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Centered on STEM delivery, it emphasizes formative assessment for learning and argues that systematically embedding adaptive practicing and adaptive assessment can implement these strategies effectively. 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Limited feedback and low visibility of learner progress can make it harder to detect difficulties early and address design gaps.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Which strategies does the review propose to reduce learning barriers in SPOL?",{"text":68,"@type":64},"The review suggests increasing students’ self-awareness of learning, identifying struggling students, and facilitating mastery learning. It links these strategies to STEM-focused learning delivery and assessment approaches.",{"name":70,"@type":61,"acceptedAnswer":71},"Why does the paper emphasize adaptive practicing and formative assessment for STEM courses?",{"text":72,"@type":64},"It argues that systematically designing and embedding adaptive practicing can implement the proposed strategies. 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This review paper suggests some corresponding strategies to address these barriers in order to create a more supportive self-paced online learning environment. These strategies include a) increasing students’ self-awareness of learning, b) identifying struggling students, and c) facilitating mastery learning. Focusing on Science, Technology, Engineering, and Mathematics (STEM) disciplines’ delivery of self-paced online learning, this paper reviewed the role of formative assessment for learning. It is proposed that systematically designing and embedding adaptive practicing in STEM courses would be an effective learning design solution to implement these strategies. By examining the goals and context of adaptive practicing requested in this study, the feature requirements are depicted for such an adaptive practicing model. The models and techniques that can be used for adaptive assessment were then reviewed. Based on the review results, this paper argues that a reinforcement learning-based adaptive practicing model would be the best option to meet those feature requirements. Finally, we point out a research gap in this field and suggest a future research direction for ourselves and other researchers.  \nKeywords: Learning barrier ; Adaptive practicing ; Knowledge tracing ; Exercise sequencing ; Reinforcement learning ; Self-paced online learning  \nRésumé  \nL'apprentissage en ligne asynchrone (à son propre rythme) offre une grande souplesse  \nd'apprentissage, mais il comporte des obstacles à l'apprentissage inhérents à la nature de ce paradigme  \nCJLT/RCAT Vol. 48 (4)  \néducatif. Cet article de revue suggère quelques stratégies pertinentes permettant de répondre à ces obstacles afin de créer un environnement d'apprentissage en ligne asynchrone plus favorable. Ces stratégies comprennent a) l'augmentation de la conscience de l'apprentissage chez les étudiants, b) l'identification des étudiants en difficulté et c) la facilitation de la pédagogie de la maîtrise. En seconcentrant sur la dispensation de l'apprentissage en ligne asynchrone dans les disciplines des sciences, de la technologie, de l'ingénierie et des mathématiques (STIM), cet article examine le rôle de  \nl'évaluation formative pour l'apprentissage. Il est proposé que la conception et l'intégration systématiques de pratiques adaptatives dans les cours STIM constituerait une solution efficace de conception de l'apprentissage pour mettre en œuvre ces stratégies. En examinant les objectifs et le contexte de la pratique adaptative demandés dans cette étude, les exigences en matière defonctionnalités sont décrites pour un tel modèle de pratique adaptative. Les modèles et les techniques qui peuvent être utilisés pour l'évaluation adaptative ont ensuite été examinés. Sur la base des résultats de cette revue, cet article soutient qu'un modèle de pratique adaptative basé sur l'apprentissage parrenforcement serait la meilleure option pour répondre à ces exigences. Enfin, nous soulignons lesinsuffisances de la recherche dans ce domaine et suggérons une direction de recherche future pour nous-mêmes et pour d'autres chercheurs.  \nMots clés : Barrière d'apprentissage ; pratique adaptative ; traçage des connaissances ; séquencement des exercices ; apprentissage par renforcement ; apprentissage en ligne asynchrone (à son rythme)  \nIntroduction  \nSelf-paced online learning (SPOL) has become an important educational model in higher education, where students can learn anytime, an","cbCaijo3rorvmYzO","https://ap.wps.com/l/cbCaijo3rorvmYzO","pdf",164939,18,"English","# Introduction\n## Learning barriers in SPOL\n## Student perspective\n## Instructor perspective\n## Course design perspective\n## Proposed review focus","[{\"question\":\"What learning barriers does self-paced online learning (SPOL) commonly create?\",\"answer\":\"Because SPOL is asynchronous and distance-based, it often lacks immediate feedback, communication, and collaboration. Limited feedback and low visibility of learner progress can make it harder to detect difficulties early and address design gaps.\"},{\"question\":\"Which strategies does the review propose to reduce learning barriers in SPOL?\",\"answer\":\"The review suggests increasing students’ self-awareness of learning, identifying struggling students, and facilitating mastery learning. It links these strategies to STEM-focused learning delivery and assessment approaches.\"},{\"question\":\"Why does the paper emphasize adaptive practicing and formative assessment for STEM courses?\",\"answer\":\"It argues that systematically designing and embedding adaptive practicing can implement the proposed strategies. It also reviews formative assessment and depicts feature requirements for an adaptive practicing model, then evaluates assessment models and techniques.\"}]","Removing Learning Barriers in Self-paced Online STEM Education - Special Issue 2022 | PDF",1792086746,45]