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ADAPTIV LARNING
WHAT I ADAPTIV DIGITAL LARNING?
Every student brings to a course his/her own level of aptitude and prior knowledge. In many classrooms, the instructors
strive to adjust their instructional strategies to individual students and their learning styles. However, this is time-
consuming and challenging, as each student learns at a different pace in practice.
Advances in adaptive learning technologies have now made it possible to personalise the learning experience for each
individual student – targeting improvements in weaker areas, helping with knowledge retention and providing feedback
that is “just in time, just enough, and just for me.” Adaptive digital learning takes into account current student
performance, and adapts accordingly to support, and maximise learning. By design, adaptive digital tools respond to a
student’s interactions in real-time by automatically providing personalised instruction based on individual student abilities
and learning progression.” (Basitere and Ivala, 2017; McGraw-Hill Education Group, 2014).
Using such adaptive learning technologies, instructors can more effectively “flip” the classroom, as they can better check
their students preparedness before engaging in more advanced instructional methods for deeper learning in the
classroom (e.g. application of theory in case studies, advanced group exercises, projects, discussions, debates,
presentations, etc.).
Many adaptive learning platforms also provide the instructor with feedback on which materials students are struggling
with, allowing him or her to adapt the instruction based on the class’ progress. The promise of the technology is that, by
ensuring sufficient mastery level for different topics, it allows the instructor to spend more time on active, constructive and
interactive learning tasks to achieve higher-level learning objectives.
VIDNC IN UPPORT OF ADAPTIV DIGITAL LARNING
A literature review identified a limited number of experimental studies in which control groups were compared with
treatment groups that used e-textbooks with adaptive learning features. Gearhart (2016), for example, found that
undergraduate students in the treatment group achieved higher scores on textbook-related exam questions than those in
the control group in an Interpersonal Communication course. In another study conducted by independent research firms
commissioned by Cengage (2015), psychology students in the treatment group using Cengage’s MindTap platform
performed about one-third of a standard deviation (Cohen’s d = 0.33) better than students in the control group not using
MindTap.
Other studies, which did not use control groups, generally examined whether a student’s use of the e-textbook
supplemented with adaptive learning features correlated with his or her exam grades (Gurung, 2015; Hegeman, 2015). The
studies indicate (some of them controlling for overall GPA) that generally, higher use by students was associated with
higher course grades.
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Adaptive digital learning also leads to increases in course pass rate (Pearson Education 2018; Broadway Analytics Inc, 2014;
McGraw-Hill Education Group, 2014). The analytics reports in the adaptive learning platforms inform instructors of
students falling behind to allow for early intervention.
Some studies also reported instructors’ and students’ perceptions of using them. In surveys and focus group interviews,
students expressed higher levels of engagement with the course content. They also reported that the e-textbook
supplemented with adaptive learning features helped them with the exam review (Gearhart, 2016; Griff & Matter, 2013).
Instructors, on their side, found that they were able to gain meaningful insights on how their students were learning
through the “analytics dashboards” (Broadway Analytics Inc, 2014; McGraw-Hill Education Group, 2014).
At the same time, some students in these studies reported that working on the practice questions and quizzes in such e-
textbooks, took up more time than what they wanted to spend, citing lack of time and motivation, and forgetting as
reasons for limiting their completion on the online practice questions and quizzes (Gearhart, 2016; Griff & Matter, 2013;
Gurung, 2015). So, while current research findings require a nuanced assessment, we expect the impact on student
learning to become stronger as the technology improves with more high-quality textbooks being converted to include
well-designed and proven adaptive learning features.
It has to be noted that, while most of the studies are published by academics in peer-reviewed journals, some were
commissioned by the educational publishers and conducted by independent research firms and not all of those were
peer-reviewed (Pearson Education, 2018;, Cengage, 2015; Broadway Analytics, 2014).
For more details on the individual studies, click here for a summary table.
ADAPTIV DIGITAL LARNING IN PRACTIC AT MU
At SMU, several faculty members have experimented with using adaptive digital tools for teaching to collect real-time data
that provides insights on what and how their students are learning.
