Abstract
Abstract
The spread of Covid-19, which forced almost all learning to move to online in March, 2020, abruptly increased the number of undergraduates taking at least one online course by approximately 177% between the fall of 2019 and the spring of 2020 (Koksal, 2020; Carey, 2020; National Center for Education Statistics, 2020). Even without the Covid-19 disruption, online education has become increasing prevalent due to the decreasing allocation of resources to higher education and the pressure on college administrators to make a college education effective, affordable, and accessible for more students. Originally online instruction differed from in-class instruction only be the method of delivery of the material, viewing a lecture online versus being present in a live classroom lecture. Although there have been many studies on the effectiveness of traditional online instruction over the last several decades, there have been fewer studies on the efficacy of the relatively new adaptive learning courseware. This initial study found that adaptive learning had a consistently positive and statistically significant impact on all principle of microeconomics students in the study, regardless of aptitude, ethnicity, and gender. However, students with high aptitudes appeared to benefit more from adaptive learning than their peers.
Recommended Citation
Bennett, Doris S.; McCarty, Cynthia S.; and Carter, Michael S.
(2021)
"The Impact of Adaptive Learning in Principles of Microeconomics,"
Southwestern Business Administration Journal: Vol. 19:
Iss.
1, Article 9.
Available at:
https://digitalscholarship.tsu.edu/sbaj/vol19/iss1/9
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