Using an adaptive learning tool to improve student performance and satisfaction in online and face-to-face education for a more personalized approach
Abstract 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...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
SpringerOpen
2024-02-01
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| Series: | Smart Learning Environments |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s40561-024-00292-y |
| _version_ | 1797272863726632960 |
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| author | Monica F. Contrino Maribell Reyes-Millán Patricia Vázquez-Villegas Jorge Membrillo-Hernández |
| author_facet | Monica F. Contrino Maribell Reyes-Millán Patricia Vázquez-Villegas Jorge Membrillo-Hernández |
| author_sort | Monica F. Contrino |
| collection | DOAJ |
| description | Abstract 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 |
| first_indexed | 2024-03-07T14:35:26Z |
| format | Article |
| id | doaj.art-f4aea8ad7ef14f19a5de6d7dcf7b01b9 |
| institution | Directory Open Access Journal |
| issn | 2196-7091 |
| language | English |
| last_indexed | 2024-03-07T14:35:26Z |
| publishDate | 2024-02-01 |
| publisher | SpringerOpen |
| record_format | Article |
| series | Smart Learning Environments |
| spelling | doaj.art-f4aea8ad7ef14f19a5de6d7dcf7b01b92024-03-05T20:41:11ZengSpringerOpenSmart Learning Environments2196-70912024-02-0111112410.1186/s40561-024-00292-yUsing an adaptive learning tool to improve student performance and satisfaction in online and face-to-face education for a more personalized approachMonica F. Contrino0Maribell Reyes-Millán1Patricia Vázquez-Villegas2Jorge Membrillo-Hernández3Educación Digital, Vicerrectoría Académica y de Innovación Educativa, Tecnologico de MonterreyEducación Digital, Vicerrectoría Académica y de Innovación Educativa, Tecnologico de MonterreyInstitute for the Future of Education, Tecnologico de MonterreyInstitute for the Future of Education, Tecnologico de MonterreyAbstract 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 abstracthttps://doi.org/10.1186/s40561-024-00292-yEducational innovationHigher educationFITAdaptive learningSTEM |
| spellingShingle | Monica F. Contrino Maribell Reyes-Millán Patricia Vázquez-Villegas Jorge Membrillo-Hernández Using an adaptive learning tool to improve student performance and satisfaction in online and face-to-face education for a more personalized approach Smart Learning Environments Educational innovation Higher education FIT Adaptive learning STEM |
| title | Using an adaptive learning tool to improve student performance and satisfaction in online and face-to-face education for a more personalized approach |
| title_full | Using an adaptive learning tool to improve student performance and satisfaction in online and face-to-face education for a more personalized approach |
| title_fullStr | Using an adaptive learning tool to improve student performance and satisfaction in online and face-to-face education for a more personalized approach |
| title_full_unstemmed | Using an adaptive learning tool to improve student performance and satisfaction in online and face-to-face education for a more personalized approach |
| title_short | Using an adaptive learning tool to improve student performance and satisfaction in online and face-to-face education for a more personalized approach |
| title_sort | using an adaptive learning tool to improve student performance and satisfaction in online and face to face education for a more personalized approach |
| topic | Educational innovation Higher education FIT Adaptive learning STEM |
| url | https://doi.org/10.1186/s40561-024-00292-y |
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