2018BEC_FlipBooks

2018_FlipBook_Nickles_UnderstandingBusiness_12e_

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The Use of an Adaptive Learning Technology to Help Solve Bloom's 2 Sigma Problem Tim A. Rogers Tim A. Rogers is a business professor at Ozarks Technical College, in Springfield, Missouri. His research interests include employee motivation, adaptive learning, and the aviation industry. For more information about the study, access to the data used in the study, or additional questions, please contact: Dr. Tim Rogers, Business Department, Ozarks Technical College, 1001 E. Chestnut Expressway, Springfield, MO, 65802, USA. Email: rogersti@otc.edu Abstract Adding technology to the classroom has been an instructional strategy used by many higher-education institutions to increase student success, but merely adding computers, multimedia devices, and other technology to the classroom with pedagogical arbitrariness has proven to have little effect. The purpose of this study was to determine if using the adaptive learning technology (ALT) tool, LearnSmart, in seated introductory business courses would result in a statistically significant difference in unit exam scores, to analyze changes in exam performance through different time increments used of the ALT, and to investigate correlations between the student's metacognition in the ALT module and his or her performance on the unit exam. The population of this study consisted of students in nine sections of introductory business courses at three large community colleges in the United States. From the data collected and analyzed in this study, there was a statistically significant positive difference in exam scores of students in an introductory business course who completed the 40-minute LearnSmart modules prior to the exam compared to students who did not use LearnSmart. There was also a statistically significant correlation between a student's metacognitive score and his or her exam score. Keywords Active learning, adaptive learning technology (ALT), artificial intelligence (AI), computer-assisted learning (CAL), intelligent tutoring, generation, metacognition, personalized learning Practitioner Notes What is already known about this topic: Students perform at higher levels when they are in one-on-one learning environments Adaptive learning technologies have advanced dramatically throughout the last decade, and ALTs have been shown to increase learning in a variety of disciplines Metacognitive skills contribute towards learning advancements. Adding preparatory assignments that involved the use of generation and active learning have been shown to increase student engagement and performance.

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