Further study is necessary to test the variables in adaptive learning
Arizona State has jumped on adaptive learning to try to combat increasing enrollment and lower funding. Scientific American reports:
Any accurate evaluation of adaptive-learning technology would have to isolate and account for all variables: increases or decreases in a class size; whether the classroom was “flipped” meaning homework was done in class and lectures were delivered via video on the students own time; whether the material was delivered via video, text or game; and so on. Arizona State says 78 percent of students taking the Knewton-ized developmental math course passed, up from 56 percent before. Yet it is always possible that more students are passing not because of technology but because of a change in policy: the university now lets students retake developmental math or stretch it over two semesters without paying tuition twice.
The article further states that teachers have been doing adaptive learning for years, but in my opinion, it’s never been a question of whether the teacher can do it, but if they do it. It’s really difficult, in a class of 30, to give every student what they need individually.
- 2nd October 2013 -
- Posted by wtaylor in News