Earth surface modeling for education: How effective is it? Four semesters of classroom tests with WILSIM-GC

This paper presents results from a randomized experimental design replicated over four semesters that compared students’ performance in understanding landform evolution processes as measured by the pretest to posttest score growth between two treatment methods: an online interactive simulation tool and a paper-based exercise. While both methods were shown to be effective at enhancing students’ learning of the landform concepts and processes, there was no statistically significant difference in score growth between the two instructional methods. However, the attitudinal survey indicated that students consistently favored the simulation approach over the paper-based exercise. With the simulation method, female students showed greater score growth than males, especially for test items requiring higher level thinking. This indicates that the visually rich interactive simulation tool may be integrated to better support female students’ learning in geoscience. Science major students generally outperformed non-science major students in terms of score growth, which suggests that background knowledge played an important role in realizing the potential of computer modeling in enhancing students’ learning. Sufficient scaffolding is necessary to maximize the effect of interactive earth surface modeling in geoscience education.     

Supporting online,non-traditional students through the introduction of effective e-learning tools in a pre-university tertiary enabling programme

The increasing number of external students enrolling at Charles Darwin University has led to the university investing in new technologies to provide better support for students studying online. Many students, however, come from non-traditional backgrounds and lack some of the skills and confidence to participate successfully in an e-learning environment at university. This article discusses the findings of a pilot study conducted in a pre-university tertiary enabling programme. Three e-learning tools were developed for external students to enhance their understanding of the learning materials and create a greater sense of connectedness between students, staff and the learning materials. Academic staff implemented the use of video clips and synchronous online tutorials and also refined their use of discussion groups to facilitate interactive engagement with learning materials.     

Customising Microsoft Office to develop a tutorial learning environment

Powerful applications such as Microsoft Office's Excel and Word are widely used to perform common tasks in the workplace and in education. Scripting within these applications allows unanticipated user requirements to be addressed. We show that such extensibility, intended to support office automation‐type applications, is well suited to the creation of learning activities and learning environments. We have developed a range of tutorial activities using Excel and Word in introductory mathematics, writing and economics courses. These tutorials have the dual purpose of teaching academic concepts and practical computer literacy skills. The software architecture of our learning environment includes a database‐supported back‐end to automatically record students’ responses, which allows for greater control over what students do. Additionally, this allows one to automate common procedures to improve usability and feedback automation to support learning. We have been applying our ideas for the last six years and currently 1,500 students are using the environment. We suggest that this pragmatic solution can provide a high degree of interactivity and flexibility in a range of learning contexts that represents a cost‐effective alternative for use alongside traditional approaches.     

Analysis of a multifaceted interactive pedagogy program in an upper limb anatomy course: A time series study

Many new methods have contributed to the learning of anatomy, including several interactive methods, increasing the effectiveness of educational programs. The effectiveness of an educational program involving several interactive learning methods such as problem-based learning and reciprocal peer teaching was researched in this study. A quasi-experimental before–after study on three consecutive groups of second-year students at the Grenoble School of Medicine was conducted. The lectures were replaced by an educational program based on the problem-based learning method and reciprocal peer teaching. The first session was dedicated to reading clinical cases illustrating the medical concept, so that the learning objectives for the second session could be set. Then, after viewing digital courses, the second session was dedicated to a synthetic presentation by the students themselves, followed by an interactive summary with the teacher. The analysis of 630 students showed a significant increase in the theory test results for those who took part in the intervention: 9.71 versus 9.19 (β = 0.57, P = 0.036). Moreover, satisfaction was high after the intervention (mean = 4.5/5), and when comparing the two pedagogical approaches the students showed a clear preference for the program implemented with the concepts highlighted such as interactivity, in-depth work, group work, and autonomy. A multifaceted interactive pedagogy program could have a significant impact on the results of the theoretical concepts presented and on satisfaction as well as increased investment by students in learning anatomy.     

Evaluating the effectiveness of interactive computer tutorials for an undergraduate mathematical literacy course

This article describes a study of learning when students used interactive spreadsheet‐based computer tutorials in a mathematical literacy course. It foregrounds theories relating to the role of computer technology (and specifically spreadsheets) as a mediator for learning of mathematics. It outlines the application of quantitative methods involving pre‐ and post‐testing of students, both in the computer laboratory and in the lecture sessions, and discusses factors constraining the experimental design and the usefulness of the results. There are indications that the data reveal real differences between the learning experiences in the lecture sessions and the computer laboratories. It appears that in some respects the computer tutorials were more effective in conveying the concepts than the lecture sessions were. A method of analysing and representing the data, that tracks the extent of learning of concepts through the pre‐ and post‐tests, was developed. It allows for the performance of sub‐groups of students to be examined separately. This analysis shows that simple definitions of disadvantage (such as having English as a second language) are inadequate to account for the poor performance of students in the lower quartile.     

