Exploring adaptive learning, learner-content interaction and student performance in undergraduate economics classes

Ipinnaiye, Olubunmi; Risquez, Angelica

doi:10.1016/j.compedu.2024.105047

Computers & Education

2024

DOI: 10.1016/j.compedu.2024.105047

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Exploring adaptive learning, learner-content interaction and student performance in undergraduate economics classes

Olubunmi Ipinnaiye,

Angelica Risquez

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2024

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Cited by 4 publications

References 63 publications

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Unlocking the magic of digital adaptivity: Unleashing students' writing skills and self-determination motivation through digital literacy instruction

Shafiee Rad,

Alipour,

Jafarpour

et al. 2024

System

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Unlocking the magic of digital adaptivity: Unleashing students' writing skills and self-determination motivation through digital literacy instruction

Shafiee Rad,

Alipour,

Jafarpour

et al. 2024

System

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Does work-integrated curriculum transformation affect learning experience, student competencies, and learning interactions? The role of teaching strategy moderation

Suputra,

Basuki,

Gunawan

et al. 2024

Cogent Education

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Model for the Analysis of Social Regulation and Collaboration during the Development of Group Tasks

Granados-López,

Pérez,

Porras-Muñoz

et al. 2024

Sustainability

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This paper presents a model for the analysis and characterization of social regulation during collaborative task development. The structural part of the model is composed of three components which give rise to the generation of four phases of group interaction. The combination of these phases of group interaction and their components allows us to know whether or not a given group during the execution of tasks manages to develop mechanisms of collaboration and socially shared regulation. As for the conceptual section, the model is supported by three components that deal with task regulation, communication regulation, and collaborative work. Each of these components in turn presents aspects that can be identified in the interaction of the groups during the development of a task. The model was applied with the participation of five work groups made up of graduate students. The type of study was a descriptive quantitative approach. The results made it possible to corroborate the functionality of the model based on the identification of recurrences of events in the phases reached by each of the groups during the development of shared tasks, as well as aspects of collaboration and social regulation during the execution of group tasks in socially and collaboratively regulated learning processes, according to the analysis of the interactions recorded by the groups.

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Exploring adaptive learning, learner-content interaction and student performance in undergraduate economics classes

Cited by 4 publications

References 63 publications

Unlocking the magic of digital adaptivity: Unleashing students' writing skills and self-determination motivation through digital literacy instruction

Unlocking the magic of digital adaptivity: Unleashing students' writing skills and self-determination motivation through digital literacy instruction

Does work-integrated curriculum transformation affect learning experience, student competencies, and learning interactions? The role of teaching strategy moderation

Model for the Analysis of Social Regulation and Collaboration during the Development of Group Tasks

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