Evaluating the bones of adaptive learning: Do the initial promises really increase student engagement and flexible learning within first year anatomy subjects?

Kelly Linden; Louise Ann Pemberton; Lucy Webster

doi:10.4995/HEAd19.2019.9346

Evaluating the bones of adaptive learning: Do the initial promises really increase student engagement and flexible learning within first year anatomy subjects?

Kelly Linden, Louise Ann Pemberton, Lucy Webster

Research output: Book chapter/Published conference paper › Conference paper › peer-review

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Abstract

Knowledge of human anatomy is essential in first-year undergraduate allied health courses. Traditionally this discipline has used time and resource intensive laboratory classes, however recent changes in resourcing and student learning preferences have led to a combination of pedagogical approaches being used. The aim of this study was to examine whether the use of Smart Sparrow adaptive and interactive online resources provided real flexibility in learning and influenced both student engagement and motivation to learn for allied health students studying first year anatomy. Twenty adaptive online anatomy lessons were created. These adaptive lessons were evaluated with (i) a student survey amd (ii) inbuilt learning analytics (n = 157). Our results showed that a total of 96% of students agreed or strongly agreed that the resources enhanced overall engagement in the subject and 96% found the resource easy to access. Overall our findings revealed that students overwhelmingly engaged with the lessons, and self-reported improvements in their learning through repeated use of flexible and adaptive learning resources.

Original language	English
Title of host publication	HEAd'19
Subtitle of host publication	5th International conference on higher education advances
Editors	Josep Domenech, Paloma Merello, Elena de la Poza, Desamparados Blazquez , Raul Pena-Ortiz
Publisher	Editorial Universitat Politècnica de València
Pages	331-339
Number of pages	9
ISBN (Print)	9788490486610
DOIs	https://doi.org/10.4995/HEAd19.2019.9346
Publication status	Published - 2019
Event	5th International Conference on Higher Education Advances: HEAd'19 - Universitat Politècnica de València, Valencia, Spain Duration: 26 Jun 2019 → 28 Jun 2019 Conference number: 5 http://www.headconf.org/wp-content/uploads/2019/06/HEAd19-program.pdf (conference program) https://archive.headconf.org/head19/index.html (Conference website)

Conference

Conference	5th International Conference on Higher Education Advances
Country/Territory	Spain
City	Valencia
Period	26/06/19 → 28/06/19
Other	This conference is an excellent forum for researchers and practitioners to exchange ideas, experiences, opinions and research results relating to the preparation of students, teaching/learning methodologies and the organization of educational systems. Topics of interest include, but are not limited to, the following topic areas: Innovative materials and new tools for teaching Teaching and learning experiences Educational technology (e.g., virtual labs, e-learning) Evaluation and assessment of student learning Emerging technologies in learning (e.g., MOOC, OER, gamification) Scientific and research education Experiences outside the classroom (e.g., practicums, mobility) New teaching/learning theories and models Globalization in education and education reforms Education economics Entrepreneurship and learning for employment Education accreditation, quality and assessment Competency-based learning and skill assessment
Internet address	http://www.headconf.org/wp-content/uploads/2019/06/HEAd19-program.pdf (conference program) https://archive.headconf.org/head19/index.html (Conference website)

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Linden, K., Pemberton, L. A., & Webster, L. (2019). Evaluating the bones of adaptive learning: Do the initial promises really increase student engagement and flexible learning within first year anatomy subjects? In J. Domenech, P. Merello, E. de la Poza, D. Blazquez , & R. Pena-Ortiz (Eds.), HEAd'19: 5th International conference on higher education advances (pp. 331-339). Editorial Universitat Politècnica de València . https://doi.org/10.4995/HEAd19.2019.9346

Linden, Kelly ; Pemberton, Louise Ann ; Webster, Lucy. / Evaluating the bones of adaptive learning : Do the initial promises really increase student engagement and flexible learning within first year anatomy subjects?. HEAd'19: 5th International conference on higher education advances. editor / Josep Domenech ; Paloma Merello ; Elena de la Poza ; Desamparados Blazquez ; Raul Pena-Ortiz. Editorial Universitat Politècnica de València , 2019. pp. 331-339

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title = "Evaluating the bones of adaptive learning: Do the initial promises really increase student engagement and flexible learning within first year anatomy subjects?",

abstract = "Knowledge of human anatomy is essential in first-year undergraduate allied health courses. Traditionally this discipline has used time and resource intensive laboratory classes, however recent changes in resourcing and student learning preferences have led to a combination of pedagogical approaches being used. The aim of this study was to examine whether the use of Smart Sparrow adaptive and interactive online resources provided real flexibility in learning and influenced both student engagement and motivation to learn for allied health students studying first year anatomy. Twenty adaptive online anatomy lessons were created. These adaptive lessons were evaluated with (i) a student survey amd (ii) inbuilt learning analytics (n = 157). Our results showed that a total of 96% of students agreed or strongly agreed that the resources enhanced overall engagement in the subject and 96% found the resource easy to access. Overall our findings revealed that students overwhelmingly engaged with the lessons, and self-reported improvements in their learning through repeated use of flexible and adaptive learning resources.",

