Board 80: Integrating Adaptive Learning Lessons in a Flipped STEM Course: Development, Learning Gains, and Data Analytics

Kaw, Autar; Clark, Renee M.; Delgado, Eleonora; Abate, Nicholas

doi:10.18260/1-2--32434

Cited by 1 publication

(1 citation statement)

References 9 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The student could not start working on a node for which an unsuccessful completed node is a prerequisite. More information on the development, revision, and implementation of adaptive lessons is given in Kaw et al [29].…”

Section: Significance Of the Study And Research Questionsmentioning

confidence: 99%

On learning platform metrics as markers for student success in a course

Yalçin

Kaw

Clark

2023

Comp Applic In Engineering

Self Cite

View full text Add to dashboard Cite

Adaptive learning platforms are increasingly being used as part of varying instructional modalities. Particularly relevant to this paper, adaptive learning is a critical component of personalized, preclass learning in a flipped classroom. Previously inaccessible, data generated by adaptive learning platforms regarding student engagement with the course content provides an invaluable opportunity to gain a deeper understanding of the learning process and improve upon it. We aim to investigate the relationships between adaptive learning platform interactions and overall student success in the course and identify the variables most influential to student success. We present a comprehensive analysis of our adaptive learning platform data collected in a Numerical Methods course, including aggregate statistics, frequency analysis, and Principal Component Analysis, to determine which variables exhibited the most variability and, therefore, the most information in the data. Subsequently, we used the Partitioning Around Medoids clustering approach to investigate naturally occurring clusters of students and how these clusters relate to overall performance in the course. Our results show that overall performance in the course, as measured by the final course grade, is strongly associated with (1) the behavioral interactions of students with the adaptive platform and (2) their performance on the adaptive learning assessments. We also found distinct student clusters (as defined by success in the course) that exhibited distinctly different behaviors. These findings provide qualitative and quantitative information to identify students needing support and to craft an evidence‐based support strategy for these students.

show abstract

Section: Significance Of the Study And Research Questionsmentioning

confidence: 99%