To date, little has been written about the disruptive impact of artificial intelligence augmented Adaptive Learning Technology on our learning systems and how it can completely change the learner / teacher relationship. This study explored and further and defined the changed roles of the learner and the instructor within a Conceptual Design for an Adaptive Learning Technology Implementation Model. The proposed educational model includes a system to enhance learning via access to advanced professionals and like-minded peers.
Adaptive Learning Technology (ALT) represents a significant change in the education and training fields over traditional classroom and e-learning models. Traditional and e-learning approaches are similar in that they both rely on structured, time released, subject specific content and physical or virtual class participation (Morgan, 2017). ALT instead, provides a true one-to-one and highly personalized artificial intelligence augmented ALT teaching assistant and a human teacher relationship with the learner that focuses on achieving mastery without traditional time constraints and subject barriers (Let's Talk About Adaptive Learning, n.d.). ALT provides a dynamically interactive relationship between the teacher and the learner which significantly changes how education can be approached.
Implementation of this technology is fundamentally different than traditional and e-learning systems (Schrager, & Wang, 2017). ALT has the potential to eliminate grades, grade levels and the time constraints imposed for the completion of course materials, thus allowing students to progress at their own pace instead of within the time parameters typical of traditional coursework. This empowers the learner to aim for mastery without the limits imposed by traditional teaching methodologies. The teacher’s role changes significantly as ALT takes on more of the instructional interaction. ALT shifts the human teachers’ role to providing higher level learner requirements such as conceptualization, inspiration, excitement, motivation and
cross subject insights. ALT allows traditionally isolated subject matters to be intertwined to embrace a wide swath of concepts beyond simply teaching subject focused details (Pugliese, 2017).
This study has indicated that the application of ALT is a viable educational model in achieving student centricity and supporting the learner’s pursuit of mastery of topic. The significance of this is twofold: ALT has emerged as a potentially powerful tool for the delivery of highly personalized education solutions; and secondly, there is positive interest and acceptance within the education community to incorporate this technology into the educational environment.
This implies that the traditional one-to-many educational approaches can be re-structured into a completely new one teacher / ALT-to-one student model.
|Commitee:||Wilson, Pamela A., Ford, Carey|
|School:||Trident University International|
|Department:||College of Education|
|School Location:||United States -- California|
|Source:||DAI-A 82/1(E), Dissertation Abstracts International|
|Subjects:||Educational technology, Artificial intelligence|
|Keywords:||Adaptive learning technology, AI in education, Remote learning, Student centric|
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