Modernisation of a traditional physics course

Calverley, Gayle; Fincham, David; Bacon, Dick

doi:10.1016/s0360-1315(98)00018-9

Cited by 7 publications

(8 citation statements)

References 9 publications

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“…In separate studies, Gregory & Stewart (1997) and Calverley et al (1998) found that CAL programs in basic physics encouraged student centred learning, allowed the students to self pace themselves and was particularly useful in assisting students of differing abilities and academic backgrounds.…”

Section: Introductionmentioning

confidence: 99%

Learning tool or potplant stand? Students' opinions of learning from a CAL program in a distance education context

Lyall

McNamara

2000

AJET

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<span>Although teaching institutions are continually moving towards electronic forms of delivering learning material, a study of first year adult distance chemistry students found that they had developed a successful learning profile based on their present printed learning material and were reluctant to consider the use of alternative methods of delivery. The reasons for this reluctance were explored by developing a Computer Aided Learning program, based on the students existing learning strategies, and offering it as an alternative to printed material. Although many volunteered to use the program only a third of these persevered with its use. Reasons for abandoning the program were generally associated with a fear that they may be wasting their time in having to learn a new method of study. However those that did use the computer program considered it to be a more efficient way of learning than from printed material.</span>

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Section: Introductionmentioning

confidence: 99%

Learning tool or potplant stand? Students' opinions of learning from a CAL program in a distance education context

Lyall

McNamara

2000

AJET

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“…They find it important to be able to ask questions and have personal guidance. This is closely related to the social aspect and added value of face-to-face contact with the teacher and among students (Calverley et al 1998;Rafaeli et al 2004;Day et al 2005;Day & Foley 2006;Chen et al 2010). Students were in favor of extending the current set of web lectures for both theoretical and practical topics.…”

Section: Discussionmentioning

confidence: 99%

“…This "teach others" aspect is also a crucial social element of the learning process. When web lectures are used as an addition to traditional lectures, more in-class time can be spent on discussions and feedback which are more active teaching activities (Calverley et al 1998;Rafaeli et al 2004;Day et al 2005;Day & Foley 2006). This factor (the combination of web and traditional lectures) is evaluated in RQ 2 and RQ 3.…”

Section: Implementation Of Web Lecturesmentioning

confidence: 99%

“…G. Lee 2001). Some authors found that when students enjoyed the web lectures, they learned as much or even more compared to when they did not enjoyed them (Moses et al 2002;Day et al 2005;Day & Foley 2006) because they were more accepting of the lectures and were therefore more motivated to use them (Calverley et al 1998;Eveland & Dunwoody 2001;Roberts & Dyer 2005b). This factor (perception of the web lectures) can be linked to RQ 1.…”

Section: Implementation Of Web Lecturesmentioning

confidence: 99%

“…As a consequence, this type of web lecture replaced the live in-class demonstrations, but interaction with the teacher was still possible. The idea was the same as suggested by Calverley et al (1998), Day and Foley (2006), (Day et al 2005) and Rafaeli et al (2004): more in-class time can be spent on individual guidance and active learning if web lectures replace in-class teacher presentations. Furthermore, students could process the demonstrations at their own pace, which helps to address the differences in students' knowledge.…”

Section: Initial Set Of Web Lecturesmentioning

confidence: 99%

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Design and use of web lectures to enhance GIS teaching and learning strategies: the students’ opinions

Ooms

Maeyer

Wit

et al. 2015

Cartography and Geographic Information Science

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Abstract. The goal of this research is to design, use and evaluate a set of weblectures, specifically tailored to the needs of students in higher education who follow GIS-related courses. Since education in GIS includes theoretical concepts and practical experience, these teaching strategies will both be implemented in the weblectures. The User Centered Design approach is used in the design process to increase the acceptance of the weblectures and the motivation to use them: perceived usefulness and ease of use. The results show that the students appreciate the initial set of weblectures, but that they need to be motivated more to use them (especially when theoretical topics are covered). Students still value the 'traditional' face-to-face lectures and see the weblectures as an ideal complement.

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Untitled

Trumper

2003

Science and Education

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Modernisation of a traditional physics course

Cited by 7 publications

References 9 publications

Learning tool or potplant stand? Students' opinions of learning from a CAL program in a distance education context

Learning tool or potplant stand? Students' opinions of learning from a CAL program in a distance education context

Design and use of web lectures to enhance GIS teaching and learning strategies: the students’ opinions

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