Supporting students’ transition into higher education using adaptive learning

Students who enter tertiary education are often under-prepared for the challenges associated with university study. This can affect retention and attrition rates as well as student engagement with learning. The aim of the approach adopted was to explore how transition pedagogical design using an adaptive e-learning system in synchronous and asynchronous learning could help students transition into tertiary education.

The approach that was adopted built on the work conducted in the area of transition pedagogy as well as teaching practices such as team and case-based learning. The theoretical foundation of the approach was based on legitimiation code theory and the idea was to help students unpack less complex and contextual knowledge, build on it, and develop students’ skills required for higher level thinking and more abstract knowledge.

A set of learning sequences were developed using the learning activity management system (LAMS). Two sets of learning design sequences were developed – one was an online adaptive set of activities that incorporated team-based and case-based learning and the other sequence featured traditional, didactic teaching methods.

Basic support was received to develop the learning sequences (setting up and reviewing the affordances of the various activites)  but the system was sufficiently intuitive to not require a great deal of support. The approach is currently maintained without central university support.

Student feedback on units (SFUs) was used in conjunction with students’ participation scores and formative academic performance to evaluate the approach. Overall, students performed significantly better and were more engaged if they had participated in the learning sequence that featured the adaptive learning activities. Student feedback from the adaptive learning platform was also significantly more positive compared to students who participated in the sequence that featured traditional, didactic teaching methods.

• Start small and develop an approach that can be evaluated and modified.
• Don’t be afraid to try something new – you will be learning something new and develop your skills in online teaching and learning.
• Think carefully about your learning design – the goal is to enage your students and provide them with the scaffolding that encourages students’ confidence and knowledge.