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Title:
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A MIXED METHODS STUDY OF ENGINEERING UNDERGRADUATES' ADAPTIVE LEARNING EXPERIENCES |
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Author(s):
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Seok Joo Kwak and Joi-Lynn Mondisa |
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ISBN:
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978-989-8704-28-3 |
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Editors:
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Inmaculada Arnedillo Sánchez, Piet Kommers, Tomayess Issa and Pedro Isaías |
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Year:
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2021 |
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Edition:
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Single |
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Keywords:
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Adaptive Learning, MOOCs, Personalized E-Learning |
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Type:
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Full |
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First Page:
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135 |
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Last Page:
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142 |
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Language:
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English |
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Cover:
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Full Contents:
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click to dowload 
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Paper Abstract:
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Open-access online courses, called massive open online courses (MOOCs), have received much attention from higher
education institutions and course designers for their potential to reshape learning opportunities. Among the challenges in
learning from MOOCs or in an online setting is that students may have insufficient prerequisite knowledge about the
topic being presented. If so, students may have a limited understanding of the material and they cannot ask questions in
person to clarify their understanding. To address this problem, researchers have been developing adaptive learning
technologies. Adaptive learning is a form of learning in which a computer changes the lecture content to best fit a given
student based on the student's interactions with the interface. However, current literature suggests that behavioral patterns
such as boredom or frustration in adaptive online learning tasks should be explored in order to improve students' learning
experiences. This study investigated engineering undergraduate students' perceptions of an adaptive learning
environment using MOOCs materials. In this exploratory mixed-methods study, we collected and analyzed survey and
interview data and post-test scores for 18 students in our experiment. The results of the evaluation suggest a negative
correlation in the relationship between students' learning gains and their perceptions of their enjoyment of the videos. |
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