Web-based multimedia learning modules were added as prelectures to our reformed introductory electricity and magnetism course. Each module consisted of approximately 20 min of narrated animation, and students were given credit for completing them before lecture. To compensate for this additional time, lectures were reduced from 75 to 50 min. In addition to a modest increase in exam performance, the changes dramatically improved student attitudes toward the course in general and lectures in particular.
REFERENCES
1.
D.
Campbell
, C.
Elliott
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,” in Forum on Education of the American Physical Society
, August 1997
, pp. 9
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G. M.
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, E. T.
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Christian
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, Upper Saddle River, NJ
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E.
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T.
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, “Comparing the efficacy of multimedia module with traditional textbooks for learning introductory physics content
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Zhongzhou
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,” preprint.7.
The Cambridge Handbook of Multimedia Learning
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The complete set of prelectures for the course may be viewed via links from the home page of the physics education research group at the University of Illinois, ⟨research.physics.illinois.edu/per/⟩.
© 2010 American Association of Physics Teachers.
2010
American Association of Physics Teachers
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