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

Emily Marshman,Chandralekha Singh,Seth Devore

doi:10.1103/physrevphyseducres.16.020108

Abstract

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.Received 9 August 2019Accepted 1 July 2020DOI:https://doi.org/10.1103/PhysRevPhysEducRes.16.020108Published by the American Physical Society under the terms of the Creative Commons Attribution 4.0 International license. Further distribution of this work must maintain attribution to the author(s) and the published article’s title, journal citation, and DOI.Published by the American Physical SocietyPhysics Subject Headings (PhySH)Research AreasAssessmentInstructional strategiesLearning environmentTechnologyPhysics Education Research

Highlights

With limited time available in the classroom, self-paced learning tools provide a valuable opportunity to supplement learning even in brick and mortar classrooms [1,2,3,4,5,6,7,8,9]
We describe the methodology for the implementation of the three tutorials in one-on-one implementation with student volunteers and as a self-study tool offered in algebra-based introductory physics courses at the University of Pittsburgh, which is a large, typical state-affiliated university in the U.S
After we found that the tutorials were effective in individual administration, we implemented them as self-study tools in an algebra-based introductory physics course

Summary

Introduction

With limited time available in the classroom, self-paced learning tools provide a valuable opportunity to supplement learning even in brick and mortar classrooms [1,2,3,4,5,6,7,8,9]. Adaptive learning tools allow students to obtain feedback and support based upon their needs, and students can work through them at their own pace and receive additional help as needed [10,11,12,13,14,15,16]. Appropriate use of these learning tools can be beneficial for students with inadequate prior preparation and provide all students an opportunity to learn.

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