This 2023 study – the largest and longest running study monitoring digital learning in higher education – aims to identify the differences between student and institutional stakeholder experiences and preferences to suggest ways institutions and solution providers can address these differences.
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The study suggests that adaptive learning technology helped students who need support with prerequisite concepts, provided tools to help guide students through complex, multistep processes, gave faculty insights into concepts students were struggling with, and reduced the cost of course materials.
Faculty share experiences of developing and implementing active, interactive, and adaptive introductory physics courses. The design allows students to work at their own pace, choosing support items presented to them via the adaptive feature of the course, and explore concepts through simulations with activities.