Adaptive learning system in a statistics course: An experience in Korea and its implications

Abstract

Adaptive learning is attracting much attention in recent years as a promising alternative teaching and learning method, and is expected to spread to many countries in the near future. The purpose of this paper is to test the effect of an adaptive learning system introduced in a statistics course in a graduate school in Korea, which was the first adoption of a commercial adaptive learning system in a regular credit-bearing course in Korea. Specifically, this paper studies its effect on academic achievement, distribution of test scores, and the relationship between the time spent inside the system and the test scores, using rigorous statistical methodologies. The paper concludes with recommendations for instructors, universities, and the government, to maximize the effect of adopting this learning system.