Impact of multimedia learning modules on an introductory course on electricity and magnetism

Stelzer, T.; Brookes, David T.; Gladding, G.; Mestre, José P.

doi:10.1119/1.3369920

Cited by 43 publications

(40 citation statements)

References 3 publications

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“…For example, improved student learning and attitudes towards instruction have been found when reading assignments have been replaced with on-line multimedia videos in physics classes across various institutions [5][6][7]. In particular, it has been shown that students arrive to class better prepared for learning when completing MLMs versus traditional reading assignments for large-enrollment lecture-based courses and hybrid on-line formats [5,8,9].…”

Section: Introductionmentioning

confidence: 99%

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Efficacy of Multimedia Learning Modules as Preparation for Lecture-Based Tutorials in Electromagnetism

Moore

2018

Education Sciences

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Abstract:We have investigated the efficacy of on-line, multimedia learning modules (MLMs) as preparation for in-class, lecture-based tutorials in electromagnetism in a physics course for natural science majors (biology and marine science). Specifically, we report the results of a multiple-group pre/post-test research design comparing two groups receiving different treatments with respect to activities preceding participation in Tutorials in Introductory Physics. The different pre-tutorial activities were as follows: (1) students were assigned reading from a traditional textbook, followed by a traditional lecture; and (2) students completed on-line MLMs developed by the Physics Education Research Group at the University of Illinois at Urbana Champaign (UIUC), and commercially known as FlipItPhysics. The MLM treatment group earned significantly higher mid-term examination scores and larger gains in content knowledge as measured by the Conceptual Survey of Electricity and Magnetism (CSEM). Student attitudes towards "reformed" instruction in the form of active-engagement tutorials were also improved. Specifically, post-course surveys showed that MLM-group students believed class time was more effective and the instructor was more clear than reported by non-MLM students, even though there was no significant difference between groups with respect to in-class activities and the same instructor taught both groups. MLM activities can be a highly effective tool for some student populations, especially when student preparation and buy-in are important for realizing significant gains.

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Section: Introductionmentioning

confidence: 99%

“…A more in-depth discussion of how the authors of the MLMs utilized the relevant literature in the design process is available in reference [8]. Furthermore, the efficacy of the MLMs has been verified in multiple other settings [5][6][7][8][9].…”

Section: Multimedia Learning Modulesmentioning

confidence: 99%

Efficacy of Multimedia Learning Modules as Preparation for Lecture-Based Tutorials in Electromagnetism

Moore

2018

Education Sciences

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“…In other words, while the MLM students gained knowledge at a similar level to those in the control, they did not outperform their peers to a measurable degree. Other studies [5] have shown statistically significant, but similarly small effect-sizes between control and test (MLM) groups using common final exam scores as a metric. We also examined the FCI and CSEM post-test scores on a per question basis for each type of MLM, as seen in Fig.…”

Section: Data and Analysismentioning

confidence: 99%

Initial Steps Toward a study on the Effectiveness of Multimedia Learning Modules in Introductory Physics Courses for Engineers

Goodman

Rueckert

O’Brien

2017 ASEE Annual Conference &Amp; Exposition Proceedings

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Dr. Rueckert is an experimental physicist specializing in condensed matter. His research interests include magnetic and electronic properties of perovskite materials and, more recently, novel approaches to physics education.Dr. James O'Brien, Wentworth Institute of Technology James G. O'Brien is currently Chair of the department of Sciences and Associate professor of Physics at Wentworth Institute of Technology in Boston, MA. James is currently pursuing educational pedagogies in engineering education through game-ification of education and the design of competitive table top games which engage students in an exciting atmosphere to help facilitate learning of essential physics concepts. Aside from a love of gaming and its role in education, James is also the Vice President of the International Association of Relativistic Dynamics, an international organization of physicists whose research revolves around the study of relativity and gravitational research.c American Society for Engineering Education, 2017Initial steps toward a study on the effectiveness of multimedia learning modules in introductory physics courses for engineers Abstract: There is overwhelming evidence that students rarely, if ever, critically read the textbook before class. The inevitable lack of student preparedness is anathema to creating an active and engaging classroom environment. Web-based multimedia learning modules (MLM) and short assignments due before lecture should allow students to enter class having more than a passing familiarity with the material to be covered. Consequently, professors can devote more class time to higher cognitive activities. However, the literature has reported mixed results on measurable student gains when MLMs are incorporated into the typical two-semester introductory physics course-sequence. Additionally, there has been minimal physics education research (PER) on MLMs within the setting of smaller terminal bachelor's degree engineering programs, as most PER research occurs at large research institutions.Our study's goal is to test the efficacy of incorporating commercially available web-based MLM content into introductory physics courses at Wentworth Institute of Technology, a small program that offers terminal bachelors in engineering. The study will be separated into the following two stages: stage one will consist of two professors instructing calculus-based Engineering Physics I and II, both with and without MLMs from various providers. In the fall term, we plan to use FlipIt Physics MLMs. In the spring term, we will use Pearson's Mastering Physics MLMs. We will report on the initial results from stage one at this meeting. Stage two will begin in the following year, when much of the department will adopt one of the two previously mentioned MLM platforms. All participating faculty will instruct sections, both with and without MLMs. Faculty will not be required to change their instruction styles. In addition to partially standardized metrics such as exams and iclicker performance, we plan to use the standar...

