Holistic framework to help students learn effectively from research-validated self-paced learning tools

With limited time available in the classroom, e-learning tools can supplement in-class learning by providing opportunities for students to study and learn outside of class. Such tools can be especially helpful for students who lack adequate prior preparation. However, one critical issue is ensuring...

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Autores principales:	Emily Marshman, Seth DeVore, Chandralekha Singh
Formato:	article
Lenguaje:	EN
Publicado:	American Physical Society 2020
Materias:	Special aspects of education LC8-6691 Physics QC1-999
Acceso en línea:	https://doaj.org/article/0c1b28731c5f4d16b70e740907df97ac
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spelling	oai:doaj.org-article:0c1b28731c5f4d16b70e740907df97ac2021-12-02T11:15:42ZHolistic framework to help students learn effectively from research-validated self-paced learning tools10.1103/PhysRevPhysEducRes.16.0201082469-9896https://doaj.org/article/0c1b28731c5f4d16b70e740907df97ac2020-07-01T00:00:00Zhttp://doi.org/10.1103/PhysRevPhysEducRes.16.020108http://doi.org/10.1103/PhysRevPhysEducRes.16.020108https://doaj.org/toc/2469-9896With limited time available in the classroom, e-learning tools can supplement in-class learning by providing opportunities for students to study and learn outside of class. Such tools can be especially helpful for students who lack adequate prior preparation. However, one critical issue is ensuring that students, especially those in need of additional help, engage with the tools as intended. Here we first discuss an empirical investigation in which students in a large algebra-based physics course were given opportunities to work through research-validated tutorials outside of class as self-study tools. Students were provided these optional tutorials after traditional instruction in relevant topics and were then given quizzes that included problems that were identical to the tutorial problems with regard to the physics principles involved but had different contexts. We find that students who worked through the tutorials as self-study tools struggled to transfer their learning to solve problems that used the same physics principles. On the other hand, students who worked on the tutorials in supervised, one-on-one situations performed significantly better than them. These empirical findings suggest that many introductory physics students may not engage effectively with self-paced learning tools unless they are provided additional incentives and support, e.g., to aid with self-regulation. Inspired by the empirical findings, we propose a holistic theoretical framework to help create learning environments in which students with diverse backgrounds are provided support to engage effectively with self-study tools.Emily MarshmanSeth DeVoreChandralekha SinghAmerican Physical SocietyarticleSpecial aspects of educationLC8-6691PhysicsQC1-999ENPhysical Review Physics Education Research, Vol 16, Iss 2, p 020108 (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Physics QC1-999
spellingShingle	Special aspects of education LC8-6691 Physics QC1-999 Emily Marshman Seth DeVore Chandralekha Singh Holistic framework to help students learn effectively from research-validated self-paced learning tools
description	With limited time available in the classroom, e-learning tools can supplement in-class learning by providing opportunities for students to study and learn outside of class. Such tools can be especially helpful for students who lack adequate prior preparation. However, one critical issue is ensuring that students, especially those in need of additional help, engage with the tools as intended. Here we first discuss an empirical investigation in which students in a large algebra-based physics course were given opportunities to work through research-validated tutorials outside of class as self-study tools. Students were provided these optional tutorials after traditional instruction in relevant topics and were then given quizzes that included problems that were identical to the tutorial problems with regard to the physics principles involved but had different contexts. We find that students who worked through the tutorials as self-study tools struggled to transfer their learning to solve problems that used the same physics principles. On the other hand, students who worked on the tutorials in supervised, one-on-one situations performed significantly better than them. These empirical findings suggest that many introductory physics students may not engage effectively with self-paced learning tools unless they are provided additional incentives and support, e.g., to aid with self-regulation. Inspired by the empirical findings, we propose a holistic theoretical framework to help create learning environments in which students with diverse backgrounds are provided support to engage effectively with self-study tools.
format	article
author	Emily Marshman Seth DeVore Chandralekha Singh
author_facet	Emily Marshman Seth DeVore Chandralekha Singh
author_sort	Emily Marshman
title	Holistic framework to help students learn effectively from research-validated self-paced learning tools
title_short	Holistic framework to help students learn effectively from research-validated self-paced learning tools
title_full	Holistic framework to help students learn effectively from research-validated self-paced learning tools
title_fullStr	Holistic framework to help students learn effectively from research-validated self-paced learning tools
title_full_unstemmed	Holistic framework to help students learn effectively from research-validated self-paced learning tools
title_sort	holistic framework to help students learn effectively from research-validated self-paced learning tools
publisher	American Physical Society
publishDate	2020
url	https://doaj.org/article/0c1b28731c5f4d16b70e740907df97ac
work_keys_str_mv	AT emilymarshman holisticframeworktohelpstudentslearneffectivelyfromresearchvalidatedselfpacedlearningtools AT sethdevore holisticframeworktohelpstudentslearneffectivelyfromresearchvalidatedselfpacedlearningtools AT chandralekhasingh holisticframeworktohelpstudentslearneffectivelyfromresearchvalidatedselfpacedlearningtools
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Holistic framework to help students learn effectively from research-validated self-paced learning tools

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