Technology Enabled Active Learning Research Articles

Technology-enabled active learning simulations (TEALSim) on distance learning of physics

The effect of the spread of the Coronavirus 2019 has an impact on the implementation of face-to-face learning to distance learning. So that the learning that applies in Indonesia today needs to be supported by the right technology and supporting teaching materials. The selection of appropriate and interesting media will have a good impact on the quality of distance learning. This study aims to determine students' perceptions of the use of Technology-Enabled Active Learning Simulation (TEALSim) which is rich in interactive simulations and videos in physics learning and to determine the correlation between student perceptions of learning outcomes. With 26 students as respondents who were selected by random sampling. After using TEALSim, students fill out a questionnaire via google form that has been developed and validated by experts and then students take a concept understanding test. Based on the analysis, it shows that the majority of students have a perception with a percentage above 80% which is in the good category and in general is in the very good category. Besides, there is a good correlation between student perceptions and learning outcome data which is indicated by a correlation value of 0.7.

Virtual reality: a technology to promote active learning of physiology for students across multiple disciplines.

The usefulness of virtual reality (VR) technology in physiology education is largely unexplored. Although VR has the potential to enrich learning experience by enhancing the spatial awareness of students, it is unclear whether VR contributes to active learning of physiology. In the present study, we used a mixed-method research approach to investigate students' perceptions of physiology learning based on VR simulations. Quantitative and qualitative data indicate that the implementation of VR learning environments improves the quality of physiology education by promoting active learning in terms of interactive engagement, interest, problem-solving skills, and feedback. In the Technology-Enabled Active Learning Inventory, which consisted of 20 questions to which students responded along a 7-point Likert scale, the majority of students agreed that VR learning of physiology not only stimulated their curiosity (77%; P < 0.001) but also allowed them to obtain knowledge through diverse formats (76%; P < 0.001), participate in thought-provoking dialogue (72%; P < 0.001), and interact better with peers (72%; P < 0.001). Positive responses in the social, cognitive, behavioral, and evaluative domains of active learning were received from students across different disciplines, including medicine, Chinese medicine, biomedical sciences, and biomedical engineering. Their written feedback showed that VR enhanced their interest in physiology and facilitated the visualization of physiological processes to improve their learning. Overall, this study supports that the integration of VR technology into physiology courses can be an effective teaching strategy.NEW & NOTEWORTHY Virtual reality (VR) improves physiology education by promoting active learning in terms of interactive engagement, interest, problem-solving skills, and feedback. Positive responses toward multiple components of active learning were received from students across different disciplines. The majority of students agreed that VR learning of physiology not only stimulated their curiosity but also allowed them to obtain knowledge through diverse formats, participate in thought-provoking dialogue, and interact better with peers.

The Effect of iMaker Instruction on Students’ Learning Outcome in Experiments on General Physics

第四代工業革命（工業4.0）的發展不僅引領了業界與學界的創新，也影響了人類的生活。本研究旨在開發普通物理實驗微電腦教學模組暨教材教具；再應用此一智慧創客教學於大一理工學院共同必修「普物實驗─力學」課程；並探討學生之學習成效。此課程以創意互動教學之優勢環境及互動教學模式為基礎，旨在營造創客實驗教學場域，並納入開放原始碼的單晶片微電腦模組，以建構普物實驗量測裝置，來激發及強化學生之自主學習與創客精神；同時培養邏輯運算與自動控制等程式設計能力，以達到學用合一之教學目標，進而提升未來就業競爭力。本研究兼採單組前後測及等組後測準實驗設計，實驗組採用智慧創客教學，對照組則採原有的創意互動教學。研究結果顯示，實驗組在教學後，對於「力學實驗設計概念與架設能力」及「程式設計概念與撰寫能力」皆顯著提升；而學生的「時間管理、訊息處理、專心、解決學習困難策略」與「程式設計概念與撰寫能力」及「期末測驗表現」有顯著正相關。因此，本研究能有效建置普物實驗力學課程之智慧創客教學模組，使學生迅速精準地驗證物理定律；同時提升教學相關器材費用之成本效益。學生訪談結果也顯示，學生在教學後已具備自行設計實驗之基礎能力。The development of the fourth generation of the industrial revolution (Industry 4.0) has led to innovations in the industry and academic world which affects human lives. The purposes of this study are to develop the iMaker Instruction, a microcomputer teaching module with materials, and explore students&amp;rsquo; learning effectiveness while applying iMaker Instruction in a compulsory general physics course for freshmen in both colleges of Science and Engineering. The iMaker Instruction is based on the Technology Enabled Active Learning (TEAL) approach to interactive environments and incorporates Arduino open-source microcomputer modules for general physics mechanics (GPM). These tools are used to stimulate and strengthen students&amp;rsquo; self-directed learning and creativity, while also cultivating their abilities of logic operations and automatic control in programming so that they can put their learning to use and enhance their employability in the future. This study adopts a quasi-experimental method for both one-group and equivalent-group pretest-posttest design. The iMaker Instruction was implemented in the experimental group, and the control group applied the TEAL model. The results indicate that students in the experimental group performed significantly better than the control group in their conceptual capabilities for mechanics experimental design and set-up, and also for programming design and development. In addition, the extent of students&amp;rsquo; time management, ability to focus on the course, and strategies for solving learning problems were positively correlated with their performance on the final exam. Thus, the iMaker instruction and materials with Arduino for experiments on GPM is found to be effective to assist students quickly and accurately verify the laws of physics. Moreover, the cost-effectiveness of the experiment equipment in this course was highly improved. Results of student interviews also indicate that the iMaker Instruction enables them to feel more confident in designing experiments in general physics.