Since August 2016, about 500 students taking different courses in subject areas such as Economics, Strategy, Finance and
Organisational Behaviour and Human Resources (OBHR) have been supported in their learning with adaptive courseware
offered by educational publishers. In measuring students’ perceptions on their experiences with the use of such adaptive
digital tools, CTE collaborated with faculty members and administered surveys on Qualtrics to collect feedback from
students. Some students reported that clearer instructions could be given to facilitate their navigation of the educational
publishers’ platform and suggested having more questions of higher difficulty levels (beyond comprehension and recall)
included as part of the online quizzes. Technical issues such as taking a long time to load the e-textbooks, and the
incompatibility of the e-textbooks on a certain mobile operating system were also shared by students. Nonetheless, the
analyses of the findings were generally positive:
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23/12/2018 Adaptive Learning | Centre for Teaching Excellence
FACULTY MMR’ TTIMONIAL:
Associate Professor Tan Swee Liang has also shared her experience with adaptive digital tools for her International
Economics course (EDGE Issue #3).
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CT’ TAK
23/12/2018 Adaptive Learning | Centre for Teaching Excellence
Adaptive digital learning is a new technology involving large investments by a significant number of established and new
companies. A conclusive meta-analysis about its impact on learning outcomes is not yet available. Given the potential for
economies of scale, the long-term impact on how education will be designed and delivered is not easy to predict. That
said, there appears to be the potential for improved learning outcomes so it will be useful for SMU and SMU
instructors to collaborate on integrating this new technology.
Based on reviewed evidence and experience so far, CTE would like to offer the following observations and
recommendations.
1. Our review of independent, peer-reviewed studies and audited research reports indicated that adaptive digital
learning is associated with positive results in the following courses:
Introductory Accounting (McGraw-Hill Education Group, 2014),
Algebra (Hegeman, 2015),
Anatomy and Physiology (Broadway Analytics Inc, 2014; Griff & Matter, 2013),
Business (Broadway Analytics Inc, 2014),
Physics (Basitere, 2015),
Psychology (Gurung, 2015; McGraw-Hill Education Group, 2014), and
Statistics (Pearson Education, 2018).
These courses seem to be “basic” or “technical” in nature. There is a sense that, currently, adaptive learning can be
implemented successfully when the course content is mature, stable, well-defined, codifiable, etc.. It might be
harder to find good adaptive learning textbooks for electives or advanced courses.
2. Electronic textbooks with adaptive learning features appear to be good at transferring (and testing) basic aspects of
knowledge. This capability appears to benefit students who might otherwise struggle with the course and it can
raise the bottom tail of students’ understanding, especially since the technology provides fairly detailed and real-
time views of students’ learning. The types of learning objectives that can be achieved and tested by current
technology is limited though (but evolving). Therefore, the instructor needs to develop a clear view about where
the value of the e-textbook ends and where his or her value as an SMU instructor starts. This is only possible if
the instructor is highly familiar with the e-textbook and the adaptive learning features, which may take more time
than what instructors are used to spending with hard-copy textbooks.
3. The amount of work needed to develop a consistently high-quality adaptive learning textbook is substantial. The
actual quality of available e-textbooks clearly varies and it is important for instructors to verify the quality of the e-
textbooks they adopt.
4. Based on our review of the aforementioned studies, we identified the following key success factors for the adoption
of e-textbooks with adaptive learning features:
1. Alignment and integration - choose the e-textbook carefully to closely match your course learning
objectives; integrate the e-textbooks as part of the course instructional activities where students complete
homework assignments to supplement in-class lectures.
3. Immediate, corrective feedback - reinforce the immediate feedback provided to students in the platforms
by checking the analytics dashboards of students’ progress and by adjusting teaching accordingly. This
increases students’ perceived value of the homework assignments/quizzes in the adaptive learning
platforms.
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HOW DO I GT TARTD?
23/12/2018 Adaptive Learning | Centre for Teaching Excellence
Adopting a textbook with adaptive learning features may involve redesigning one’s course. Besides pedagogical
assistance from CTE on course redesign, instructors and students will also receive technical training and support
from the educational publishers. An overview of the adaptive digital learning tools can be found here.
TP 1: ROW TH LIT OF RCOMMNDD TXTOOK TO LCT YOUR CHOIC OF TXTOOK WITH ADAPTIV
LARNING FATUR.
