EXPLORING STUDENT PERCEPTIONS OF AN ONLINE ADAPTIVE INTRODUCTION TO STATISTICS COURSE TO INFORM INSTRUCTIONAL DESIGN INTERVENTIONS

Abstract

This mixed method study found that students (N = 118) who completed a five-week online Introduction to Statistics course at University of North Carolina Charlotte were ambivalent towards its viability as a course modality. Student ambivalence was found in nine of twelve variables describing the adaptive effectiveness dimensionality (component) which included elements related to personalization, feedback, knowledge assessments, support for learning, and general ease of use associated with the adaptive learning platform. Students found somewhat difficulty in all three variables found to describe the course noise dimensionality, which described the extent to which students find disruption in the learning process due to the course model and the underlying technology, adaptive platform (Realizeit). Qualitative findings from group and individual interviews identified ambivalent themes associated with knowledge assessments, learning personalization, learning path recommendations, learning interventions, and learning progression. Quantitative component cluster scores for this dimensionality were statistically significant for variability with large effect sizes. A finding that suggests interaction among the independent variables and clusters leads to varying student perceptions of adaptive learning as a viable course modality.