Paper Abstract
"Adaptive training can take place across multiple learning contexts, such as in-person or online class types, and in classroom or simulation environments [1]. Given the COVID-19 pandemic, institutes of higher education were forced to adapt and make instruction available both online and in-person; providing the opportunity to examine how adaptive learning strategies faired in different class types. When examining adaptive strategies across class types, of particular interest are individual learner characteristics and preferences, as students who typically would not take online classes found themselves taking classes in this medium [2]. We sought to evaluate the effectiveness of adaptive learning strategies across preferred and non-preferred class types. A significant interaction was found between instructional strategy presence and preferred class type, with students primarily attending classes in their preferred class type self-reporting significantly lower stress and workload levels than those who did not receive the adaptive instructional strategies. For students attending class primarily in their non-preferred learning environment, the opposite was true. Additionally, students in their preferred class types achieved higher exam scores. The methods, results, discussion and implications are discussed in the context of how to effectively conduct adaptive training."

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