Enhancing teaching-learning effectiveness by creating online interactive instructional modules for fundamental concepts of physics and mathematics

Moein Moradi, Lin Liu, Carl Luchies, Meagan M. Patterson, Behnaz Darban

Research output: Contribution to journalArticlepeer-review

21 Scopus citations

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.

Original languageEnglish (US)
Article number109
JournalEducation Sciences
Volume8
Issue number3
DOIs
StatePublished - Sep 2018
Externally publishedYes

Keywords

  • Blended learning
  • Cognitive apprenticeship
  • Online instructional modules
  • Online learning
  • Self-paced learning

ASJC Scopus subject areas

  • Computer Science (miscellaneous)
  • Education
  • Physical Therapy, Sports Therapy and Rehabilitation
  • Developmental and Educational Psychology
  • Public Administration
  • Computer Science Applications

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