What can Arizona State University’s experiment in adaptive software teach us?
Reported by Inside Higher Ed, ASU has moved their algebra class from a 100-student lecture to 100 students on their laptops, while a professor and five undergraduate assistants roam and assist. The adaptive software tests existing competency, and then customizes the next-step learning path for the individual student, replacing the textbook, exam and lecture altogether.
The results? The C or better rate has improved from 57% in 2015 to 79% today.
The takeaway? Today, at many institutions, when a student gets a D on a test, the grade signifies they should have tried harder or asked for help sooner. But the class keeps moving on, and the student never goes back to learn whatever they didn’t. Adaptive learning solves for this by waiting for competency to progress. How can we bring in similar tools and technologies at our institutions?
May you continue to fight the good enrollment growth fight at your institution today, and we’ll see you again tomorrow.
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