ABSTRACT
The American Women’s College at Bay Path University converted traditional on-ground course delivery to blended delivery with adaptive learning incorporated, given evidence of the efficacy of the latter approaches in terms of student achievement and engagement. This mixed-methods study sought to relate quantitative and qualitative analysis to gauge if the transition led to positive outcomes and perceptions for students. Academic outcomes in adaptive blended courses were mixed, though generally more positive than negative compared to traditional on-ground courses. Qualitative analysis confirmed students had generally more favorable perceptions of adaptive blended courses than traditional courses, suggesting affective implications to learning.