IDENTIFY ACHIEVEMENT AND LEARNING ACTIVITY OF PHYSICS PROSPECTIVE TEACHER THROUGH UTILIZATION OF WAVE-PARTICLE DUALITY TECHNOLOGY ENABLED ACTIVE LEARNING SIMULATIONS

Study about utilization of interactive multimedia simulation as a learning media on physics learning is very crucial. Currently, the use of interactive simulations with various learning methods has been widely used.This study aims to identify achievement and learning activity of physics teacher candidate by harnessing Technology Enabled Active Learning Simulation (TEALSim) on physics concept. The research type is Pre-Experimental with One Group Pretest-Posttest Design. The subject of the study was 41 student of physics education department at Universitas Negeri Makassar. Data analysis of this study using descriptive and quantitative analysis for research result. The results of the study revealed that there is a significant improvement on before and after giving treatment where the value of N-Gain is mayority on “enough” category by 73,09%. This indicate that the implementation of TEALSim can enhance of student’s achievement in Physics Education Department. Beside of that, according to result of student’s activity analysis, the average is above 80% that is on “very good” category which means that students are very active on doing learning of physics by the utilization of TEALSim

Coding a Telegram Quiz Bot to Aid Learners in Environmental Chemistry

In light of the COVID-19 pandemic, the transition from traditional face-to-face lectures to online learning, as well as the adoption of technology-enabled active learning in the classroom, has been accelerated. Here, we introduce the use of Telegram as a technological tool to support remote learning by helping students identify gaps in their content knowledge with ease and convenience. This was done by designing a quiz based on relevant topics on the Telegram Quiz Bot, while adding an element of gamification, whereby students compete in group chats for correctness and speed. Overall, the majority of the students responded positively to the use of the Telegram Quiz Bot.

A pilot evaluation of technology –Enabled active learning through a Hybrid Augmented and Virtual Reality app

ABSTRACT This paper reports on students’ learning experience with a hybrid Augmented Reality (AR) and Virtual Reality (VR) app called the Kuching Heritage App (KHA). We investigated the effect of visualisations, time lapse (i.e., past to present), and the witnessing of historical changes on students’ learning experience about cultural heritage. This pilot study utilised a mixed methods approach with an initial Technology-Enabled Active Learning (TEAL) Inventory distributed to 59 students, followed by semi-structured interviews with five student participants. Overall, the participants responded positively to the TEAL questionnaire’s four domains, particularly in the interactive engagement and problem-solving skills domain. The interest and feedback domain had lower mean values highlighting areas for improvement. The qualitative phase expanded on how students’ understanding was enhanced, and their interest sustained through KHA. Pedagogical implications for active learning through technology are discussed.

