An Exploratory Comparison of a Traditional and an Adaptive Instructional Approach for College Algebra

This research effort compared student learning gains and attitudinal changes through the implementation of two varying instructional approaches on the topic of functions in College Algebra. Attitudinal changes were measured based on the Attitude Towards Mathematics Inventory (ATMI). The ATMI also provided four sub-scales scores for self-confidence, value of learning, enjoyment, and motivation. Furthermore, this research explored and compared relationships between students\u27 level of mastery and their actual level of learning. This study implemented a quasi-experimental research design using a sample that consisted of 56 College Algebra students in a public, state college in Florida. The sample was enrolled in one of two College Algebra sections, in which one section followed a self-adaptive instructional approach using ALEKS (Assessment and Learning in Knowledge Space) and the other section followed a traditional approach using MyMathLab. Learning gains in each class were measured as the difference between the pre-test and post-test scores on the topic of functions in College Algebra. Attitude changes in each class were measured as the difference between the holistic scores on the ATMI, as well as each of the four sub-scale scores, which was administered once in the beginning of the semester and again after the unit of functions, approximately eight weeks into the course. Utilizing an independent t-test, results indicated that there was not a significant difference in actual learning gains for the compared instructional approaches. Additionally, independent t-test results indicated that there was not a statistical difference for attitude change holistically and on each of the four sub-scales for the compared instructional approaches. However, correlational analyses revealed a strong relationship between students\u27 level of mastery learning and their actual learning level for each class with the self-adaptive instructional approach having a stronger correlation than the non-adaptive section, as measured by an r-to-z Fisher transformation test. The results of this study indicate that the self-adaptive instructional approach using ALEKS could more accurately report students\u27 true level of learning compared to a non-adaptive instructional approach. Overall, this study found the compared instructional approaches to be equivalent in terms of learning and effect on students\u27 attitude. While not statistically different, the results of this study have implications for math educators, instructional designers, and software developers. For example, a non-adaptive instructional approach can be equivalent to a self-adaptive instructional approach in terms of learning with appropriate planning and design. Future recommendations include further case studies of self-adaptive technology in developmental and college mathematics in other modalities such as hybrid or on-line courses. Also, this study should be replicated on a larger scale with other self-adaptive math software in addition to focusing on other student populations, such as K - 12. There is much potential for intelligent tutoring to supplement different instructional approaches, but should not be viewed as a replacement for teacher-to-student interactions

A Self-Regulated Learning Approach to Educational Recommender Design

Recommender systems, or recommenders, are information filtering systems prevalent today in many fields. One type of recommender found in the field of education, the educational recommender, is a key component of adaptive learning solutions as these systems avoid “one-size-fits-all” approaches by tailoring the learning process to the needs of individual learners. To function, these systems utilize learning analytics in a student-facing manner. While existing research has shown promise and explores a variety of types of educational recommenders, there is currently a lack of research that ties educational theory to the design and implementation of these systems. The theory considered here, self-regulated learning, is underexplored in educational recommender research. Self-regulated learning advocates a cyclical feedback loop that focuses on putting students in control of their learning with consideration for activities such as goal setting, selection of learning strategies, and monitoring of one’s performance. The goal of this research is to explore how best to build a self-regulated learning guided educational recommender and discover its influence on academic success. This research applies a design science methodology in the creation of a novel educational recommender framework with a theoretical base in self-regulated learning. Guided by existing research, it advocates for a hybrid recommender approach consisting of knowledge-based and collaborative filtering, made possible by supporting ontologies that represent the learner, learning objects, and learner actions. This research also incorporates existing Information Systems (IS) theory in the evaluation, drawing further connections between these systems and the field of IS. The self-regulated learning-based recommender framework is evaluated in a higher education environment via a web-based demonstration in several case study instances using mixed-method analysis to determine this approach’s fit and perceived impact on academic success. Results indicate that the self-regulated learning-based approach demonstrated a technology fit that was positively related to student academic performance while student comments illuminated many advantages to this approach, such as its ability to focus and support various studying efforts. In addition to contributing to the field of IS research by delivering an innovative framework and demonstration, this research also results in self-regulated learning-based educational recommender design principles that serve to guide both future researchers and practitioners in IS and education

