Glimpses Into Real-Life Introduction of Adaptive Learning Technology: A Mixed Methods Research Approach to Personalised Pupil Learning

Moltudal, Synnøve; Høydal, Kjetil Laurits; Krumsvik, Rune Johan

doi:10.16993/dfl.138

Cited by 19 publications

(15 citation statements)

References 35 publications

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“…Well-designed DBR case studies can be good alternatives and highly relevant research designs when examining the early phases of new educational technology in higher education (Krumsvik, 2012;Krumsvik & Ludvigsen, 2013;Ludvigsen, Krumsvik, & Furnes, 2015;Egelandsdal & Krumsvik, 2019). We also find that DBR case studies are suitable when examining adaptive learning technology in primary schools (Moltudal, Høydal & Krumsvik 2020). However, this requires an awareness of the importance of establishing a coherence in such DBR case studies where "The (…) researcher approaches the world with a set of ideas, a framework (theory, ontology) that specifies a set of questions (epistemology), which are then examined (methodology, analysis) in specific ways" (Denzin & Lincoln 2011, p. 5).…”

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confidence: 72%

Ontology, epistemology and context –and our social construction of educational technology

Krumsvik¹

2020

NJDL

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At the time of writing this editorial, we are in the middle of a global crisis because of the coronavirus -this is a very special and serious situation. Due to the coronavirus, we are being told to avoid human contact and physical face-to-face meetings as much as possible, and to stay in our homes. In many ways, such incidents of such epidemics have ontological implications since they have a severe impact on our basic need for human contact and other human aspects of life, as well as our basic view of being in the world. In such situations, it is of course of greatest importance to protect the health of all of us and to show solidarity, and we have all a collective responsibility to do this.At the same time, life must go on, and for the coming weeks and months we are being told to perform our teaching and research from our homes since schools and universities are closed; pupils and student must study from home, and so in these circumstances digital tools and remote teaching will have to be applied. This will be a new situation for the majority of us and in many ways we can see that digital technology can help us, making it possible to keep pupils and students involved in learning, even in a global crisis such as this. But this disruptive situation requires us also to reconsider "how teachers teach and students learn" as distance learning, virtual learning and remote teaching dominate in the following weeks and months. This implies that we keep in mind the pro and the cons of physical face-to-face meetings versus virtual meetings, which in many ways have ontological aspects we should be aware of. Emmanuel Lévinas states that physical face-to-face meetings have strong ethical aspects grounded in human nature, which calls for empathy, human touch and understanding (Morgan 2011). The sociologist Zygmunt Bauman (2007) has followed up the ethics of Lévinas, also taking the physical face-to-face meeting as his point of departure. Bauman is particularly concerned about social structures that do away with "face meetings", only to be replaced by virtual communication through social media (in addition to being anonymous). Nevertheless, with this awareness in mind, the coronavirus situation calls for immediate action and we might say that this adds a new layer to our perception of physical face-to-face meetings versus virtual meetings, where we are now not only forbidden from having physical contact (with anyone other than immediate family), but also have to deal with it as best we can in this global crisis.And since this very special situation obviously has ontological implications, now might be the right time to take an ontological and epistemological step back regarding the pro and the cons of educational technology on a more general basis. We might ask ourselves how we per-

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confidence: 72%

Ontology, epistemology and context –and our social construction of educational technology

Krumsvik¹

2020

NJDL

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“…Therefore, adopting students' adaptive learning in teaching strategies for effective learning is very important (Lin, 2017). Synnøve et al (2020) also noted that adaptive learning technologies and learning analytics are expected to contribute to the customization and personalization of pupil learning by continually calibrating and adjusting pupils' learning activities towards their skill and competence levels.…”

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confidence: 99%

Cognitive Learning Assessment Based on FAHP and RSM: A Case Study of Introduction to Network course

Lin

Chang

Chen

2021

Journal of Educational Computing Research

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With the progress and innovation of digital technology, people's knowledge acquisition, information exchange, and communication modes have changed significantly. The universality of emerging technology media enables instructional designers to use digital media to provide different teaching materials and teaching methods to meet the needs of individual learners according to their differences. Accordingly, this study takes the Introduction to Network course as an example, proposes a Fuzzy Analytic Hierarchy Process combined with Rule-Space Model to guide and analyze students' learning status, and imports Microsoft Technology Association international certification as empirical analysis. The study revealed that, the experts believe that “understanding protocols and services” is the most important part of the basic knowledge of the Internet, followed by “understanding network infrastructure” and “understanding network hardware.” In the section on learning performance, the average progress rates of two class were 69.44% and 62.20%, respectively, the students' scores were significantly improved. In the section on obtaining Microsoft Technology Association certification, the passing rates were 93.44% and 93.10%, which were significant improvements in certification passing rate. In the future, this study can be applied to other fields to improve the relative learning effect and make it broader and more diversified.

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“…Another PhD study from Norway examines the effect of adaptive learning technologies (ALT) and the use of tablets (Moltudal et al, 2020) in grades five to seven (10-12 years of age) in mathematics. The findings of the study indicate that the use of ALT at the upper primary level contributed positively to basic pupil learning in mathematics (ES 0.39, p 0.001).…”

Section: Literature Reviewmentioning

confidence: 99%

Implementing Tablets in Norwegian Primary Schools. Examining Outcome Measures in the Second Cohort

Krumsvik¹,

Berrum²,

Jones³

et al. 2021

Front. Educ.

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This study examines the implementation of tablets in primary schools in Norway. The outcome measures in the study are external for the intervention and are recorded data from national tests (National reading, arithmetic and English Tests, Classes 5, 8, and 9, National Mapping Tests for reading and arithmetic, Classes 1–3, and the 2014–2017 National Pupil Survey). The entire study (N = 15, 708) relies on an explanatory, sequential mixed-methods design and in this study we examine the quantitative effects of this implementation. The results indicate that in several school areas tablets have rather limited effect on pupils learning outcome. However, there were both some negative- and positive effects of tablets on several of the outcome measures. It seems that tablets contribute more positively to boys’ school achievements than to girls’ school achievements. The effect of introducing tablets is significantly positive for boys in fifth grade in English (as in the first cohort from 2015/2016). This might also be linked to a “spill over-effect” from outside school learning where the significantly positive results for boys in fifth grade in English can be interpreted as a sign of the times where English language immersion in leisure time (e.g., gaming, youtube, etc.) among boys are continuously developing. For boys, we also find positive significant effects on well-being, common rules, and assessment for learning, while in girls we find positive and significant effects on mastering, teacher support, and assessment for learning. From the study, we find some tendencies that when the use of tablets is supported by teachers who have high digital competence, their use seems to have a small equalizing effect between the school achievements of boys and girls. However, we cannot rule out that a grade effect and informal learning may also have an impact on the results, and we therefore request that the results be read with this reservation.

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Glimpses Into Real-Life Introduction of Adaptive Learning Technology: A Mixed Methods Research Approach to Personalised Pupil Learning

Cited by 19 publications

References 35 publications

Ontology, epistemology and context –and our social construction of educational technology

Ontology, epistemology and context –and our social construction of educational technology

Cognitive Learning Assessment Based on FAHP and RSM: A Case Study of Introduction to Network course

Implementing Tablets in Norwegian Primary Schools. Examining Outcome Measures in the Second Cohort

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