Learning Experiences With ALEKS (Assessment and Learning in Knowledge Spaces) and Influential Factors of ALEKS Learning Achievement

• In Event: AERA Roundtable Session Saturday 11:40 am Four Seasons Ballroom 1
  In Roundtable Session: Innovative Digital Platforms and Their Role in Enhancing Learning Experiences and Teacher Training (Table 8)

Abstract

The purpose of this study is to examine the influential factors related to learning achievement in ALEKS, and to explore students’ learning experience with ALEKS. The participants of this study were 100 Korean undergraduate students enrolled in introductory math and statistics blended learning courses consisting of ALEKS and a traditional instructor-led class. The participants were satisfied with ALEKS because of the personalized learning, learning effectiveness, novelty, motivation, learning flexibility, self-directed learning, enhancing English language, and learning efficiency. Prior knowledge and learning time were statistically significant in predicting ALEKS learning achievement. Self-efficacy, resource management strategies for learning time and learning environment, and effort regulation accounted for about three-quarters of ALEKS learning achievement. Practical implications of this will be discussed in the session.

Authors

• Min Young Doo, Kangwon National University

• Yueun Lee, Kangwon National University

• Curtis J. Bonk, Indiana University