Maximizing the Adaptive Learning Technology Experience

Authors

  • Bryan Forsyth Colorado Technical University
  • Carmen Kimble Colorado Technical University
  • James Birch Colorado Technical University
  • Gary Deel Colorado Technical University
  • Trisha Brauer Colorado Technical University

Keywords:

Higher Education, Practice, Technology, Adaptive Learning, Automated Grading Learning Systems

Abstract

This paper explores the impact of Adaptive Learning (AL) on students and teachers who use automated grading systems to improve overall learning and effectiveness. Enhanced learning effectiveness improvements are attainable for both students and teachers with the use of Automated Grading Learning Systems (AGLS), students trained on the use of technology, become self-directed and motivated to evaluate their progress. AGLS lightens the workload for teachers with steadily increasing enrollment, allowing them to provide students with feedback that is accurate and immediate, while creating additional opportunities for positive interaction with students to reach them where they are.

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Published

2019-06-13

How to Cite

Forsyth, B., Kimble, C., Birch, J., Deel, G., & Brauer, T. (2019). Maximizing the Adaptive Learning Technology Experience. Journal of Higher Education Theory and Practice, 16(4). Retrieved from https://mail.articlegateway.com/index.php/JHETP/article/view/1992

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Section

Articles