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22st Annual OLC International Conference
November 16-18, 2016 | Orlando, Florida | Walt Disney World Swan/Dolphin Resort

OLC Innovate 2016 - Innovations in Blended and Online Learning
April 20-22, 2016 | New Orleans, LA | Sheraton New Orleans Hotel

Applying Adaptive Learning to a Blended Nursing Course: Evaluating the Outcomes

Kathleen Bastedo (University of Central Florida, USA)
Julie Hinkle (UCF, USA)
Session Information
July 7, 2015 - 4:30pm
Teaching & Learning Effectiveness
Areas of Special Interest: 
Innovative Blends
Major Emphasis of Presentation: 
Innovation and Experimentation
Institutional Level: 
Multiple Levels
Audience Level: 
Session Type: 
Information Session
Governor's Square 12
Session Duration: 
50 Minutes
Concurrent Session 3

See how our institution applied adapted learning software to a blended learning course. Teaching and implementation strategies applied to a blended format will be highlighted.

Extended Abstract

In spring 2014, the Center for Distributed Learning at the University of Central Florida was tasked with the challenge of finding a suitable adaptive learning platform to pilot and implement. After several demonstration sessions, there was a unanimous agreement on a software product to pilot in fall 2014. A nursing faculty member whose pathophysiology course is utilized by all nursing faculty who teach this course online or in the blended format agreed to pilot the software.

Pathophysiology has traditionally been taught at UCF in both the completely online and in the blended course delivery modalities. The fall 2014 adaptive learning pilot used only three case study modules in a completely online format due to time constraints and to allow the faculty member to learn the adaptive learning software. Anticipating the need for a face-to-face component, the question became, How can a blended version of this course be created and delivered in a way that would be most beneficial to students?

Given the lessons learned from teaching the fall 2014 pilot pathophysiology course, two blended and one fully online section were taught in spring 2015 utilizing the adaptive learning platform for content delivery. The course was delivered using UCFs Learning Management System (LMS), Instructure Canvas. The blended sections provided a glimpse at how this group of students utilized the face-to-face sessions afforded by the blended model for answering questions and discussion of difficult-to-grasp concepts.

The goal of the pilot test was to determine how to best redesign the pathophysiology course to maximize student attitudes and learning by utilizing the adaptive learning platform. This session will discuss teaching strategies employed in this new course design, lessons learned in the pilot, and future directions for this blended course.

Lead Presenter

Kathleen Bastedo has been employed as an instructional designer for the Center for Distributed Learning (CDL) at the University of Central Florida (UCF) since 2006. She facilitates faculty with the design, development, and delivery of online courses. She also has had experience creating and teaching online courses for the College of Education at UCF. She earned a Masters degree in Curriculum and Instruction from the University of South Florida in 1997. Her online teaching and learning research interests include accessibility of online materials for individuals with disabilities, copyright and fair use, simulations and training, adaptive learning, and brain-based learning.