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“…During the total evaluation period, there were modest, but statistically-significant improvements on three of four midterms and two of the four final exams, when comparing the partially-flipped to the full-lecture classroom. Of greater interest to the authors was the dramatic change in students' attitudes about the course, including a perceived decrease in course difficulty and more positive attitudes towards physics 13 .…”

Section: Introduction and Literature Reviewmentioning

confidence: 99%

“…In fact, some have recommended a partially-flipped approach, versus a global change or overhaul in the course, to evaluate the effectiveness of the approach 10 . STEM courses in which a partially-flipped approach has been taken include linear algebra and calculus 11,12 , biology 10 , and physics/electricity 13 . In the linear algebra and calculus courses, the results were promising.…”

Section: Introduction and Literature Reviewmentioning

confidence: 99%

Comparison of a Partially Flipped vs. Fully-Flipped Introductory Probability and Statistics Course for Engineers: Lessons Learned

Vidic¹,

Clark²

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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Vidic has published in peer-reviewed journals and conference proceedings, including those of ASEE and INFORMS. She currently is participating in collaborative research on improving engineering students' learning strategies through models and modeling and is interested in the assessment and effectiveness of model-eliciting activities when implemented in the classroom. Her University of Pittsburgh research team is focusing on assessment and improvement in conceptual learning as well as problem solving, using a series of assessment instruments to better understand and measure the educational benefits. Comparison of a Partially Flipped vs. Fully-Flipped Introductory Probability and Statistics Course for Engineers: Lessons Learned AbstractWe implemented a fully-flipped classroom approach in the introductory probability and statistics course for engineers during the Fall 2015 semester in our school of engineering. In the Fall 2014, we implemented a partially-flipped "pilot" flipped classroom approach when we inverted one third of the course material. Based on our "pilot" results in terms of both direct measures of student learning as well as measures of the classroom environment, we were highly encouraged and motivated to implement the fully-flipped classroom approach. In our flipped classroom, students watched recorded lectures prior to the class time, and time in the classroom was replaced with more active instructional activities. This approach allowed the instructor to include problem solving elements and focus on difficult concepts, encouraged questions and more interactions, and exposed students to more realistic scenarios, while still covering required material. This course is a required course for civil, computer, chemical, electrical, mechanical, material science and bio-engineering majors in our school. Each semester we teach two or three sections of this course. Our class materials, including lecture notes, class activities, homework assignments and quizzes, were revised in order to implement the flipped classroom approach. As part of our program evaluation, the flipped and partially-flipped classrooms were observed for the degree of active learning, problem solving, and student engagement during class using a structured behavioral observation protocol known as the Teaching Dimensions Observation Protocol (TDOP). We compared students' performance in the fully-flipped vs. partially-flipped classrooms; this allowed for direct assessment and comparison of a partially-flipped vs. fullyflipped approach for probability and statistics. The overall assessment compares the two approaches based on the conceptual knowledge gains on the Statistics Concept Inventory by Allen et al., targeted ABET outcomes, student engagement, instructor interviews, and two perception instruments measuring students' overall experiences in the class. These two instruments consist of Fraser's College and University Classroom Environment Inventory (CUCEI) and a flipped-classroom evaluation survey, which we distributed to the students near ...

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Impact of multimedia learning modules on an introductory course on electricity and magnetism

Cited by 43 publications

References 3 publications

Efficacy of Multimedia Learning Modules as Preparation for Lecture-Based Tutorials in Electromagnetism

Efficacy of Multimedia Learning Modules as Preparation for Lecture-Based Tutorials in Electromagnetism

Initial Steps Toward a study on the Effectiveness of Multimedia Learning Modules in Introductory Physics Courses for Engineers

Comparison of a Partially Flipped vs. Fully-Flipped Introductory Probability and Statistics Course for Engineers: Lessons Learned

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