Evaluation of a physics multimedia resource

Watkins, Justin; Augousti, A.T.; Calverley, Gayle

doi:10.1016/s0360-1315(97)00008-0

Cited by 3 publications

(4 citation statements)

References 2 publications

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“…Also of importance is to heighten the level of interactivity available in course elements that have a highly practical nature, such as computer programming or experimental work. This is not as infeasible as it might sound: simulation tools can be of great benefit in such areas ( Alder et al ., 1990 ; Svanaes, 1990; Anderson & Jackson, 1995a; Watkins et al ., 1995 ; Livesey, 1997), and some research has been done on problem‐based learning support ( Anderson & Jackson, 1995b).…”

Section: Discussionmentioning

confidence: 99%

Computer systems for distributed and distance learning

Anderson

Jackson

2000

Computer Assisted Learning

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Network‐based learning is now such an important area that it would seem timely to examine progress to date and to draw conclusions regarding the direction of further research. This paper is the result of a survey of computer systems for distributed and distance learning, focusing on projects that help to illustrate the evolution of this important field. An examination such as this is important in its own right as a resource for other researchers wishing to pursue the subject further, but the survey also helps to highlight some of the major trends of past projects and to suggest some of the ways in which progress may be made in the future.

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Section: Discussionmentioning

confidence: 99%

Computer systems for distributed and distance learning

Anderson

Jackson

2000

Computer Assisted Learning

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“…The need for evaluating multimedia materials for science teaching and learning was seen already soon, as increasingly more materials of this kind were available. So, Watkins, Augousti and Calverley (1995) evaluated the educational suitability of a software package intended to be used as a replacement for the traditional lecture. Some of these authors' conclusions concerning computer-technical aspects (like the response of applets to clicks) and user interface design were taken into account in our study, because some simple cues have a considerable effect upon the students' concept of 'good-quality' and user-friendly software.…”

Section: Applet Quality Evaluation -Current Situationmentioning

confidence: 99%

An evaluation tool for physics applets

Pejuan

Bohigas

Jaén

2016

J. Technol. Sci. Educ.

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Physics applets are well known appealing resources to teach and learn physics, and a large number of them are available on the Internet. Nevertheless, not all of them are of the same quality, because such applets do not fit every specific teaching/learning purpose. The start question was which features should have a physics applet in order that it can be considered a good applet according to our experience as teachers or lecturers. The answer should be based on practical evaluations of applets from the Internet, taking quality evaluation criteria already published into account. In this way, an evaluation tool was developed as a rubric which draws attention to the different aspects of an applet that are relevant for teaching or learning a physics topic, grouping these aspects into five categories. Each category is given a separate scoring based on a preparatory qualitative evaluation of the aforementioned aspects. This evaluation tool has been tested on five physics applets by four secondaryschool teachers as experts in first-year students' background. The results show the suitability degree of each of these applets as resources for different teaching/learning environments, as well as the suitability of the evaluation tool itself. In addition, the evaluation tool simplifies the interchange of information on physics applets among teachers and lecturers.

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“…This is hoped to increase the amount of useful personal interaction between tutor and student. Much research confers with this expectation including work done by Brown (1995), DeLoughry (1995), Dobson et al (1995), Goodwill et al (1995) and Watkins et al (1995). Goodwill et al (1995) also speculated that computer-based tutorials would accommodate the larger intake of engineering students which were a strain on staff when the traditional tutorials were in use.…”

Section: 2mentioning

confidence: 99%

“…On-line help, together with the free access to the computers had a number of advantages. Students are thought to appreciate the increased access (Goodwill et al 1995) and the ability to work at their own pace (Watkins et al 1995), and also prefer to work without the embarrassment of appearing ignorant (Goodwill et al 1995). Students expressed some of these sentiments in the questionnaire:…”

Section: 2mentioning

confidence: 99%

Cost Effective Computer Based Tutorials

Faye¹,

Scott²

1998 Annual Conference Proceedings

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In this paper we examine the cost effectiveness of a particular sort of computer-based engineering tutorial developed at The University of Western Australia. This computer system sets the student a sequence of engineering problems and requires numerical answers as solutions. The software tries to provide diagnostic help in the case of wrong answers, which relieves the teaching staff of a great deal of repetitive teaching. There is also a built-in messaging environment that collates messages about specific problems, and this becomes a cumulative database of comment about specific engineering issues that the students may access-again relieving staff from having to answer the same query many times. This type of tutorial has been used in several engineering subjects at UWA since 1995. We have found that student learning and student satisfaction while using this computer system are arguably better than in previous years. The issue of cost is not so clear-cut because of the expense of developing the software; however we believe it is possible to demonstrate real savings in the recurring cost of running the course. This conclusion is supported with financial data, examination results and a student survey.

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Evaluation of a physics multimedia resource

Cited by 3 publications

References 2 publications

Computer systems for distributed and distance learning

Computer systems for distributed and distance learning

An evaluation tool for physics applets

Cost Effective Computer Based Tutorials

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