Project Details

Description

Adaptive General Education Program ASU-Pearson/Knewton GenEd Program ASUs College Research and Evaluation Services Team (CREST) will conduct an extensive pre and post assessment of our program; and ASU adaptive systems expert Dr. Kurt VanLehn will assist in the development of the research design as it relates to the efficacy of the adaptive component. Evaluators will use the Gates Foundation Measures of Effective Teaching (MET) framework to evaluate the effectiveness of the adaptive courses in comparison with the traditional Adaptive Learning Market Acceleration Program RFP Page 5 of 5 versions. There will be sufficient numbers of students in pre-adoption control and post-adoption treatment groups to appropriately stratify by gender, race/ethnicity, financial aid status, etc. Data will be collected using a variety of systems, observations and surveys to evaluate the efficacy of the projects on student learning and achievement. Data collection and analyses will be completed from July 2013 through June 2015 using the following sources: Student Learning and Achievement: We will be evaluating the effectiveness of the adaptive approach using (a) course concept assessments that are being developed by our faculty, (b) a validated assessment that capture students levels of competence, interest, study skills, and other academic attributes, and (c) an assessment to examine students critical thinking, analytic reasoning, problem solving, and written communication skills. Data from the adaptive systems will be combined with information from these instruments to analyze the effect of the adaptive components of the course. Observational Data/Fidelity: We will observe and evaluate how different instructors might influence adaptive outcomes, mainly for purposes of study fidelity, but also for explanatory purposes should differences between the same instructors teaching in the treatment versus control courses be observed. We will use a validated observation rubric that captures teacher and instructional quality. Survey Research I: We will use a survey to measure student attention, relevance, confidence and satisfaction in the control and treatment courses (e.g., Instructional Material Motivational Survey (IMMS) or a similar instrument). We will also use ASUs instructor/course evaluation instrument administered as part of normal university evaluative operations. Survey Research II: We will collect and analyze instructor perceptions of opportunities and barriers, benefits and challenges with technologies, the engagement of students in the treatment versus control courses, and the extent to which instructors used Knewton and other data to inform instructional modifications and improvements. This will be examined after conducting interviews of all main instructors involved. Other Methodological Considerations: To examine the extent to which there are changes in students learning patterns (e.g., whether students learning trajectories are associated with student characteristics), student background and other archival variables will be integrated within all statistical models. These variables will include the ASU Calculated Index (CI) that encompasses students GPAs and SAT/ACT scores, students prior course grades and levels of persistence in college, participation in the courses using attendance and login/activity records, financial aid status as a proxy for income, gender/age/race/ethnic/language backgrounds, whether students have taken the course(s) before, etc. * Note: There are no foreseeable limitations for sharing data and research via national conference presentations and peer-reviewed publications. All Institutional Review Board (IRB) procedures developed at Arizona State University will be strictly followed.
StatusFinished
Effective start/end date7/12/136/30/16

Funding

  • Gates (Bill and Melinda) Foundation: $330,000.00

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