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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
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
FullText Links:
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  Data: Evidence in Support of Adaptive Learning for Pre-Class Preparation in a Flipped STEM Classroom
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  Data: <searchLink fieldCode="AR" term="%22Renee+M%2E+Clark%22">Renee M. Clark</searchLink><br /><searchLink fieldCode="AR" term="%22Autar+Kaw%22">Autar Kaw</searchLink><br /><searchLink fieldCode="AR" term="%22Andrew+Scott%22">Andrew Scott</searchLink><br /><searchLink fieldCode="AR" term="%22Saurav+Kumar%22">Saurav Kumar</searchLink><br /><searchLink fieldCode="AR" term="%22Ali+Yalcin%22">Ali Yalcin</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+for+the+Scholarship+of+Teaching+and+Learning%22"><i>International Journal for the Scholarship of Teaching and Learning</i></searchLink>. 2025 19(1).
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  Data: 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/
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  Data: 18
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  Data: 2025
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  Data: National Science Foundation (NSF)
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  Data: <searchLink fieldCode="DE" term="%22Flipped+Classroom%22">Flipped Classroom</searchLink><br /><searchLink fieldCode="DE" term="%22STEM+Education%22">STEM Education</searchLink><br /><searchLink fieldCode="DE" term="%22Artificial+Intelligence%22">Artificial Intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Environment%22">Classroom Environment</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Tests%22">Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Institutional+Characteristics%22">Institutional Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Needs%22">Student Needs</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+Level%22">Knowledge Level</searchLink><br /><searchLink fieldCode="DE" term="%22Engineering+Education%22">Engineering Education</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Florida%22">Florida</searchLink><br /><searchLink fieldCode="DE" term="%22Arizona%22">Arizona</searchLink><br /><searchLink fieldCode="DE" term="%22Alabama%22">Alabama</searchLink>
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  Data: 1931-4744
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  Label: Abstract
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  Data: 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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  Data: 2025
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  Data: EJ1471616
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1471616
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
    Subjects:
      – SubjectFull: Flipped Classroom
        Type: general
      – SubjectFull: STEM Education
        Type: general
      – SubjectFull: Artificial Intelligence
        Type: general
      – SubjectFull: Technology Uses in Education
        Type: general
      – SubjectFull: Classroom Environment
        Type: general
      – SubjectFull: College Students
        Type: general
      – SubjectFull: Tests
        Type: general
      – SubjectFull: Institutional Characteristics
        Type: general
      – SubjectFull: Feedback (Response)
        Type: general
      – SubjectFull: Student Needs
        Type: general
      – SubjectFull: Knowledge Level
        Type: general
      – SubjectFull: Engineering Education
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Florida
        Type: general
      – SubjectFull: Arizona
        Type: general
      – SubjectFull: Alabama
        Type: general
    Titles:
      – TitleFull: Evidence in Support of Adaptive Learning for Pre-Class Preparation in a Flipped STEM Classroom
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            NameFull: Renee M. Clark
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              Y: 2025
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