Re-thinking physics teaching with web-based learning

Journal article


Chandra, Vinesh and Watters, James Joseph. (2012). Re-thinking physics teaching with web-based learning. Computers and Education. 58(1), pp. 631 - 640. https://doi.org/10.1016/j.compedu.2011.09.010
AuthorsChandra, Vinesh and Watters, James Joseph
Abstract

There is extensive uptake of ICT in the teaching of science but more evidence is needed on how ICT impacts on the learning practice and the learning outcomes at the classroom level. In this study, a physics website (Getsmart) was developed using the cognitive apprenticeship framework for students at a high school in Australia. This website was designed to enhance students’ knowledge of concepts in physics. Reflexive pedagogies were used in the delivery learning materials in a blended learning environment. The students in the treatment group accessed the website over a 10 week period. Pre and post-test results of the treatment (N = 48) and comparison group (N = 32) were compared. The MANCOVA analysis showed that the web-based learning experience benefitted the students in the treatment group. It not only impacted on the learning outcomes, but qualitative data from the students suggested that it had a positive impact on their attitudes towards studying physics in a blended environment. Highlights ► In this study we investigated the impact of web-based learning on students’ learning outcomes in high school physics classes. ► Test scores were compared of the students in the treatment and comparisons groups. ► A MANCOVA analysis was carried out for this purpose. ► The analysis showed that web-based learning impacted on students learning outcomes in two of the three dimensions. ► This was supported by the qualitative data gathered from the students.

Keywordslearning outcomes; web-based learning; physics; pedagogies; high school
Year2012
JournalComputers and Education
Journal citation58 (1), pp. 631 - 640
PublisherPergamon Press Ltd.
ISSN0360-1315
Digital Object Identifier (DOI)https://doi.org/10.1016/j.compedu.2011.09.010
Scopus EID2-s2.0-80053931090
Page range631 - 640
Publisher's version
File Access Level
Controlled
Place of publicationUnited Kingdom
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