keywords = "Adaptive learning, Flexible learning, Assessment, Allied health education, Anatomy education",

author = "Kelly Linden and Pemberton, {Louise Ann} and Lucy Webster",

note = "Includes bibliographicl references.; 5th International Conference on Higher Education Advances : HEAd'19 ; Conference date: 26-06-2019 Through 28-06-2019",

year = "2019",

doi = "10.4995/HEAd19.2019.9346",

language = "English",

isbn = "9788490486610",

pages = "331--339",

editor = "Josep Domenech and Paloma Merello and {de la Poza}, Elena and {Blazquez }, {Desamparados } and Raul Pena-Ortiz",

booktitle = "HEAd'19",

publisher = "Editorial Universitat Polit{\`e}cnica de Val{\`e}ncia ",

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Linden, K , Pemberton, LA & Webster, L 2019, Evaluating the bones of adaptive learning: Do the initial promises really increase student engagement and flexible learning within first year anatomy subjects? in J Domenech, P Merello, E de la Poza, D Blazquez & R Pena-Ortiz (eds), HEAd'19: 5th International conference on higher education advances. Editorial Universitat Politècnica de València , pp. 331-339, 5th International Conference on Higher Education Advances, Valencia, Spain, 26/06/19. https://doi.org/10.4995/HEAd19.2019.9346

Evaluating the bones of adaptive learning: Do the initial promises really increase student engagement and flexible learning within first year anatomy subjects? / Linden, Kelly ; Pemberton, Louise Ann; Webster, Lucy.
HEAd'19: 5th International conference on higher education advances. ed. / Josep Domenech; Paloma Merello; Elena de la Poza; Desamparados Blazquez ; Raul Pena-Ortiz. Editorial Universitat Politècnica de València , 2019. p. 331-339.

Research output: Book chapter/Published conference paper › Conference paper › peer-review

TY - GEN

T1 - Evaluating the bones of adaptive learning

T2 - 5th International Conference on Higher Education Advances

AU - Linden, Kelly

AU - Pemberton, Louise Ann

AU - Webster, Lucy

N1 - Conference code: 5

PY - 2019

Y1 - 2019

N2 - Knowledge of human anatomy is essential in first-year undergraduate allied health courses. Traditionally this discipline has used time and resource intensive laboratory classes, however recent changes in resourcing and student learning preferences have led to a combination of pedagogical approaches being used. The aim of this study was to examine whether the use of Smart Sparrow adaptive and interactive online resources provided real flexibility in learning and influenced both student engagement and motivation to learn for allied health students studying first year anatomy. Twenty adaptive online anatomy lessons were created. These adaptive lessons were evaluated with (i) a student survey amd (ii) inbuilt learning analytics (n = 157). Our results showed that a total of 96% of students agreed or strongly agreed that the resources enhanced overall engagement in the subject and 96% found the resource easy to access. Overall our findings revealed that students overwhelmingly engaged with the lessons, and self-reported improvements in their learning through repeated use of flexible and adaptive learning resources.

AB - Knowledge of human anatomy is essential in first-year undergraduate allied health courses. Traditionally this discipline has used time and resource intensive laboratory classes, however recent changes in resourcing and student learning preferences have led to a combination of pedagogical approaches being used. The aim of this study was to examine whether the use of Smart Sparrow adaptive and interactive online resources provided real flexibility in learning and influenced both student engagement and motivation to learn for allied health students studying first year anatomy. Twenty adaptive online anatomy lessons were created. These adaptive lessons were evaluated with (i) a student survey amd (ii) inbuilt learning analytics (n = 157). Our results showed that a total of 96% of students agreed or strongly agreed that the resources enhanced overall engagement in the subject and 96% found the resource easy to access. Overall our findings revealed that students overwhelmingly engaged with the lessons, and self-reported improvements in their learning through repeated use of flexible and adaptive learning resources.

KW - Adaptive learning

KW - Flexible learning

KW - Assessment

KW - Allied health education

KW - Anatomy education

U2 - 10.4995/HEAd19.2019.9346

DO - 10.4995/HEAd19.2019.9346

M3 - Conference paper

SN - 9788490486610

SP - 331

EP - 339

BT - HEAd'19

A2 - Domenech, Josep

A2 - Merello, Paloma

A2 - de la Poza, Elena

A2 - Blazquez , Desamparados

A2 - Pena-Ortiz, Raul

PB - Editorial Universitat Politècnica de València

Y2 - 26 June 2019 through 28 June 2019

ER -

Linden K , Pemberton LA, Webster L. Evaluating the bones of adaptive learning: Do the initial promises really increase student engagement and flexible learning within first year anatomy subjects? In Domenech J, Merello P, de la Poza E, Blazquez D, Pena-Ortiz R, editors, HEAd'19: 5th International conference on higher education advances. Editorial Universitat Politècnica de València . 2019. p. 331-339 doi: 10.4995/HEAd19.2019.9346

Evaluating the bones of adaptive learning: Do the initial promises really increase student engagement and flexible learning within first year anatomy subjects?

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