Adaptive Learning: A Stabilizing Influence across Disciplines and Universities
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| Title: | Adaptive Learning: A Stabilizing Influence across Disciplines and Universities |
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| Language: | English |
| Authors: | Dziuban, Charles, Moskal, Patsy, Parker, Liza, Campbell, Maria, Howlin, Colm, Johnson, Connie |
| Source: | Online Learning. Sep 2018 22(3):7-39. |
| Availability: | Online Learning Consortium, Inc. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail: olj@onlinelearning-c.org; Web site: http://onlinelearningconsortium.org/read/online-learning-journal/ |
| Peer Reviewed: | Y |
| Page Count: | 33 |
| Publication Date: | 2018 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education |
| Descriptors: | Individualized Instruction, Partnerships in Education, Online Courses, Academic Achievement, Electronic Learning, Blended Learning, College Students, Educational Strategies |
| Geographic Terms: | Florida, Colorado |
| ISSN: | 2472-5749 |
| Abstract: | This study represents an adaptive learning partnership among the University of Central Florida, Colorado Technical University, and the adaptive learning provider Realizeit. A 13-variable learning domain for students forms the basis of a component invariance study. The results show that four dimensions--knowledge acquisition, engagement activities, communication, and growth--remain constant in nursing and mathematics courses across the two universities, indicating that the adaptive modality stabilizes learning organization in multiple disciplines. The authors contend that similar collaborative partnerships among universities and vendors is an important next step in the research process. |
| Abstractor: | As Provided |
| Number of References: | 73 |
| Entry Date: | 2018 |
| Accession Number: | EJ1191489 |
| Database: | ERIC |
| Abstract: | This study represents an adaptive learning partnership among the University of Central Florida, Colorado Technical University, and the adaptive learning provider Realizeit. A 13-variable learning domain for students forms the basis of a component invariance study. The results show that four dimensions--knowledge acquisition, engagement activities, communication, and growth--remain constant in nursing and mathematics courses across the two universities, indicating that the adaptive modality stabilizes learning organization in multiple disciplines. The authors contend that similar collaborative partnerships among universities and vendors is an important next step in the research process. |
|---|---|
| ISSN: | 2472-5749 |
