An Evaluation of the Effectiveness of the Use of Multimedia and Wiley plus Web-Based Homework System in Enhancing Learning in the Chemical Engineering Extended Curriculum Program Physics Course

Autor/inn/en	Basitere, Moses; Ndeto Ivala, Eunice
Titel	An Evaluation of the Effectiveness of the Use of Multimedia and Wiley plus Web-Based Homework System in Enhancing Learning in the Chemical Engineering Extended Curriculum Program Physics Course
Quelle	In: Electronic Journal of e-Learning, 15 (2017) 2, S.156-173 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1479-4403
Schlagwörter	Teaching Methods; Multimedia Instruction; Homework; Internet; Web Based Instruction; Educational Technology; Technology Uses in Education; Physics; Chemical Engineering; Audience Response Systems; College Science; Foreign Countries; College Students; Social Media; Qualitative Research; Statistical Analysis; Content Analysis; Student Surveys; Focus Groups; Scores; Interviews; South Africa + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Multimediales Lernen; Hausaufgabe; Web Based Training; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Physik; Chemisches Prüfverfahren; Ausland; Collegestudent; Soziale Medien; Qualitative Forschung; Statistische Analyse; Inhaltsanalyse; Schülerbefragung; Interviewing; Interviewtechnik; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Today's 21st century students are regarded as "digital natives," who are influenced by digital environments for acquisition of information, communication and interaction. With the emergence of new technologies, educators are encouraged to find meaningful ways of incorporating these technologies into their classrooms. The practice currently in South African classrooms is still the traditional lecture method, which poses limitations on students' learning due to its frequent lack of interaction and communication between students and educators. As a result, there is a need for educators to adjust their teaching methods and create learning environments that stimulate dialogue and engagement in and outside the classroom. This paper presents results of an evaluation of the effectiveness of the use of Facebook social media as communicative media, Clicker technology as an interactive medium, and Wiley Plus web-based homework system as an adaptive medium for enhancing learning through interaction and dialogue activities in and outside the first year Physics classroom as described in Laurilland's framework. Both quantitative and qualitative methods of collecting data were used in this study. A student feedback questionnaire and focus group interviews were carried out to elicit students' opinions on the effectiveness of the use of these technologies in the first year introductory Engineering Physics course. Quantitative data on student performance was analysed using descriptive and inferential statistics, while qualitative data was analysed using inductive strategy. Results showed that the use of Clickers and Facebook facilitated interactions between students and their teacher, in and outside the classroom, which resulted in deep and meaningful collaborative learning of the subject content. This resulted in better student performance in the homework and assignments done on the Wiley Plus web-based homework system, which may have contributed to the good performance of the students in both mid-term Examination and Final integrated Summative Assessment (FISA). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01