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Resilience, Confidence-Building, and Performance: What a Case Study of Adaptive Digital Learning Can Tell Us.

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Title: Resilience, Confidence-Building, and Performance: What a Case Study of Adaptive Digital Learning Can Tell Us.
Authors: Ricke, Audrey1 acricke@iu.edu
Source: Journal of the Scholarship of Teaching & Learning. Dec2024, Vol. 24 Issue 4, p174-193. 20p.
Subject Terms: *Student engagement, *Digital learning, *Bloom's taxonomy, *Active learning, *Online education, Stereotype threat, Elevating platforms
Abstract: Adaptive digital learning courseware is becoming part of the instructor tool kit to support student performance and ultimately reduce DFWI rates. However, past studies of the effectiveness of adaptive digital learning platforms in elevating student performance on summative assessment have shown promising yet at times mixed reviews (e.g. Yarnall et al., 2016). This case study integrates adaptive digital learning to address the challenge of promoting reading and concept application outside of class and analyzes its impacts on students' engagement in class, perceived learning, and performance on summative assessment. Such an analysis, which considers mediating factors not previously analyzed together in adaptive digital learning studies, such as individual rather than aggregate performance, digital learning platform design differences, resiliency factors, and in-class activities, is an important step in clarifying some of the previously mixed results. Drawing on data collected in two sections of the same general education social science course taught by the same instructor in the same semester, this study illustrates the varying potential of adaptive digital learning to increase student confidence in the material and how it can translate into increased student performance if aligned and coupled in certain ways with in-class active learning. This study also provides evidence that illustrates how digital learning that is designed for greater degrees of editability by faculty can maximize learning benefits for students. (220 words). [ABSTRACT FROM AUTHOR]
Copyright of Journal of the Scholarship of Teaching & Learning is the property of Journal of the Scholarship of Teaching & Learning and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Resilience, Confidence-Building, and Performance: What a Case Study of Adaptive Digital Learning Can Tell Us.
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+the+Scholarship+of+Teaching+%26+Learning%22">Journal of the Scholarship of Teaching & Learning</searchLink>. Dec2024, Vol. 24 Issue 4, p174-193. 20p.
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  Data: *<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br />*<searchLink fieldCode="DE" term="%22Digital+learning%22">Digital learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Bloom's+taxonomy%22">Bloom's taxonomy</searchLink><br />*<searchLink fieldCode="DE" term="%22Active+learning%22">Active learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Online+education%22">Online education</searchLink><br /><searchLink fieldCode="DE" term="%22Stereotype+threat%22">Stereotype threat</searchLink><br /><searchLink fieldCode="DE" term="%22Elevating+platforms%22">Elevating platforms</searchLink>
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  Data: Adaptive digital learning courseware is becoming part of the instructor tool kit to support student performance and ultimately reduce DFWI rates. However, past studies of the effectiveness of adaptive digital learning platforms in elevating student performance on summative assessment have shown promising yet at times mixed reviews (e.g. Yarnall et al., 2016). This case study integrates adaptive digital learning to address the challenge of promoting reading and concept application outside of class and analyzes its impacts on students' engagement in class, perceived learning, and performance on summative assessment. Such an analysis, which considers mediating factors not previously analyzed together in adaptive digital learning studies, such as individual rather than aggregate performance, digital learning platform design differences, resiliency factors, and in-class activities, is an important step in clarifying some of the previously mixed results. Drawing on data collected in two sections of the same general education social science course taught by the same instructor in the same semester, this study illustrates the varying potential of adaptive digital learning to increase student confidence in the material and how it can translate into increased student performance if aligned and coupled in certain ways with in-class active learning. This study also provides evidence that illustrates how digital learning that is designed for greater degrees of editability by faculty can maximize learning benefits for students. (220 words). [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of the Scholarship of Teaching & Learning is the property of Journal of the Scholarship of Teaching & Learning and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.14434/josotl.v24i4.35566
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              Text: Dec2024
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