Effects of group size and advance organizers on learning parameters when using microcomputer tutorials in kinematics

The purpose of this study was to investigate how the use of CAI tutorial programs, incorporating advance organizers and involving various sizes of groups of subjects, would affect students' achievement scores, retention scores, and rates of learning. Used as subjects were 100 suburban high school physics students running interactive tutorial physics programs focusing on strobe simulation and displacement-time and velocity-time graphs. For fifty students (experimental group) an advance organizer program preceded each tutorial. The remaining fifty students (control group) had an advance non-organizer program preceding each tutorial. While pursuing the tutorials the students worked individually or together in groups of two, three, or four. Five days were allocated for the students to repeat the four tutorials until 90% competency level was attained. Achievement and retention were measured by individually administered paper-pencil teacher-made tests sampling the content of all four tutorials. Rate of learning was determined for groups by the number of times the first three tutorial programs were executed in order to attain 90% competency. In the two-way analysis of variance the only significant result at the 0.05 level pertained to group size. Results of the Tukey Test revealed that students working in groups of three and four on CAI tutorials had significantly better rates of learning than students working alone. No significant differences in achievement or retention were observed for the various groups. The implications for using CAI tutorials in physics point to grouping students in fours as a time saving and economic method of presenting material without significant loss of achievement or retention.     

How to augment the learning impact of computer simulations? The designs and effects of interactivity and scaffolding

Two investigations were conducted in this study. In the first experiment, the effects of two types of interactivity with a computer simulation were compared: experimentation versus observation interactivity. Experimentation interactivity allows students to use simulations to conduct virtual experiments, whereas observation interactivity allows students to observe segmented video clips of the simulation at their own pace and sequence. In the second experiment, the effects of two types of scaffolding for experimentation interactivity were compared: the driving question versus structured prompt scaffolding. A total of 128 eighth-grade students were involved. The learning outcomes examined include the students’ understanding of the concepts in the simulation, their learning time, total numbers of virtual experiments conducted or observed, and learning efficiency. All four designs resulted in comparable learning gains for the students. The driving question scaffolding resulted in better learning efficiency, whereas the structured prompt scaffolding supported students in conducting more virtual experiments.     

The effects of progressive interactivity on learning from interactive video

The effects of systematically varied interactivity on learning from interactive video were studied. A total of 98 high-school students served as subjects. Four increasingly interactive versions of instruction were used. After receiving the instruction, students took a 23-item recall test. Recall was significantly affected by the amount and type of interactivity provided. The fully interactive version yielded the greatest recall but took longer to complete than any of the other presentations. Time to complete the instruction was shortest, and the resulting rate of learning was greatest, for the simple linear video presentation. An erratum to this article is available at .     

Dimensions of effective interactive learning with telematics for distance education

Increasingly, telematics is being used for distance education in Australia. Two forms of telematics, audiographics and live interactive television, are described. Audiographics involves two telecommunications links, one which connects computers via modems and a second link which provides an audioconferencing medium through a normal telephone connection. Live interactive television involves the combination of a one-way television signal with a toll-free callback telephone enabling students to communicate directly with the teacher during program transmission. Research and evaluation studies indicate that the interactivity currently implemented via telematics is minimal and that it does not support higher-order cognition among students. In light of our investigations and contemporary cognitive learning theory, a number of dimensions of effective interactive learning with telematics are suggested: (a) collaboration, (b) generative learning, (c) contextual engagement, (d) personal autonomy, and (e) motivation. His research interests include instructional technologies and developing effective learning environments for open learning and distance education. His specialist areas include evaluating technology-rich learning environments, electronic user performance support systems and interactive learning systems.     

Investigating Strategies for Pre-Class Content Learning in a Flipped Classroom

In a flipped classroom model, learning of basic content is shifted before class while in-class time is used for concept application. Empirical and controlled research studies are lacking on the best strategies to provide the necessary pre-class content instruction. In this study, we tested three methods of pre-class content learning—interactive online tutorials, video lectures, and textbook-style readings—while holding the content and the in-class application activities constant. Identical introductory, non-majors biology classes were manipulated at both a public, open-enrollment institution and a private, highly selective institution. We found that video lectures offer a small advantage to overall student learning over interactive tutorials or textbook-style readings. Although our two populations differed in their ability to effectively learn from pre-class activities, through a student-centered flipped classroom approach, students at both institutions demonstrated equal learning gains by the final assessment. Potential reasons for some observed differences are suggested.     

