Adult education programs used product-generated learner data minimally, mostly tracking usage time rather than diagnosing struggles¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r1 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report). It is kept because 2 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? Study programs generally used product data only at a basic usage-tracking level; only a few instructors used detailed data to target and individualize instruction, and those reported it helped. → Constantakis 2016 q2 i? Even instructors who did not analyze data saw its value, with many viewing data as the greatest potential technology had to give. → Constantakis 2016 (2)

Evidence¶

Constantakis 2016¶

Constantakis, P. (2016). Integrating Digital Tools for Adult Learners: Four Critical Factors. Digital Promise. https://digitalpromise.dspacedirect.org/items/52ffa633-226c-445f-8113-54cc83dc76c7

q2 · i? · associational · r1

Observational findings across the fourteen study sites. Most programs required minimum software time and tracked usage; "Only a few instructors had begun to look at the more detailed information" to individualize instruction.

"Only a few instructors had begun to look at the more detailed information provided to understand where students struggled in order to target and individualize instruction. Those educators reported that this data definitely helped them."

Constantakis 2016 (2)¶

Constantakis, P. (2016). Integrating Digital Tools for Adult Learners: Four Critical Factors. Digital Promise. https://digitalpromise.dspacedirect.org/items/52ffa633-226c-445f-8113-54cc83dc76c7

q2 · i? · qualitative · r1

Instructor reports from the study sites. Even non-users of the data saw its value; "Many reported that they saw this data and information as the greatest potential technology had to give."

"Many reported that they saw this data and information as the greatest potential technology had to give."

Discussion¶

Related Claims¶

• Personalized Learning Effects Vary With Fidelity — the general claim this finding bears on, with the studies behind it
• Philippine basic literacy is 89.8% and functional literacy 73.2%, yet BNFE serves only 1.07% of estimated adult education clientele — related
• Pre-tests reduced adult learners' persistence in a MOOC, though they improved post-test scores among those who completed it — related
• Adult learner groups are more heterogeneous than child groups, calling for individualized instruction and varied learning strategies — related