CELT Koleksiyonu

Permanent URI for this collectionhttps://hdl.handle.net/20.500.11779/336

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Browsing CELT Koleksiyonu by Subject "Adaptive Learning"

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    Adapting to adaptive learning with Blackboard, the case of MEF University
    (2018) Özoran, Dinçer
    Adaptive learning (AL) systems are long studied but only recently begin to make an impact in education. As MEF, a Flipped University who embraced Flipped Learning Approach in its all faculties, we also got interested in integration of these systems. Each AL platform has its own design of UI and UX. Already learning an LMS is a challenge, understanding how a brand new platform works may hinder student motivation for learning. Blackboard Learn, being the number one prefered LMS platform in the world in higher education, has integration options with most of AL platforms. This integration facilitates to navigate and focus more on the learning tasks and experience for students. While having a solid and widely used LMS is an advantage, there are still challenges in adapting AL systems for an institution. Individual adoption of Instructors results with student resistance, as they have to pay extra fee for the platform. When students reject to pay, then Instructor cannot implement his course design. At MEF, first contact with AL platforms happened thanks to individual efforts of some instructors. Once we see the potential, we asked different platforms for trial this semester and now we have unlimited access to two big platforms and promised them to pay as an Institution. In approximately 20 courses (%5 of total) we use AL and to understand the effectiveness of these platforms, we will use six level ACUE Effective Practice Framework©: faculty engagement, faculty learning, faculty implementation, student engagement, course-level student outcomes and institutional outcomes.
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    Developing Standards for Adaptive Leaning Platform Usage
    (2023) Güler, Sabiha Elvan; Topal, İlke; Özdemir, Paker Doğu
    This research aimed to develop standards for the effective use of Adaptive Learning Platforms (ALPs), embarking on a broader developmental study characterized by iterative processes of design, testing, and refinement. The study began by evaluating 80 courses involving instructional design and learning analytics. Interviews with 30 faculty members provided insights and personalized recommendations. Post-evaluation, initial standards were proposed and refined using insights from a literature review. Validation involved consulting with a Distance Education Professor and three faculty members, leading to the enhancement of standards categorized under the ADDIE model. This comprehensive approach combined data analysis, a literature review, and expert consultation.