Evidence in Support of Adaptive Learning for Pre-Class Preparation in a Flipped STEM Classroom
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| Title: | Evidence in Support of Adaptive Learning for Pre-Class Preparation in a Flipped STEM Classroom |
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| Language: | English |
| Authors: | Renee M. Clark, Autar Kaw, Andrew Scott, Saurav Kumar, Ali Yalcin |
| Source: | International Journal for the Scholarship of Teaching and Learning. 2025 19(1). |
| Availability: | Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail: sotlij@georgiasouthern.edu; Web site: https://digitalcommons.georgiasouthern.edu/ij-sotl/ |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2025 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | 2013271 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Flipped Classroom, STEM Education, Artificial Intelligence, Technology Uses in Education, Classroom Environment, College Students, Tests, Institutional Characteristics, Feedback (Response), Student Needs, Knowledge Level, Engineering Education, Student Attitudes, Program Effectiveness |
| Geographic Terms: | Florida, Arizona, Alabama |
| ISSN: | 1931-4744 |
| Abstract: | Adaptive learning supports online instruction by offering feedback to students using machine learning. In a funded study, adaptive learning was used in a flipped STEM course at three universities for pre-class preparation. We conducted a comparative analysis with and without adaptive learning. The assessments were a final exam and concept inventory (stratified demographically) and affective questions from the College and University Classroom Environment Inventory, focus groups, and evaluation survey. This study found classroom environment enhancement with adaptive learning, with Task Orientation and Satisfaction exhibiting significant changes at two universities. We found enhanced perspectives with adaptive learning, including increased preference for flipped instruction and reduced perceptions of responsibility imposed. The direct assessment results differed by institution and exam type but showed adaptive learning may be helpful for URM, Pell Grant, and community college transfers and for open-ended problem solving. This research supports adaptive learning for flipped STEM classroom preparation and learning. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1471616 |
| Database: | ERIC |
| Abstract: | Adaptive learning supports online instruction by offering feedback to students using machine learning. In a funded study, adaptive learning was used in a flipped STEM course at three universities for pre-class preparation. We conducted a comparative analysis with and without adaptive learning. The assessments were a final exam and concept inventory (stratified demographically) and affective questions from the College and University Classroom Environment Inventory, focus groups, and evaluation survey. This study found classroom environment enhancement with adaptive learning, with Task Orientation and Satisfaction exhibiting significant changes at two universities. We found enhanced perspectives with adaptive learning, including increased preference for flipped instruction and reduced perceptions of responsibility imposed. The direct assessment results differed by institution and exam type but showed adaptive learning may be helpful for URM, Pell Grant, and community college transfers and for open-ended problem solving. This research supports adaptive learning for flipped STEM classroom preparation and learning. |
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| ISSN: | 1931-4744 |
