Instructors at institutions of higher learning are more frequently using adaptive learning systems due to their ability to meet the educational needs of the individual student. With a move toward technology-integrated education, the need for affordable online resources has become clear. This work explores the adapting learning tool, Canvas Mastery Paths, which was selected for study for two reasons: it is already integrated into the Canvas learning management system, and it adds no additional financial cost to students. The Canvas Mastery Paths allow for instructors to create customized adaptive learning paths that adjust to student performance. It also allows instructors to provide supplemental material and additional practice for students based on how well they perform on initial knowledge checks. This system allows for an individual student’s activities to be adapted and personalized to adjust to student-specific needs. This research explores the student perspective on adaptive learning systems, specifically four Canvas Mastery Paths learning modules that were created and delivered to students enrolled in large general chemistry courses. Following completion of the learning modules, students participated in a free-response open-ended survey related to their experience with the platform. The survey responses were thematically analyzed by two coders and a codebook was created based on student responses. Survey questions include how students responded to incorrectly answering questions, the possible impact on their learning of chemistry, and if any new study habits were possibly formed as a result. The results from this study will assist instructors in making the choice to pursue the use of the Canvas Mastery Paths adaptive learning system based on students’ perception of the resource, which has the added benefit of keeping student costs low by creating effective, affordable resources for general chemistry courses.

Tamra Legron-Rodriguez

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