Publication Date

2021

Document Type

Dissertation/Thesis

First Advisor

Rhode, Jason

Second Advisor

Nguyen, Linh

Degree Name

Ph.D. (Doctor of Philosophy)

Legacy Department

Department of Educational Technology, Research and Assessment (ETRA)

Abstract

This mixed-methods case study examines the effects of adaptive e-learning approaches focused on the connection between instructional material, structured as mini-lectures learned by following adaptive e-learning pathways, and student academic achievement. Specifically, it analyzes mini-video lectures' effectiveness in helping students understand challenging concepts and improve their overall performance. This study demonstrates that the interactive and student-controlled nature of mini-videos, embedded in an adaptive platform, provides students with personalized learning that places them at the center of their educational experience and significantly improves their classroom performance. The quantitative outcomes reveal that students have positively responded to adaptive e-learning strategies and activities as the coefficient values show that mini-lectures and the related follow-up activities have substantially affected students' grades. These findings are consistent with qualitative data collected through instructor interviews and student surveys. The participants commonly acknowledged that mini-lectures embedded in an adaptive e-learning environment are a valuable educational strategy for meeting academic objectives and enhancing the learning process. Furthermore, they expressed that this instructional strategy encourages self-regulated learning, empowers students, and increases confidence to achieve academic success. Therefore, their perspectives were valuable in understanding the mechanisms underlying the acquisition of new knowledge in an adaptive e-learning setting. This research offers new insights into the foundations of adaptive learning and provides some basis for future studies, focusing on exploring metacognitive strategies that promote self-regulated learning processes to increase students' motivation, confidence, and academic attainment.

Extent

160 pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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