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The Virtual Learning Lab  /


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Category: Uncategorized

Description: This study examined the relationships between teacher characteristics and practices and student adoption and learning gains with a video recommendation system embedded within a virtual learning environment (VLE) for Algebra. Secondary data were obtained from an experimental study conducted over one academic semester in middle and high schools in a southeastern state of the United States. The sample included 52 teachers and 2936 students. Results show that teachers of students who benefitted most reported spending more time using the videos of the VLE and following student progress through the dashboard, but less time on the VLE than teachers of students who benefitted the least. Teachers of students who benefitted the least had larger classrooms, struggled more with the challenges due to the Covid-19 pandemic, and spent less time with classroom planning.

License: CC-By Attribution 4.0 International


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