Examining Student Perspectives of Adaptive Learning Modules in General Chemistry

Jennifer Miller, Angelo Cinque, James R. Paradiso, Nicole Lapeyrouse, Tamra Legron-Rodriguez

University of Central Florida

University professors are increasingly using adaptive learning systems to meet each student’s unique educational needs, and this necessitates affordable and adaptive online resources.  High enrollment and extensive content of fundamental chemistry courses at the University of Central Florida has instructors and course designers exploring ways to accommodate learner variability-- in terms of interest, background, and content knowledge--to increase potential for student success.  One such way is by incorporating an adaptive learning technology such as Canvas Mastery Paths, a method to improve student learning outcomes via development and delivery of flexible, robustly aligned content-assessment scaffolding, into the course design and implementation process. The Canvas Mastery Paths allows instructors to customize adaptive learning paths that adjust to student performance and identify knowledge gaps. Instructors are able to provide students supplemental material and additional practice based on their performance on initial knowledge checks. A student’s activities are then personalized based on their subject-matter proficiency. Those exhibiting low performance are provided automated, scaffolded instruction to step them methodically through the learning materials until they exhibit mastery of the topic, while students with a strong grasp of the subject matter move to the next topic at an accelerated pace. This research explores student perspectives on adaptive learning systems, specifically four Canvas Mastery Paths learning modules created and delivered to students in a large general chemistry course. Following learning module interaction, students participated in end-of-module and end-of-semester surveys utilizing likert questions and free-response open-ended questions, providing insight into perspectives regarding the usefulness, perceived learning, and general perception of the adaptive learning module. Survey responses were thematically analyzed by two coders, and a code book was subsequently created.  Results will assist instructors in making the choice to pursue the use of the Canvas Mastery Paths adaptive learning system based on students’ perception of the resource.