Does the learning space matter? An evaluation of active learning in a purpose-built technology-rich collaboration studio

Studies in technology-rich learning environments have reported positive outcomes of active learning when compared to the traditional didactic classroom; others have found no benefits or have found interruption to learning due to the distraction of the technology. Evidence is required to support effective technology spaces that promote professional preparation, engagement and learning transfer. The impact of a technology-enabled collaboration studio on facilitating team-based learning for professional preparation through a case study in biomedical sciences was explored using a mixed method approach. Explicit assessment items as objective measures of student learning outcomes and implicit subjective, self-reported feelings of engagement and readiness for clinical practice is reported. Quantitative results showed an average 11.8% (p &lt; 0.001; 95% CI 6.6-17.0) improvement in the final examination score for those students who had content delivered in the collaborative environment compared to a standard classroom. Qualitative results also support the notion that engagement and learning was enhanced. Investment towards a technology-enabled collaboration studio has shown a contributory effect that improves final grade outcomes through increased engagement, communication, motivation and professionalism for the learner. This research informs guidelines for best practice in active learning environments, particularly in purpose-built high technology learning spaces.&#x0D; Implications for practice or policy:&#x0D; &#x0D; Learning outcomes can be improved by investing in technology-enabled collaboration studios.&#x0D; Engagement and a sense of professional practice are enhanced by active learning in a technology-rich learning environment.&#x0D; Institutions should invest in technology-enabled active learning spaces.&#x0D;

Tackling Real-World Environmental Paper Pollution: A Problem-Based Microbiology Lesson About Carbon Assimilation.

Governmental and educational organizations advocate for the adoption of inquiry-based, student-centered educational strategies in undergraduate STEM curricula. These strategies are known to benefit students by increasing performance, enhancing mastery of class content, and augmenting affect, particularly in underrepresented racial/ethnic minority students. Among these strategies, case study and project-based learning allow students to master course content while collectively tackling relevant, real-world societal problems. In particular, environmental pollution with paper-based products provide a current problem by which microbiology students learn about the role of microorganisms in paper waste management as well as the microbiological and biochemical processes involved in protein secretion, nutrient uptake, and energy metabolism. Delivered in a flipped, hybrid class in a Technology-Enabled Active Learning (TEAL) laboratory, this lesson taught students about exoenzyme secretion, biopolymer hydrolysis, intracellular transport of sugars, and sugar catabolic reactions. Students demonstrated increased comprehension of exoenzyme function and secretion, as well as how cells uptake the products of exoenzyme hydrolysis. However, students had challenges in placing the transported exoenzyme products within metabolic processes. Our results show increased perceived learning from the students as well as an understanding of the societal implications of these microbiological concepts. Our lesson deviated from knowledge silos in which students learn information in discrete topics. While departing from employing traditional, compartmentalized learning approaches, this student-centered guided lesson frames the systemic nature of the microbiological and biochemical processes underlying the decomposition of organic matter in a real-world context.

Web 2.0 Tools in Classroom: Enhancing Student Engagement through Technology Enabled Active Learning

The essentiality of teaching is to make student learning possible. This can be achieved by ensuring student engagement during lessons. Due to the paradigm shift in learning towards student-centred learning, pedagogical strategies need to be adopted to create a learning environment where students can be active learners. Hence, 21st century teachers are expected to be capable of enhancing active learning. As current learners accept technology; adapts to it, uses it to complete tasks in new and creative ways, pedagogical strategies such as active learning needs to be implemented in a technology enabled learning environment. This paper looks into the two cycles of action research, conducted to improve student engagement by creating learning activities using Web 2.0 tools to promote active learning among students, which in turn would enhance their engagement within the class. The purpose of the first cycle was to design learning activities using web 2.0 tools and evaluate these activities on the levels of active learning. Evaluators agree that each activity promotes active learning with a combination of low complexity, medium complexity and high complexity levels. The purpose of the second cycle was to measure the levels of student engagement when the learning activities were implemented within the classroom. Results suggest that they were highly engaged with performance of the highest level.

