How Can Adaptive Platforms Improve Student Learning Outcomes? A Case Study of Open Educational Resources and Adaptive Learning Platforms

Eau, Grace; Judah, Kayla; Hasan, Shahid

doi:10.2139/ssrn.3478134

Cited by 5 publications

(3 citation statements)

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“…The majority of students also indicated that they can explain to a colleague what they had done. These results are in line with [44] findings, which demonstrate significant impacts on students' learning performance during distance learning, regarding computing, autonomous learning and critical thinking skills, and with [45] who consider OER to be widely regarded as a cost-effective option from which students take important benefits.…”

Section: Discussionsupporting

confidence: 91%

BiblioLab Project: Teachers, Parents and Students’ Perspectives About the Usability and Usefulness of an Educational Distance Learning Platform

Rocha¹,

Pessoa²,

Gomes

et al. 2021

Communications in Computer and Information Science

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The dialogue between science education and literary education increases the interest of students and promotes the development of skills essential for the learning process. Despite its potential for fostering learning, this articulation -science and literature -is scarce in schools. In this context BiblioLab appears as a platform that intends to articulate these two areas of knowledge, fostering skills such as creativity, critical thinking, collaboration and communication. In this study we report the development of BiblioLab, a platform that offers Open Educational Resources (OER) developed through a design science research methodology to be used by teachers, parents and students. Students, parents and teachers were invited to use BiblioLab and to provide us feedback during the entire development process. Also, after exploring and completing one activity, teachers, parents and students were invited to complete a questionnaire and an interview. With this, we aim to understand how what we observed throughout this first phase of implementation supports the usability of the platform, and to detect the main difficulties and co-construct solutions to overcome these. Our results suggest that: students, teachers and parents have enjoyed using BiblioLab and consider that its platform and associated OER, achieve good levels of functionality and usability. The results also highlight the need to find additional solutions to foster autonomous and collaborative work in science and literary education (at distance) in primary schools.

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Section: Discussionsupporting

confidence: 91%

BiblioLab Project: Teachers, Parents and Students’ Perspectives About the Usability and Usefulness of an Educational Distance Learning Platform

Rocha¹,

Pessoa²,

Gomes

et al. 2021

Communications in Computer and Information Science

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show abstract

“…One point of value from tools such as OART comes in the form of additional learning resources. However, in the present context of growing class sizes, it can be argued that OART can also enhance aspects of student engagement by maximizing the benefits derived from limited instructor-student interactions (Eau et al, 2019;Yarnell et al, 2016). Students who complete assigned tasks ahead of in-person interactions with the instructor tend to report feelings of preparedness for those interactions.…”

Section: Student Engagementmentioning

confidence: 99%

Using Online Class Preparedness Tools to Improve Student Performance: The Benefit of “All-In” Engagement

Francescucci

Kellershohn

Pyle

2020

Journal of Management Education

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Contemporary instructors face a growing paradox: pedagogical research espouses the benefits of interactive learning, yet, due to funding pressures, large class sizes challenge their ability to implement these practices. The present research investigates how digital solutions, specifically an online adaptive reading technology (OART), can mitigate these divergent forces. The OART is a self-paced software solution that mimics an offline textbook with functionality (e.g., quizzes, progress indicators) that adapts to student needs and facilitates class preparation in an interactive manner. Drawing on empirical evidence from a multiclass field study, the findings indicate that the technology improves student perceptions of engagement with the course and their academic performance. Notably, however, these benefits primarily arise when students take an “all-in” approach, and complete the material in its entirety, even when compared with students who completed most of the material. These findings offer both theoretical and practical implications for key stakeholders.

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“…Effective course design: Metacognition progress is the key element to consider when designing an effective use of TEL tools [16].…”

mentioning

confidence: 99%

Sustainable Higher Education Development through Technology Enhanced Learning

2020

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Higher education is incorporating Information and Communication Technology (ICT) at a fast rate for different purposes. Scientific papers include within the concept of Technology Enhanced Learning (TEL) the myriad applications of information and communication technology, e-resources, and pedagogical approaches to the development of education. TEL’s specific application to higher education is especially relevant for countries under rapid development for providing quick and sustainable access to quality education (UN sustainable development goal 4). This paper presents the research results of an online pedagogical experience in collaborative academic research for analyzing good practice in TEL-supported higher education development. The results are obtained through a pilot implementation providing curated data on TEL competency’s development of faculty skills and analysis of developing sustainable higher education degrees through TEL cooperation, for capacity building. Given the increased volume and complexity of the knowledge to be delivered, and the exponential growth of the need for skilled workers in emerging economies, online training is the most effective way of delivering a sustainable higher education. The results of the PETRA Erasmus+ capacity-building project provides evidence of a successful implementation of a TEL-supported methodology for collaborative faculty development focused on future online degrees built collaboratively and applied locally.

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How Can Adaptive Platforms Improve Student Learning Outcomes? A Case Study of Open Educational Resources and Adaptive Learning Platforms

Cited by 5 publications

References 0 publications

BiblioLab Project: Teachers, Parents and Students’ Perspectives About the Usability and Usefulness of an Educational Distance Learning Platform

BiblioLab Project: Teachers, Parents and Students’ Perspectives About the Usability and Usefulness of an Educational Distance Learning Platform

Using Online Class Preparedness Tools to Improve Student Performance: The Benefit of “All-In” Engagement

Sustainable Higher Education Development through Technology Enhanced Learning

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