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This paper discusses the design-based research approach used by the Center for Innovation in Learning and Student Success (CILSS) at the University of Maryland, University College (UMUC). CILSS is a laboratory for conducting applied research that focuses on continuous improvements to the university's instruction of curriculum, learning models, and student support to identify promising innovations for underserved populations in adult higher education; to drive adoption of next-generation transformational online learning; to develop new educational models based on learning science, cutting edge technology, and improved instructional methods; to help more UMUC adult students succeed by increasing retention and graduating more students in shorter time frames (thus reducing their costs). As such, leveraging technology and pedagogy in innovative ways is key to the Center's work. CILSS serves as the research and development arm for the university, promoting innovative ideas and breakthroughs in learning.In this paper, we detail one interpretation of design-based research (DBR) and how it can be applied by an innovation center working within a university for program evaluation. We also posit that the conceptual framework and assumptions of andragogy (Knowles, 1984) have applicable relevance to the instructional shifts that include adaptive learning in the curriculum. A review of the literature on DBR explores the central features of this approach. A review of andragogy as the conceptual framework for this paper highlights what we believe to be the central features of the evaluation approach of adaptive learning software. We then present the model used by CILSS when designing and testing a pilot project. To illustrate the approach, we provide the example of a recent pilot that uses the adaptive learning software RealizeIt in UMUC's Principles of Accounting I course, a course that traditionally has lower than average success rates.

This literature review examines the evolving online military learner population with emphasis on current generation military learners, who are most frequently Post-9/11 veterans. The review synthesizes recent scholarly and grey literature on military learner demographics and attributes, college experiences, and academic outcomes against a backdrop of conceptual frameworks addressing adult transition theory, learner persistence, and institutional responsiveness. Military learner demographics and academic risk profiles are most similar to nontraditional, first generation learners, although military learners face additional challenges associated with service-connected injuries and disabilities. Like other nontraditional learners juggling work, family, and academic responsibilities, military learners have become increasingly reliant on online learning. Intersecting community memberships, role identities, and commitments often complicate the transition to college and perceived sense of fit, a finding more pronounced in studies involving military learners attending campuses predominately serving traditional students. The significant lack of research examining online military learners limited further comparative analysis. Overall, current research suggests military learners adapt and persist in college by drawing upon deeply engrained military traits and tendencies, including self-discipline, mission-first focus, and reliance on fellow military learners. A few studies have suggested that institutional support systems for military learners, such as offering customized services and courses online, contributed to learner satisfaction and persistence. A growing number of institutions have adopted military-friendly approaches to program and service delivery since the enactment of the Post-9/11 GI Bill in 2008. Yet impact findings were mostly anecdotal. Confirming these findings requires additional quantitative empirical research with larger and more precisely defined population samples. As technology continues to blur previously sharp distinctions between face-to-face and online learning, the next wave of military learner research must focus on military learner retention models encompassing multiple learning modes and delivery methods, institutional student supports needed to enhance success, understanding military learner paths through multiple institutions, and population samples that provide generalizable information about military learners.

In a research project on the concerns and achievements of newly qualified teachers we used a qualitative data analysis software package for the Macintosh computer. This package allows the storage of documents such as interview transcripts, the coding and indexing of text-units and provides a tool for establishing and refining categories within data. However, although a computer-aided analysis dramatically decreases the time conventionally needed for the cutting, sorting and pasting of interview data, it poses several challenges when used in a collaborative context. In this paper we would like to discuss some of the practical and methodological considerations involved in using the package collaboratively and provide some basic recommendations for successful implementation.