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Next Steps/Future Direction of the Research 

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Next Steps/Future Direction of the Research 

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STEM - The study or practice of knowledge in the fields of science, technology, engineering and math
adaptive learning  environment - a software platform that guides a learner through customized tasks based on the learners' achievements and learning history
personalized learning - learner customized pace, approach and presentation of subject material. May or may not be in an adaptive learning environment.

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Adaptive learning environments are prevalent in higher education, in both traditional and online classes. While studies have shown improvement in STEM academic achievement using adaptive learning environments, it is not clear if the students’ study skills are sufficient for demonstration of subject mastery on assessments, classwork and written reports outside of the adaptive learning environment. Thus, research is needed to study the adequacy of STEM students’ study skills using adaptive learning environments.

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1. How has adaptive learning changed the study skills required for success in STEM fields?

2. How do students modify their study skills when using adaptive learning technology for successful applications of the subject content outside of the adaptive learning environment?

3. How do post-secondary instructors mentor students on the development of study skills using adaptive learning technology?

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STEM college professors  use adaptive learning environments in their classes for efficiency, availability and personalization of learning.

Students may perform satisfactorily within the adaptive learning environment, but  not perform satisfactorily outside of the environment on assessments, in lab work, on graduate school exams or eventually on a job.

The problem is a gap between the students' knowledge acquired and demonstrated within the adaptive learning environment and the retention of the subject material and the application of the subject material outside of the adaptive learning environment.

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This research is significant since STEM students ultimately need to transfer their knowledge of the subject material out of an adaptive learning environment to apply it.

For example, chemistry students learning dilution calculations in an adaptive learning environment may need to prepare solutions in the lab from stock chemicals. They need to know how to calculate the proper amounts of each chemical to measure and dispense in the lab, which is outside of the adaptive learning environment. This may be a matter of lab safety.

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The purpose of this research is to investigate the study skills STEM students use in adaptive learning environments and the adequacy of the study skills for successful subject retention and application outside of the adaptive learning environment.

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Hiring managers searching for candidates to fill STEM (Science, Engineering, Math and Engineering) positions report a significant shortage of STEM workers. The outlook of the gap between the supply and the demand for STEM skills is expected to grow in the next decade. The U.S. Bureau of Labor Statistics projects that the total number of openings in science and engineering fields over the ten year period from 2016-2026 will be over 6 million. This includes new jobs and transitions in the workforce. One of the ways to help close this gap is to increase the retention of students in post-secondary education in STEM fields. To identify retention interventions, the cause of the STEM students’ departure needs to be understood. Among the reasons students leave STEM majors is poor performance in science, math and engineering classes, which may be due to a lack of adequate study skills to succeed in college-level STEM courses. Adaptive learning environments are becoming increasingly prevalent in higher education and success in adaptive learning environments requires the development of study skills.

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Karen Bard
kab657@drexel.edu
Drexel University
Ed.D. student

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