Twenty-sixth International Conference on Learning

Abstract

Prior research suggests that average students performed significantly better in one-on-one learning situation than in a conventional classroom, because the instructor can personalize the course to fit student needs based on their strengths and weakness. To achieve similar outcomes, we have adopted an adaptive learning system which adjusts the course contents and testing questions based on student performance and engagement level. As the literature has found that metacognitive calibration can predict actual learning performance accurately, we collected metacognition and performance data from over 600 college students in the introductory information systems courses. The preliminary findings show that students who receive passing vs. non-passing grades are affected differently by metacognitive calibration in adaptive learning assignments. The results imply that the instructors should shift their focus on “what are students learning” to “how are they learning,” especially for underprepared students. Other than teaching the course contents, the instructors should explicitly teach students how to become more metacognitive even though adaptive learning is adopted.