Dynamic e-learning modules for student lecture preparation.

Abstract

We have developed and demonstrated the effectiveness of a set of online interactive learning modules to accompany physics courses at first-and second-year university levels. Students access the modules prior to attending lectures to familiarize themselves with content which is then discussed and reaffirmed in class. Student surveys and access data show that students were much more likely to use material presented in this form, rather than a textbook, when preparing for lectures given in an active learning format. The students found that interactive simulations, videos of problem-solving approaches prepared by course staff, and quick-check immediate feedback questions were all useful tools for lecture preparation-none of which are available when using a traditional textbook for lecture preparation.

A Need Analysis for the Development of Physics Game-based Interactive Module in Matriculation College

“…It provides an alternative reference source and allows students to explore the content according to their own pace of learning. According to [9], students will be able to follow the learning process anytime and anywhere and the interactive modules allow the lecturers to constantly update the module content according to the needs of students. Thus, this will develop a dynamic assessment based on the situation and ability of the students besides preparing a platform to expose students to the 21 st century learning environment.…”

“…The active involvement of students should be enhanced in ensuring that they master the Physics concepts [8]. The use of interactive modules aligned to T&L content has been proven to be effective in assisting students' understanding of Physics concepts [9], [10]. Short videos, interactive simulations, text and images as well as multiple-choice questions that provide immediate feedback are practical features of interactive modules.…”

STEM crisis teaching: Curriculum design with e‐learning tools

“…The dynamic nature of various STEM disciplines (physics, chemistry, engineering) may make them well‐suited to using e‐learning tools to enhance learning through simulation. E‐learning tools that facilitate experiential learning support learners’ understanding of physical models and processes and make interactions at the particle level less abstract 15,16 . E‐learning tools provide opportunity for learners conceptualize structures that cannot be seen with the naked eye, such as atoms or cellular structures, and visualize complex processes such as protein synthesis or the operation of efficient machines, processes, and systems.…”

“…E‐learning tools provide opportunity for learners conceptualize structures that cannot be seen with the naked eye, such as atoms or cellular structures, and visualize complex processes such as protein synthesis or the operation of efficient machines, processes, and systems. Research suggests e‐learning tools with two‐ or three‐dimensional animations and interactive components benefit learners who study highly dynamic subjects such as mechanical systems, computer algorithms, or geological and astronomical phenomena 16–20 …”

The impacts of using modules on students’ entrepreneurial attitudes and intentions

“…Mirkouei et al (2016) denote that students consider the module framework more useful than the traditional written assignment. The effectiveness of a module is also suggested by McIntyre et al (2018) where students tend to use the materials in the learning module rather than a textbook, and they can learn quickly due to some exercises provided.…”