ABSTRACT
This chapter reports results from a two-year study that examined student experiences in 108 undergraduate courses representing 11 disciplines, all of which incorporated adaptive learning platforms into blended course curricula. Student persistence and experience data were collected in 108 course sections with over 8,000 students. Although persistence rates were variable across course offerings, three programs with the highest decrease in “not passing” rates were also rated highest overall by students on measures of learning effectiveness, including those connected to effective blended design. Survey data revealed several learning benefits and challenges related to adaptive courseware, with two primary pedagogical implications: adaptive/classroom integration and use of adaptive learning data. Implications for further investigation and faculty professional development are discussed.
