Replacing the Lab Manual with a Learning Management System in Physics Investigations for K-4 Pre-service Teachers

Stanley Sobolewski,Muhammad Z Numan

doi:10.13189/ujer.2018.060629

Abstract

The traditional laboratory investigation uses a procedure written on paper; students then record their responses on a supplied data page or laboratory notebook. In an attempt to make this process more efficient, the use of a Learning Management System (in this case D2L) was used to present the material and collect student feedback. Each student had a University supplied laptop, read the procedure from the screen and submitted answers through D2L. As anticipated there was no change in content knowledge. However surprisingly, subjects felt the paper and pencil approach was easier to use than computer entry. In a subsequent study, the same population in the same course completed an on-line only lecture and lab course. We will discuss the student's reaction to this on-line class.

Highlights

Digital interface devices such as smartphones, tablets, and laptops have become ubiquitous; most college students have a smart phone
The initial comparison was to see if student responses on the paper and pencil activity were significantly different from those submitted on line
Does the magnification get larger or smaller with distance?” (Note that the question is presented the same way in the professionally published lab manual.) The group that typed their answer into the learning management system (LMS) averaged 16 words per answer with a standard deviation of 9.5 as compared to students who answered the same question on paper in a previous semester wrote an average of 7.5 words with a deviation of 3.4 This would be expected, since students typically prefer to keyboard rather than write with a pencil

Summary

Introduction

Digital interface devices such as smartphones, tablets, and laptops have become ubiquitous; most college students have a smart phone. If this fact is combined with the increased interest in on-line learning on the part of both colleges as well as students, it is apparent the future of instruction will involve more of these devices. Having a personal media device might be a class requirement similar to paper, pencil and a notebook. The intent of this study was to determine if a traditional laboratory activity would be perceived more favorably than a paper and pencil activity. The objective is not to enhance learning, but to determine the efficiency of this mode of student instruction

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Conclusion