Technology enabled active learning (TEAL) in introductory physics: Impact on genders and achievement levels

Abstract

This study explored the impact of Technology Enabled Active Learning (TEAL) on students learning general physics, focusing on differences between genders and among various achievement levels. A quasi-experimental investigation was conducted on two semesters of courses offered in 2008. Data sources consisted of pre-tests, posttests, self-report surveys, class observations, and interview data. The test results indicate that the learning gain achieved by the experimental group was 11% higher than that achieved by the control group in the first semester, though the margin decreased to 1% in the second semester. In the situation of the low achievement level, there was no difference found in the learning gain achieved by the two groups in the second semester. The qualitative data revealed that student academic performances were disclosed to be associated with the following factors: the instructors' teaching styles and instructional skills, the students' prior knowledge, their study habits, and the cohort atmosphere. That is, implementation of the innovative tool alone might not be sufficient to significantly improve student performance. Nonetheless, the interactive, collaborative instructional approach seemed to appeal to females more than it did to males, disclosing the potential of TEAL in narrowing the learning gap between genders.

Implementing the interactive response system in a high school physics context: Intervention and reflections

“…4. The students in the study conducted by Shieh et al (2011) reported that a question with a high correct ratio did not necessarily mean that all students comprehended the concept of the question raised. Baird et al (1991) asserted that instant feedback helps students enhance their responsibility and beliefs of learning.…”

“…The handsets are mapped to each student's ID number or name, which allows the teacher to monitor and track individual students' answers anonymously and statistically. Shieh (2012), in her study investigating the impact of TEAL on teachers and students, reported that implementation of TEAL helped foster the TEAL teacher's confidence in teaching physics courses, and the use of IRSs helped increase class interactivity and the students' study interest (Shieh, Chang, & Liu, 2011). However, whether and how the use of IRSs helped the students enhance their conceptual understanding was not examined.…”

Global Innovation of Teaching and Learning in Higher Education

“…223-231;Felder and Brent 2009, pp. 122-127;Strachan et al 2010 Technical Authoring 11.1-11.11;Shieh et al 2011Shieh et al , pp. 1082Shieh et al -1099.…”

An Organisational Semiotics Perspective to Co-Design of Technology Enhanced Learning

“…Such practices are often called Technology Enhanced Learning (TEL). Some studies have shown that the use of TEL technologies has a positive impact on learning engagement and outcomes [2] [3]. However, previous research suggests that there is a disconnection between technologies, research, design and practice [4] [5], and therefore the full potential of IT/IS is not fully utilised [6].Some researchers also argue that the use of technologies does not guarantee the enhancement of learning outcomes [7].…”