English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Adaptive learning (AL) courseware holds promise for helping break down challenges students face in college. In 2016–2017 we developed an AL Political Science course, Global Issues, implemented it across 51 classes and more than 5,200 students over the next two academic years, and initiated a study to assess student perceptions and performance. In each semester, except spring 2018 when half the sections used non-AL courseware, all sections were taught using the AL courseware. Across these AL sections and on every question in a survey of student perceptions, students gave highly positive perceptive ratings of the courseware. In the spring 2018 assessment of the AL courseware versus non-AL courseware, the perceptive differences between the adaptive and non-adaptive sections were statistically significant on 12 of 14 questions (though the difference in online classes was not significant and we found significant differentiation based on instructor rank). As for student performance, the difference between AL and non-AL classes again showed overall significance, though with marked between-instructor differences and again not in online classes. It is also important to note that first-year status informed the performance results, and the average DFW rate fell significantly once the AL courseware was introduced. Our findings support the case that AL courseware can be one tool that helps provide a useful foundation for student progression, satisfaction, and performance.

Changing the paradigm? Creating an adaptive course to improve student engagement and outcomes in introductory political science classes