I agree. I found it really interesting that Walcerz said student beliefs and behaviors were the problem -- but then the "example" of this focused on the high percentage of adjuncts & the reliance on grad students. THose aren't, actually, examples of student beliefs and behaviors.
If the student "self-regulation" was such a big deal, it makes me wonder -- maybe the students were, oh, going to Facebook instead of using ALEKS and then they were saying they were "on track."
Our school has lots more success, with ALEKS -- but students have teachers who are teaching them, not monitoring ALEKS progress. ALEKS is the practice. THey've set things up, for instance, so students take quizzes -- and get three cracks at them. (I work in a computer lab where many of them come to do that stuff.) THey learn a lot about how to study and learn. I had students ecstatic because they were getting 100% on quizzes... and I can also tell you that yes, they're retaining and transferring more (they keep coming back for those next levels).