Web-Supported Chemistry Education: Design of an Online Tutorial for Learning Molecular Symmetry

This paper describes our use of the ADDIE protocol to design and develop an interactive tutorial for students learning molecular symmetry operations and point groups. The tutorial provides a 3-D environment where students can examine molecules, structures, and symmetry elements. Most such tutorials are connected to courses or instructors in ways that make them difficult for others to use. Our goal was to create a freely available tutorial that would be independent of course, textbook, or instructor but would scaffold student learning of these abstract concepts. A usability study was also conducted in order to assist the designers in creating or improving key features of the tutorial and to determine whether the tutorial would be viewed as valuable to students. We found that students appreciated the features, especially mouse-overs and applets that afforded the opportunity to freely rotate accurate images of molecules.     

Evaluation of an adaptive tutorial supporting the teaching of mathematics

ABSTRACT

Adaptive tutorials enable engaged, personalised and interactive online learning that includes instant adaptive feedback. By integrating an adaptive tutorial into a large and diverse engineering mathematics course, we explored its potential to support and guide students’ learning from afar. The aim of this study was to assess whether students provided with an adaptive tutorial, could benefit from its use and whether they would engage in and take responsibility for their learning. Comparisons were made between students who did and did not use the tutorial. Quantitative and qualitative data analyses determined the impact of including an adaptive tutorial in a blended learning environment, where 58% of students engaged with the tutorial and 74% of them completed it. Improved confidence and understanding was reported by 98% of the participants. A comparison of examination results indicated that median scores for students who utilised the tutorial were significantly higher than those who did not.     

Undergraduate Medical Students' Usage and Perceptions of Anatomical Case-Based Learning: Comparison of Facilitated Small Group Discussions and eLearning Resources

While case-based discussions can empower students to apply knowledge to contextual clinical situations, scheduling these activities is a challenge in crowded curricula. Case-based eLearning activities, derived from existing cases discussed within anatomy small group tutorials, were created incorporating principles such as interactivity, reinforcement, and feedback. Over half of the students accessed one or more of these online cases, with 18% accessing all eight online cases provided. Access increased as the semester progressed, particularly just before summative examinations, implying students used these primarily as revision aides. Students rated both formats highly, but favored the online format with regard to enjoyment (P = 0.048), learning (P = 0.101), and feedback (P = 0.086). However, more students discussed these cases in small group tutorials within the anatomy dissecting room than completed them online (122 vs. 67) and themes emerging from free text comments included a desire to have more time dedicated to these cases during small group tutorials, and an appreciation for the opportunity for discussion with staff and learning through doing. Additionally, native English speakers rated the anatomy room discussions significantly higher in all aspects than non-native English speakers, suggesting that non-native speakers may be hesitant or reluctant to fully participate in front of peers. While online case-based learning activities are a useful adjunct to anatomy teaching, particularly for revision, assumptions that “digital natives” have an innate preference for digital resources require critical evaluation, as students still place a high value on opportunities for discussion with staff during their studies.     

Exploring the Roles of Social Presence and Gender Difference in Online Learning

Online learning has become more popular in higher education with its advantages of flexibility and accessibility. However, there have been challenges to students’ learning experience in online learning. One critical challenge would be providing interactions between students and instructors as good or effective as in the face‐to‐face environment. However, providing face‐to‐face interactions in online learning is not feasible because students and instructors are not physically present together. In this study, we introduce and empirically investigate social presence as student learning experience in online learning in which physical presence does not exist. Drawing upon the social presence and online learning literature, we propose a research model to explore how the interactivity of communication tools can drive social presence and student satisfaction in online learning. Furthermore, this study examines gender difference as a moderator in the model. Data were collected from undergraduate students who were taking online business statistics courses where an interactive communication tool was required to use for class communication and collaboration. The results showed that social presence driven by tool interactivity had a significant impact on student satisfaction in online learning. We also found that gender difference moderated the relationship between tool interactivity and social presence in online learning.     

