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Assessing the Utility of an Online Adaptive Learning Tool in a Large Undergraduate Psychology Course

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Title: Assessing the Utility of an Online Adaptive Learning Tool in a Large Undergraduate Psychology Course
Language: English
Authors: Dry, M. J., Due, C., Powell, C., Chur-Hansen, A., Burns, N. R.
Source: Psychology Teaching Review. 2018 24(2):24-37.
Availability: British Psychological Society, Division for Teachers & Researchers in Psychology. St Andrews House, 48 Princess Road East, Leicester, LE1 7DR, UK. Tel: +44-1162-529551; Fax: +44-1162-271314; e-mail: directmail@bps.org.uk; Web site: http://www.bps.org.uk/publications/journals/journals
Peer Reviewed: Y
Page Count: 14
Publication Date: 2018
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Online Courses, Undergraduate Students, Personality Traits, Cognitive Ability, Outcomes of Education, Academic Achievement, Predictor Variables, Psychology, Foreign Countries, Intelligence Tests, Personality Measures, Correlation, Tests
Geographic Terms: Australia
Assessment and Survey Identifiers: Raven Advanced Progressive Matrices, NEO Personality Inventory
ISSN: 0965-948X
Abstract: In this project we test the utility of an adaptive e-learning study tool (LearnSmart) within the context of a large undergraduate psychology course. We measured student usage of the e-learning tool and the effect that this usage has on academic outcomes, while controlling for the effects of intellectual ability and personality traits such as conscientiousness and openness to experience. The results of our analyses indicate that students who made use of the tool performed significantly better on the assessment tasks when compared to non-users. Further, regression analyses indicated that the extent to which students made use of the tool was a stronger predictor of academic performance than four personality variables that had previously been implicated in the literature as related to academic outcomes, and was a stronger predictor of academic performance than intellectual ability for two of the four academic tasks.
Abstractor: As Provided
Entry Date: 2018
Accession Number: EJ1196465
Database: ERIC
FullText Text:
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  Data: British Psychological Society, Division for Teachers & Researchers in Psychology. St Andrews House, 48 Princess Road East, Leicester, LE1 7DR, UK. Tel: +44-1162-529551; Fax: +44-1162-271314; e-mail: directmail@bps.org.uk; Web site: http://www.bps.org.uk/publications/journals/journals
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  Data: In this project we test the utility of an adaptive e-learning study tool (LearnSmart) within the context of a large undergraduate psychology course. We measured student usage of the e-learning tool and the effect that this usage has on academic outcomes, while controlling for the effects of intellectual ability and personality traits such as conscientiousness and openness to experience. The results of our analyses indicate that students who made use of the tool performed significantly better on the assessment tasks when compared to non-users. Further, regression analyses indicated that the extent to which students made use of the tool was a stronger predictor of academic performance than four personality variables that had previously been implicated in the literature as related to academic outcomes, and was a stronger predictor of academic performance than intellectual ability for two of the four academic tasks.
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    Languages:
      – Text: English
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        PageCount: 14
        StartPage: 24
    Subjects:
      – SubjectFull: Online Courses
        Type: general
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