Equity by Design and Delivery Model in Online Learning: Educator and Student Perceptions and Behaviors as Leading Indicators of Systemic Change

The purpose of this study is to explore educator and student perceptions of and behaviors in the Equity by Design and Delivery (EDD) model and its online courses as leading indicators of systemic change. The EDD model is a pilot intervention to eliminate opportunity to learn gaps at the program level in a mid-sized northwestern college in the United States. It shifts instructional behavior from individual efforts to collective approaches to limit quality variances in online courses, theorized to be a major contributor of missed opportunities to learn at high levels, by developing and delivering reliable quality courses based on collective agreements to apply evidence-based practices. It improves course and credentialing outcomes (e.g., course grades, course and degree completion rates) as it eliminates significant outcome disparities between student groups in programs with a strong online learning presence. It uses systems theory, improvement and implementation sciences, as well as principles of adaptive leadership as an operational framework to increase the likely efficacy of the EDD model. A convergent mixed methods of a single-site case study research design is used. It collects primary and secondary quantitative and qualitative data to conduct a comprehensive analysis of and findings from the pilot. It ends with recommendations for implementation at scale and scholar-practitioner reflections of practice

Towards motivation modelling within a computer game based learning environment: an empirical study

This thesis addresses the issue as to how to model a student’s motivation when using a learning environment. Currently, this is considered as an important topic since a) motivation is regarded as key to successful learning by educationalists, b) those building computer-based learning environments are attempting to design in features that will assist in motivating learners while using their systems, c) researchers in the areas of intelligent learning environments (ILEs) and intelligent tutoring systems (ITSs) are looking for methods to detect a student’s motivation during their interaction with an adaptive system, and d) researchers in ITSs are looking for strategies that a learning environment could use to motivate a student or to scaffold his/her motivation. A well-founded model that partially explains the way in which motivation changes during an interaction with an ILE is potentially very valuable to these different goals. In particular, the model should prove to be of great benefit when creating learning environments that take into account the motivational aspects of the learners since it represents the process of how they are motivated through the use of an ILE. In this thesis the focus is on the construction of a learner’s motivational structure for an ILE grounded in the context of an educational game. The thesis reports the development of a qualitative model of the motivation of learners during their interaction with the ILE. One of the main issues is the specification of the context as the motivational structure of learners cannot be assumed to be the same in different contexts. A preliminary causal model showing the relationships between a learner’s motivational characteristics and features of the ILE was developed. Two computer-based research instruments were then built: a game prototype aiming to teach some concepts in databases (Alex’s Adventure) and a computer program (MoRes). Alex’s Adventure was developed in such a way that it included all features of the ILE presented in the model whereas the other parts of the model were implemented through MoRes. Six detailed case studies were performed in order to validate the preliminary model. The validation resulted in changes to the preliminary model which are believed to produce an improved model. The analysis also resulted in a number of key points and condition–action rules which are considered to be of use for the implementation of future adaptive computer systems that could manage and support learners. The thesis makes an original contribution to the Artificial Intelligence in Education (AIED) community, particularly in terms of the method of case study analysis and the new model of motivation

Beyond Nonlinear (Organisational) Learning. The impact of Sustainable Structure to Teach Sustainability.

