Enhancing Teaching-Learning Effectiveness by Creating Online Interactive Instructional Modules for Fundamental Concepts of Physics and Mathematics
dc.contributor.author | Moradi, Moein | |
dc.contributor.author | Liu, Lin | |
dc.contributor.author | Luchies, Carl | |
dc.contributor.author | Patterson, Meagan M. | |
dc.contributor.author | Darban, Behnaz | |
dc.date.accessioned | 2019-11-15T19:20:36Z | |
dc.date.available | 2019-11-15T19:20:36Z | |
dc.date.issued | 2018-08-02 | |
dc.identifier.citation | Moradi, M.; Liu, L.; Luchies, C.; Patterson, M.M.; Darban, B. Enhancing Teaching-Learning Effectiveness by Creating Online Interactive Instructional Modules for Fundamental Concepts of Physics and Mathematics. Educ. Sci. 2018, 8, 109. | en_US |
dc.identifier.uri | http://hdl.handle.net/1808/29781 | |
dc.description.abstract | This study explored the effectiveness of online instructional modules for providing supplementary instruction in basic mathematics and physics concepts. The modules were developed in accordance with a cognitive apprenticeship model. Participants (N = 47) were students enrolled in a required Statics course at a midwestern university. Participants were randomly assigned to either an intervention or control group. The results show that the intervention group performed significantly better on post-tests through using the online instructional modules, while there was no significant improvement of performance in the control group. Based on survey results, students expressed their engagement to the instructional materials. Furthermore, they expressed a self-paced learning experience through providing feedback that they had control over the course materials by using the developed online instructional modules. Survey results also were indicative of students’ approval of using the modules as a supplemental material to classroom lectures | en_US |
dc.description.sponsorship | National Science Foundation under Grant Number DUE1525775, | en_US |
dc.publisher | MDPI | en_US |
dc.rights | © 2018 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/). | en_US |
dc.rights.uri | https://creativecommons.org/licenses/by/4.0/ | en_US |
dc.subject | Online Learning | en_US |
dc.subject | self-paced learning | en_US |
dc.subject | online instructional modules | en_US |
dc.subject | cognitive apprenticeship | en_US |
dc.subject | blended learning | en_US |
dc.title | Enhancing Teaching-Learning Effectiveness by Creating Online Interactive Instructional Modules for Fundamental Concepts of Physics and Mathematics | en_US |
dc.type | Article | en_US |
kusw.kuauthor | Moradi, Moein | |
kusw.kuauthor | Liu, Lin | |
kusw.kuauthor | Luchies, Carl | |
kusw.kuauthor | Patterson, Meagan M. | |
kusw.kuauthor | Darban, Behnaz | |
kusw.kudepartment | Mechanical Engineering | en_US |
kusw.kudepartment | Education Psychology | en_US |
kusw.kudepartment | Curriculum & Teaching | en_US |
dc.identifier.doi | 10.3390/educsci8030109 | en_US |
kusw.oaversion | Scholarly/refereed, author accepted manuscript | en_US |
kusw.oapolicy | This item meets KU Open Access policy criteria. | en_US |
dc.rights.accessrights | openAccess | en_US |
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Except where otherwise noted, this item's license is described as: © 2018 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access
article distributed under the terms and conditions of the Creative Commons Attribution
(CC BY) license (http://creativecommons.org/licenses/by/4.0/).