Adaptive learning: Helpful to the flipped classroom in the online environment of COVID?

Flipped instruction in an undergraduate numerical methods course in the online, remote environment during the COVID-19 pandemic was conducted with and without the use of adaptive-learning lessons for pre-class preparation. This comparison was made to explore potential differences with and without adaptive software relative to exam and concept inventory performance and student perceptions of the classroom environment, learning and motivation, and benefits and drawbacks. Student perceptions were gathered via the College and University Classroom Environment Inventory (CUCEI) and a survey designed to capture feedback specific to flipped instruction.