Though a case study in which the researchers participated and collected information in the conception - involving the design of the infrastructure, implementation and current operation of a K-12 and High School education project in Colombia. In this study, based on the work previously reported by Medina (2015) the authors used linear analysis, action reach, and defined (organizational) learning as a nonlinear and Complex Adaptive System phenomena. The theoretical framework proposes that when the - organizational - learning process is rationalized, validated and systemically embedded in and through the (infra)structure of the organization, the learning dynamic has a magnifying effect that has the power to transcend the boundaries of the organization. To develop the theoretical framework, following Carroll (2012) and Cleveland et al (1997); we describe learning as a “making connections” process between things we know and things we don’t. In which learning is an experiential network construct that is generated when needed, subjective and individual (not linear) and that presents some features linked to the properties of CAS as: • The learners are provided with a rich variety of inputs; • Different learners follow different paths; • The outcomes are emergent and cannot be foretold; • Learning is self-organized by the learner’s activity in designing it; • Disciplines are integrated and roles are flexible; • There are rapid iterations between the parts & wholes; • People co-evolve together in a learning community. In the case study, aligned with the non-linearity and CAS conception of this project; the principles of multilevel theory exposed by Kozlowski, Chao and Nowakowski (2009) were applied to design a learning environment in which individuals coalesces, amplifies, and crystallizes as collective learning and provides ways to leverage and shape the emergence of collective learning as a multilevel phenomenon. In accordance, a pedagogic model was introduced following the principles suggested by Rootzen (2007), aiming to let the students decide when and how to work with different topics, through the use of a fragmented learning methodology based on discrete learning objects where the use of various media affords the student increased levels of direction and selection. These principles were considered in the early stages of the infrastructure design (School campus) that in coherence with the ethos, identity and educative plan of the institution drove the design towards the implementation of principles aiming to complain with the LEED certification (Leadership in Energy and Environmental Design). The context provided by the ethos of the institution and the infrastructure development conduced to the successful implementation of academic content for sustainability and the development of organizational structures that reflect, enable and reinforce not just the CAS nature of the learning process but its alignment with the intention of the infrastructure by using it as a living textbook that is core for the design and implementation of their green curriculum. The effect of infrastructure in the organizational learning has been discussed from the ethnographic perspective (Leigh, 1999); and recently Sailer (2014) from an architectural and functionalist perspective describes how architecture and space design affects organizational learning and behavior and how this can be purposefully programmed since the stage of design of the infrastructure development. This study contributes to validate the previous theory by providing evidence of the efficiency of such intentional design in the generation of learning process at different levels that transcend the limits of the organization. The case study is supported by some indicators of impact of both, the infrastructure and the organizational learning process through external and independent recognition such as the awards: the Kimberly Clark Foundation – Ekco-Awards as an Exceptional Place to Work in 2013; BIBO-WWF in 2014 as “Academy – Best Environmental Practices”; “Green Project Challenge 2014” - first place; Since 2012 Rochester School is leading “Green Apple Day” in Colombia; “Our Choice”, an integrative K-12 networking initiative based on sustainability educational strategies for schools since 2014; and the LEEDS gold 2015 (first in Latin America for educative institutions – Making the school the nominated hub for this accreditation scheme in South America). The school also generates several community projects in the town where is placed and is both, inspiration and operator of community based projects on local farming, organic agriculture and protection of the local bio-diversity. Its influence is permeating the higher education clusters through the leading participation of the school in forums and research initiatives analyzing the role of infrastructure, the teaching-learning process and greening the curriculum activities

The design and implementation of an adaptive e-learning system

This paper describes the design and implementation of an adaptive e-learning system that provides a template for different learning materials as well as a student model that incorporates five distinct student characteristics as an aid to learning: primary characteristics are prior knowledge, learning style and the presence or absence of animated multimedia aids (multimedia mode); secondary characteristics include page background preference and link colour preference. The use of multimedia artefacts as a student characteristic has not previously been implemented or evaluated. The system development consists of a requirements analysis, design and implementation. The design models including use case diagrams, conceptual design, sequence diagrams, navigation design and presentation design are expressed using Unified Modelling Language (UML). The adaptive e-learning system was developed in a template implemented using Java Servlets, XHTML, XML, JavaScript and HTML. The template is a domain-independent adaptive e-learning system that has functions of both adaptivity and adaptability

Building the System: Follow-up, monitoring & adaptive management

Does impact assessment (IA) end when the license has been granted? While societal resources tend to focus on rigorous project approvals, what happens to the project, to the public and to the environment once approval is granted? Follow up and monitoring are often an afterthought for legislators, public servants and proponents. But they are critical to public confidence and to ensuring that proponents live up to their commitments in a rapidly changing world."This report draws from research funded by the Impact Assessment Agency as part of the Social Sciences and Humanities Research Council of Canada Knowledge Mobilization Grant on Informing Best Practice in Environmental and Impact Assessment.