Using Multimedia Learning Modules in a Hybrid-Online Course in Electricity and Magnetism

We have been piloting web-based multimedia learning modules (MLMs), developed by the Physics Education Research Group at the University of Illinois at Urbana Champaign (UIUC), as a "prelecture assignment" in several introductory physics courses at California State Polytechnic University at...

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Bibliographic Details
Published inPhysical review special topics. Physics education research Vol. 7; no. 1; pp. 010102 - 10108
Main Author Sadaghiani, Homeyra R
Format Journal Article
LanguageEnglish
Published College Park American Physical Society 24.03.2011
Subjects
Blended Learning
California
College Science
Colleges & universities
Electricity
Energy
Instructional Effectiveness
Introductory Courses
Learning
Learning Modules
Magnetism
Magnets
Modules
Multimedia
Multimedia Materials
Online Courses
Physics
Science Achievement
Science Instruction
Undergraduate Students
California
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Summary:We have been piloting web-based multimedia learning modules (MLMs), developed by the Physics Education Research Group at the University of Illinois at Urbana Champaign (UIUC), as a "prelecture assignment" in several introductory physics courses at California State Polytechnic University at Pomona. In this study, we report the results from a controlled study utilizing modules on electricity and magnetism as a part of a blended hybrid-online course. We asked students in the experimental section to view the MLMs prior to attending the face-to-face class, and to make sure this would not result in additional instructional time, we reduced the weekly class time by one-third. We found that despite reduced class time, student-learning outcomes were not hindered; in fact, the implementation of the UIUC MLMs resulted in a positive effect on student performance on conceptual tests and classroom discussion questions. (Contains 4 figures and 1 table.)
ISSN:1554-9178
1554-9178
2469-9896
DOI:10.1103/PhysRevSTPER.7.010102