Impact of multimedia learning modules on an introductory course on electricity and magnetism

Timothy Stelzer, David T. Brookes, Gary Gladding, José P. Mestre

Research output: Contribution to journalArticle

Abstract

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.

Original languageEnglish (US)
Article number006006AJP
Pages (from-to)755-759
Number of pages5
JournalAmerican Journal of Physics
Volume78
Issue number7
DOIs
StatePublished - Jul 1 2010

ASJC Scopus subject areas

  • Physics and Astronomy(all)

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