Cooperative learning in the tutorials of a large lecture physics class

The introduction of in-class cooperative learning to a two semester large lecture college physics sequence was evaluated using both qualitative and quantitative measuremets. The first semester of the sequence was taught using traditional formats for lectures, tutorials and laboratories. A group of six students with apparent weaknesses in their academic backgrounds (from a class size of 200) was examined closely through weekly group meetings, journal writing and formal interviews. After several weeks, the group meetings became cooperative learning sessions, and the meetings appear to have helped the students to achieve at a higher level than expected. In addition, a classroom environment survey was administered during the first semester. During the second semester, in-class cooperative learning was implemented in tutorials. Student reaction to the new tutorial format, as measured by the survey, was positive. Field notes taken during the tutorials in the second semester revealed additional positive aspects of this reform. Many of the data support the hypothesis that in-class cooperative learning addressed student concerns about the learning environment and was perceived as an effective reform by most students.     

Contact and Interactivity: Social Constructionist Pedagogy in a Video-Based, Management Writing Course

In this study of a management writing course delivered via interactive television (ITV) and video streaming (VS), we examine the impact of video-based media on the instructor's pedagogy. Using grounded theory as a methodological lens, we arrive at two core categories, contact and interactivity, and four subcategories, presence, control, dialogue, and liveliness. After a careful analysis of these categories, we claim that video-based delivery deserves attention because it represents a promising component of distance learning writing instruction. Video allows an instructor to reintroduce talking as a means of learning into the arena of distance education, which tends to be dominated by text-heavy, Web-based methods of delivery. In fact, the emergence of liveliness as a category suggests that, for distant students, active learning occurs during spontaneous discussions made possible by video components. Video-based media that complement text-based interactivity can support social constructionist pedagogy in distance learning.     

Measuring the impact of inquiry-based learning on outcomes and student satisfaction

The aim of this study is to determine the impact of inquiry-based learning (IBL) on students’ academic performance and to assess their satisfaction with the process. Linear and logistic regression analyses show that examination grades are positively related to attendance at classes and tutorials; moreover, there is a positive significant relationship between academic performance and IBL, which is considered useful for better understanding of the subject. While students’ satisfaction is directly associated with class attendance and motivation and with the perceived usefulness of IBL, it is unaffected by attendance at tutorials. We conclude, therefore, that students become more involved in learning and acquire increased knowledge of the subject when an IBL-based method is followed.     

Designing a constructive learning activity with interactive elements: the effects of perspective-shifting and the quality of source material

When teachers or instructors create computer-based learning environments, they often solely consider technical aspects of interactivity. As a consequence, learners’ main role is to respond to requests of the learning environment (e.g. by answering multiple-choice questions). This aspect of interactivity is, however, not sufficient to understand the complex benefits of interactivity for learners’ knowledge acquisition. In order to create a higher level of interactivity, an instructional task that encourages learners to design learning materials for fellow learners is used in this paper. We will show that this instructional task can induce interactive elements because learners are encouraged to take not only their own perspective into account when designing. In addition, we investigated if the quality of source material affects knowledge acquisition in design tasks. In a two-by-two design, students (n?=?108) had to design either a learning environment for others (i.e. to perform perspective-shifting), or a representation of acquired knowledge for themselves (no perspective-shifting) with less or more coherent information sources. Results indicate that performing perspective-shifting can be a powerful technique for eliciting interactive learning behavior and, thus, for learning. The quality of information sources does not influence knowledge acquisition to a great extent.     

Experience and Interaction in Teaching Escalation

This paper explores the use and integration of experiential learning into the problem-based learning (PBL) approach enhanced by interactive multimedia in the teaching of project management. A specific emphasis is placed on failing situations and the way in which this should be taught to students. Experiential learning places the emphasis on active participation, interactive and applied learning in a real situation. PBL places the emphasis on a real-world problem that is presented as the starting-point for the learning experience. The combined effect these concepts have on the learning experience is outlined in a framework called PIE. The conclusions drawn in the paper are the following: the combination of PBL, interactive multimedia and experiential learning will support and enhance teaching about escalation situations.     

The influence of ICT on the interactivity of teaching

There has been much concern with the ideas of interactive and dialogic teaching during recent years in the UK, ideas which have emerged from international comparisons. This paper concerns a research project in Wales which sought to explore how the interactive features of information and communication technology (ICT) support interactivity in teaching. The project found that much use of ICT by good teachers was at a relatively superficial level of interaction, yet when teachers used a deeper, more dialogic, level of interactivity in teaching, they achieved improvements in learning whether they used ICT or not. The potential of ICT to support more dialogic teaching was not being fully exploited. The paper reports the findings of the classroom observation dimension of the project, and examines the implications for pedagogical practices and the development/dissemination of ICT resources which can support more dialogic interactivity.