Given the voluminous selection of textbooks with adaptive learning features to choose from, CTE and SMU Libraries
are maintaining a curated list of textbooks with adaptive learning features that could be worth exploring by SMU
instructors. The criteria used for being on the list are: earlier non-adaptive versions of the textbook have been used at
SMU before and/or the e-textbook is being used at other reputable institutions. Click here to inspect the list.
TP 2: DCID ON YOUR PRFRRD ADOPTION MODL.
Option A: Apply for CTE’s TEL funding and evaluation study.
This option is available to all instructors who have not been funded by CTE for using textbooks with adaptive
learning features. Available funds will be allocated based on the expected value of what can be learned from the
evaluation study in which the support of the instructor is critical
CTE will collaborate with you on an experimental study to evaluate the impact of the adaptive digital tool on
your students’ learning.
CTE will provide funding support for 1 academic term, capped at 4 sections.
CTE will also provide support in terms of pedagogical consultation, and vendor management.
Please contact CTE at cte@smu.edu.sg if you are keen to explore using textbooks with adaptive learning features for
your teaching no later than 4 months before the commencement of your course.
Option B: Contact your preferred educational publisher sales representative.
Educational Adaptive Learning Solution with e-
Publisher Textbook Contact Details of Sale Representative
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PROJCT TIMLIN FOR OPTION A: APPLICATION FOR CT’ TL FUNDING AND VALUATION TUDY
23/12/2018 Adaptive Learning | Centre for Teaching Excellence
Bibliography
1. Basitere, M. M., & Ivala, E. N. (2017). Evaluation of an adaptive learning technology in a first-year extended
curriculum programme physics course. South African Computer Journal, 29(3).
2. Broadway Analytics, Inc (2014). White Paper: WileyPlus with ORION Efficacy. An Independent Review. Retrieved
from: https://www.wiley.com/college/sc/orionpromo/pdf/ORION_Efficacy_Report.pdf.
3. Cengage (2015). A study of the impact of Cengage Learning’s MindTap on student learning in post-secondary
psychology courses. Retrieved online http://embed.widencdn.net/pdf/plus/cengage/mghoweh34r/wp_mindtap-
post-secondary-psychology.pdf?u=gczqey.
4. EdSurge (2016). Decoding Adaptive. London: Pearson. Retrieved 8 March 2018 from:
https://www.pearson.com/content/dam/one-dot-com/one-dot-com/global/Files/about-
pearson/innovation/Pearson-Decoding-Adaptive-v5-Web.pdf.
5. Gearhart, C. (2016). Does LearnSmart Connect Students to Textbook Content in an Interpersonal Communication
Course?: Assessing the Effectiveness of and Satisfaction with LearnSmart. International Journal of Teaching and
Learning in Higher Education, 28(1), 9-17. Retrieved from: https://files.eric.ed.gov/fulltext/EJ1106331.pdf.
6. Griff, E. R., & Matter, S. F. (2013). Evaluation of an adaptive online learning system. British Journal of Educational
Technology, 44(1), 170-176.
7. Gurung, R. A. (2015). Three investigations of the utility of textbook technology supplements. Psychology Learning &
Teaching, 14(1), 26-35.
8. Hegeman, J. S. (2015). Using Instructor-Generated Video Lectures in Online Mathematics Courses Improves Student
Learning. Online Learning, 19(3), 70-87.
9. McGraw-Hill Education Group (2014). Discover the Impact of Connect on Student Engagement, Grades, and
Retention Rates at 34 Universities. Retrieved online 9 March 2018 from
https://www.mheducation.com/highered/ideas/educator/connect-student-discover.html.
10. Natriello, G. (2013). Adaptive Educational Technologies: Tools for Learning and for Learning about Learning.
National Academy of Education.
11. Pearson Education (2018). A correlational study of MyLab Statistics in a combined math and statistics course. Impact
Evaluation — Higher Education Courseware, Efficacy and Research. Retrieved from
https://www.pearson.com/content/dam/one-dot-com/one-dot-com/global/Files/efficacy-and-
research/reports/MyLab-Statistics-research-report.pdf.
12. Tempelaar, D. T., Rienties, B., & Giesbers, B. (2015). In search for the most informative data for feedback generation:
Learning Analytics in a data-rich context. Computers in Human Behavior, 47, 157-167
Last updated on 30 Nov 2018 .
Technolog nhanced Learning
Getting tarted with Technolog Tools
Designing for Online Learning
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Adaptive Learning
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