A Case Study of the Adaptive Learning Platform in a Taiwanese Elementary School: Precision Education from Teachers' Perspectives

Autor/in	Liu, Tze Chang
Titel	A Case Study of the Adaptive Learning Platform in a Taiwanese Elementary School: Precision Education from Teachers' Perspectives
Quelle	In: Education and Information Technologies, 27 (2022) 5, S.6295-6316 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Liu, Tze Chang)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-021-10851-2
Schlagwörter	Foreign Countries; Individualized Instruction; Grade 5; Elementary School Teachers; Learning Problems; Learning Disabilities; Identification; Elementary School Students; Teacher Attitudes; Student Centered Learning; Taiwan + Suchen Sie Ihr Suchwort? Ausland; Individualisierender Unterricht; School year 05; 5. Schuljahr; Schuljahr 05; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lernproblem; Learning handicap; Lernbehinderung; Identifikation; Identifizierung; Lehrerverhalten; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit
Abstract	This is a case study on precision education (PE) in a school using the Taiwan adaptive learning platform (TALP), established by the Ministry of Education of Taiwan. TALP can be viewed as a form of PE because it can identify students' learning deficits, offer various learning materials, and provide feedback. There are limited studies on PE. The ways in which TALP enhances teaching and learning is meaningful for educational technologies, and to help improve TALP and applications of PE. Three fifth-grade classes in a Taiwanese elementary school were selected to participate in this study, comprising a total of 76 students and two teachers. Pre/post tests and regular tests were conducted. The quantitative data were analyzed with nonparametric statistics by using the Kruskal-Wallis Test and the Median Test, which did not show significant differences. However, based on the qualitative data, teachers confirmed PE could help them identify students' learning deficits. Further, this study suggests that TALP and PE may enhance students' learning to identify students' learning challenges and offer feedback. Future research should focus on a longitudinal methodology and additional PE application studies; furthermore, research should also collect students' observations and interviews. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01