Dynamic e-learning modules for student lecture preparation

Timothy McIntyre, Margaret Wegener, Dominic McGrath


We have developed and demonstrated the effectiveness of a set of online interactive learning modules to accompany physics courses at first- and second-year university levels. Students access the modules prior to attending lectures to familiarize themselves with content which is then discussed and reaffirmed in class. Student surveys and access data show that students were much more likely to use material presented in this form, rather than a textbook, when preparing for lectures given in an active learning format. The students found that interactive simulations, videos of problem-solving approaches prepared by course staff, and quick-check immediate feedback questions were all useful tools for lecture preparation–none of which are available when using a traditional textbook for lecture preparation.


active learning, simulations, lecture preparation, online learning

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DOI: https://doi.org/10.20343/teachlearninqu.6.1.11

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