one delivered via a traditional LMS only.
Methods:
This was a pilot of an adaptive platform used to deliver an online graduate nurse educator pathophysiology course. The pilot was over 2 semesters. Students were randomly assigned to the adaptive course or control course sections both in fall 2018 and spring 2019. Course content, exams and assignments were identical in all course sections. The adaptive course content and quizzes were administered via the adaptive learning platform while the control sections had quizzes and content delivered in the university LMS only. There was a total of 2 adaptive learning sections (n=28) and 3 control sections (n=35) over the fall and spring semesters.
Results:
Data from Fall 2018 and Spring 2019 show overall satisfaction and interest in taking another course delivered in an adaptive learning platform. 86% (n=21) agreed-strongly agreed that they learned better using adaptive platform than without, 100% (n=23) reported that adaptive learning platform increased their engagement with the course, and 87% (n=23) reported they would like to take a course using this platform again. Qualitative data analysis suggests that the adaptive learning delivery of content may have been beneficial in the fall 2018 term that was significantly disrupted due to a natural disaster. Data regarding student outcomes was unable to be compared in fall due to this disaster. Comparison of overall course grades and individual exam grades in Spring 2019 between the adaptive learning course and control sections show no significant differences between the adaptive section (n=13) and control section (n=25). The number of participants may have been too small to determine differences (Isaac & Michael, 1995).
Conclusion:
This pilot was demonstrated a potentially effective way to help students learn. Student perceived greater engagement with content, more effective learning, and overall expressed interest in taking a course in an adaptive platform again. Student comments suggest that the adaptive nature of a course in an adaptive platform may have helped them adjust to unexpected challenges during a semester.