Using VR‐Enriched Tasks (VRETs) to Promote Active Learning in Pre‐Clinical Gross Anatomy Education

With the blooming growth of technological innovations, virtual reality (VR) is slowly being incorporated into anatomy education and has provided a brand‐new area of research interest for anatomy educators. It is paramount to make anatomy classes more active and student‐centred as that creates deeper understanding of the subject matter. The use of VR is not merely to create another atlas for students to browse in their free time. Rather, VR should be used to enhance active learning. For that, task‐based learning is believed to be an ideal approach to create an active and engaging learning environment. We aim to introduce VR into large classes of over 250 students and integrate it seamlessly into dissection classes. This pilot study looked at our students’ perception and satisfaction of a learning activity assisted with VR.Prior to the pilot session, three VR‐enriched tasks (VRETs) were written by two anatomy teachers. All tasks required participants to work in groups of minimum two people, one using the VR device while the other giving instructions. Two other anatomy teachers, who did not participate in task writing, were invited to review and perform the tasks to verify the tasks were of adequate difficulty and written with clear instructions. During the VRETs sessions, the participants were given an introductory demonstration and a warm‐up task before proceeding to the three VRETs. Each session lasted on average 60 minutes and participants were asked to fill out a 7‐point Likert scale questionnaire (7=strongly agree and 1=strongly disagree) at the end of the session.Two VRETs sessions were held with a total of 48 participants. 10 sets of VR devices were deployed and anatomy teachers and technicians were present to assist the participants. All participants were second year medical students at the University of Hong Kong and all completed and returned the questionnaire. The questionnaire was modified based on a recent publication on technology‐enabled active learning inventory. Overall, three participants reported to have previous VR experience. 4 items received an average score over 5.9, in which participants moderately agreed that VRETs gave them deeper insights to issues they did not think of; piqued their curiosity; act as extra support for learning anatomy and improved the overall learning experience. Participants also gave written feedback, which mainly focused on the steep learning curve of operating the VR devices.This pilot study showed that VRETs were well‐received by participants. However, extra training time should be given to users as many commented on the operational difficulty to novice users. Further study would be conducted to look at the impact of VRETs in learning and whether it is useful in creating an active learning environment. We would also look at how VRETs can be run in conjunction to dissection classes. IRB approval Ref: HKU/HA HKW IRB, Ref: UW 19‐277.

Harnessing technology-enabled active learning simulations (TEALSim) on modern physics concept

Technology-Enabled Active Learning Simulations (TEALSim) is a pedagogic innovation in learning by utilizing multimedia in the form of interactive simulations through active learning. In Indonesia, the use of TEALSim is still very poor. This study aims to identify the influence of the use of TEALSim in the learning of material physics of particle wave dualism at Makassar State University. This research is a quasi experiment using Nonequivalent Control Group Design. Data sources were obtained from the final test in the form of the Force Concept Inventory (FCI) and the Mechanics Baseline Test (MBT). The sample is two classes who programed introductory courses in quantum physics in the physics department of Makassar State University. The first is physics education class B with 25 students as experiment class and the second is physics education class C with 30 students. Data analysis is done descriptively and inferentially. Based on the results of data analysis, it was obtained information that there were significant differences between the FCI test results of the experimental class and the control class, whereas there were no significant differences in the results of the MBT test for both classes. It can be concluded that there needs to be another method in the use of TEALSim in order to be able to improve conceptual understanding, analytical skills, and mathematical skills

The Role of Classroom Design in Facilitating Student Engagement in Recreation and Leisure Education

Success in the field of recreation management requires a variety of 21st-century skills including the abilities to solve complex problems, think creatively, and collaborate with peers. Research suggests that instructor contribution through active learning pedagogy, incorporation of technology, and maximization of classroom design can foster effective student collaboration. Technology Enabled Active Learning (TEAL) classrooms represent the intersection of these three factors and should be ideal for eliciting student engagement, especially with regard to collaborative work. This quasi-experimental design study (n = 86) examined three factors of student engagement (Instructor Contribution, Personal Effort, and Value of Group Work) among students enrolled in two sections of a recreation programing course- one occurring in a TEAL classroom and the other in a traditional classroom. When controlling for GPA, student perceptions of the Value of Group Work were significantly higher among TEAL students. Moreover, when examining factors that explain TEAL student perceptions of the Value of Group Work, Personal Effort, Instructor Contribution, and physical position of the instructor in the modular room explained 70% of the variance in Value of Group Work. Our findings suggest that when used for their intended purpose of active learning, TEAL classrooms are viewed favorably by students and are a valuable tool for recreation education, especially for group collaboration and project-based learning.

