Adaptive learning is an emerging technology-enabled approach to tailoring learning experience that makes use of computer algorithms to sense and address individual learner needs. Complementing this approach, blended learning integrates online and face-to-face learning experience. Combining these approaches is increasingly prevalent in learning programs due to capabilities to achieve improved learning outcomes and process efficiencies, when compared with traditional classroom approaches to learning experience (Bernard et al., 2014; Bond et al., 2019; González-Gómez et al., 2016). These known benefits presented an opportunity to address institutional challenges in the Marine Corps and other services associated with having to train students under increasing time and personnel resource constraints. The Adaptive Blended Learning Experience (ABLE) effort assessed the outcomes of blending adaptive learning with classroom instruction in a Marine Corps formal school. The purpose of the study was to develop a model to enable learning of Military Occupational Specialty (MOS) related concepts in a self-paced, adaptive format that enhances student learning and creates efficiencies for instructor time.
A Center of Gravity (COG) analysis adaptive Moodle lesson with targeted remediation was developed. A blended learning exercise integrated this Moodle lesson into the Tactical Intelligence Officer Course at the Marine Corps Intelligence Schools (MCIS) so subsequent instructor-led classroom time could concentrate on practical application exercises. An experimental study design measured learning effectiveness using a knowledge test and time efficiency associated with the ABLE intervention in comparison to traditional teaching practices. We expected experimental group participants to learn COG foundational concepts at least as effectively and in less time than the control group, allowing more time for practical application exercises in the classroom. This paper describes the design and implementation process for the ABLE intervention used in experimental testing, participant and instructor feedback, and lessons learned to implement effective, adaptive blended learning course designs using Moodle.