Initial steps toward a study on the effectiveness of multimedia learning modules in introductory physics courses for engineers

摘要

There is overwhelming evidence that students rarely, if ever, critically read the textbook before class. The inevitable lack of student preparedness is anathema to creating an active and engaging classroom environment. Web-based multimedia learning modules (MLM) and short assignments due before lecture should allow students to enter class having more than a passing familiarity with the material to be covered. Consequently, professors can devote more class time to higher cognitive activities. However, the literature has reported mixed results on measurable student gains when MLMs are incorporated into the typical two-semester introductory physics course-sequence. Additionally, there has been minimal physics education research (PER) on MLMs within the setting of smaller terminal bachelor's degree engineering programs, as most PER research occurs at large research institutions. Our study's goal is to test the efficacy of incorporating commercially available web-based MLM content into introductory physics courses at Wentworth Institute of Technology, a small program that offers terminal bachelors in engineering. The study will be separated into the following two stages: stage one will consist of two professors instructing calculus-based Engineering Physics I and II, both with and without MLMs from various providers. In the fall term, we plan to use Fliplt Physics MLMs. In the spring term, we will use Pearson's Mastering Physics MLMs. We will report on the initial results from stage one at this meeting. Stage two will begin in the following year, when much of the department will adopt one of the two previously mentioned MLM platforms. All participating faculty will instruct sections, both with and without MLMs. Faculty will not be required to change their instruction styles. In addition to partially standardized metrics such as exams and iclicker performance, we plan to use the standardized Force Concept Inventory (FCI) to measure student gains in the first semester of the introductory sequence and the Concept Survey for Electricity and Magnetism (CSEM) for the second semester. These metrics will be used to compare the effectiveness of the MLMs on both an individual and department wide basis.