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.
H. Sadaghiani, Using multimedia learning modules in a hybrid-online course in electricity and magnetism, Phys. Rev. ST Phys. Educ. Res. 7 (1), 010102 (2011), <http://dx.doi.org/10.1103/PhysRevSTPER.7.010102>.
Sadaghiani, H. (2011, March 24). Using multimedia learning modules in a hybrid-online course in electricity and magnetism. Phys. Rev. ST Phys. Educ. Res., 7(1), 010102. Retrieved January 31, 2015, from http://dx.doi.org/10.1103/PhysRevSTPER.7.010102
%0 Journal Article %A Sadaghiani, Homeyra %D March 24, 2011 %T Using multimedia learning modules in a hybrid-online course in electricity and magnetism %J Phys. Rev. ST Phys. Educ. Res. %V 7 %N 1 %P 010102 %8 March 24, 2011 %U http://dx.doi.org/10.1103/PhysRevSTPER.7.010102
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