ADAPTIVE LEARNING AS A TOOL FOR SUPPORTING DIVERSE STUDENTS WITH THRESHOLD CONCEPTS AT A DISTANCE

摘要

A key aspect of the learning experience for students is the need to consolidate and absorb what they are learning. To do so, they need space and time, as well as additional support to overcome any aspects of their learning that they find particularly challenging. A number of researchers have identified the idea that threshold concepts exist across many subject areas which require students to make a transformative, irreversible and integrative step in their learning. This paper concentrates on an example of a first level undergraduate engineering module and the challenges of teaching the key mathematical concepts needed to a diverse audience of engineering students with varying levels of mathematical ability. Evidenced by poor understanding and performance during their second level study, as well as perceptions held by tutors teaching at higher levels, it is clear that rearranging equations is a key threshold concept that some students never surmount. In reviewing their findings, the production team settled on the concept of rearranging equations as being the key barrier for many level 1 engineering students. Having identified the threshold concept, the team worked with the Technology Enhanced Learning department in the university to design prototype solutions that could support students with getting through this threshold. The paper outlines how the resulting project team went about identifying the threshold concept, planned an adaptive learning approach to supporting students and then discusses the findings from this initial work. We then go on to consider developing the approach for future cohorts of students.