College Students’ Cognitive Learning Outcomes in Technology-Enabled Active Learning Environments: A Meta-Analysis of the Empirical Literature

Technology-enabled active learning environments (TE-ALEs) have attracted considerable research interest, particularly in higher education. However, research shows inconsistent results describing the influence of TE-ALEs toward students’ cognitive learning outcomes. This study was designed to identify high-quality empirical research examining college students’ cognitive learning outcomes and to utilize meta-analysis to determine the overall effectiveness of TE-ALEs. A systematic literature search identified 31 high-quality peer-reviewed journal articles that met the inclusion criteria. Meta-analysis showed that the calculated effect size of TE-ALEs more positively influenced students’ cognitive learning than traditional lecture-based environments. Moderator variable analysis suggested that social context, study design, and sample size were significant factors that influence the effectiveness of TE-ALE. TE-ALEs were found more effective when instructors employed individualized learning contexts as well as when bias was reduced in randomized controlled trials. TE-ALEs were also found to be more effective in small courses rather than in large courses.

Development and validation of an instrument to measure students’ perceptions of technology-enabled active learning

This article reports on the design, development, and validation of a new instrument, the Technology-Enabled Active Learning Inventory (TEAL), to measure students’ perceptions of active learning in a technology-enabled learning context. By laying the theoretical foundation, a conceptual framework for technology-enabled active learning was developed. The conceptual framework formed the basis of the instrument development process including the design, development and validation of TEAL to measure students’ perceptions of active learning in a technology-enabled learning context. The self-reporting questionnaire consisted of four scales: interactive engagement, problem-solving skills, interest and feedback. All scales were assessed on a 7-point Likert scale. The survey items were designed to measure the four aspects of technology-enabled active learning and were verified by two panels using a formalised card sorting procedure as well as confirmatory factor analysis of a small-scale (n = 61) pilot survey. The TEAL questionnaire demonstrated internal consistency. Reliability as measured by Cronbach’s coefficient alpha ranged from 0.83 to 0.88 indicating good reliability and internal consistency of the items. The resultant instrument is a valid and reliable instrument that can be used in future research to gather and represent data on students’ perceptions of active learning in a technology-enabled learning context.

Fleiss’s Kappa: Assessing The Concept Of Technology Enabled Active Learning (Teal)

Technology Enabled Active Learning (TEAL) is a platform to produce a quality student and improve their academic performance, promotes skills development and increases satisfaction in the learning experience. TEAL also promote marketability skill using technology to become excellent workers in industries. Many researchers have found that concept of TEAL need to be apply in education in order to give chance for student to explore their own studies using technology in a few approach learning (i.e., online, blended, collaborative, practical and interactive learning). Nevertheless, several studies have reported that TEAL is effective approach to make sure student active to join the own activities class to complete their studies. Based on previous findings, five categories of TEAL were identified. This study identifies the important elements of TEAL needs in active learning among assessor’s agreement. The aim is to measure the interrater reliability between five (5) assessors of stakeholder in academic fields. This study measures assessor’s agreement by using Fleiss’s Kappa statistical method. The results show that all assessors agreed with 47 elements in each of construct and 12 elements that do not agree by them. In conclusion, the study recommends the application of TEAL needs in teaching and learning (TnL) process to implement active learning, that more focus on student involve in activity lesson by using technological equipment for generate their knowledge, skill and understanding in their fields. Findings from this study show that all assessors agreed with all of the categories which is suitable for elements of TEAL.

A Survey of Technology Enabled Active Learning in Teaching and Learning Practices to Enhance the Quality of Engineering Students

In this study, a survey was carried out on the use of Technology Enabled Active Learning (TEAL) in teaching and learning practices to enhance the quality of engineering students. TEAL is one of the new learning formats that involve the use of simulations, hands-on experiments and lectures in the curriculum or learning process; a variety of technologies are applied to achieve learning goals. The application of TEAL encompasses five elements, namely: online learning, hands-on experiment, blended learning, collaborative learning and lab activities. This study implemented TEAL in practicing teaching and learning technology, pedagogy and content (TPACK) to enhance the quality and employability of engineering students through the improved curriculum of education. With the help of technologies in the learning process, students are poised to meet the need of the industry as professionals and excellent workers upon their graduation. For this purpose, final year students in the course of Bachelor of Engineering at Technical University Network (MTUN), a leading technical university network specialising in technological skills, were involved in this study. In this survey of TEAL, quantitative research methods were used to collect the relevant data.

Students’ and Instructor’s Attitudes and Receptions of the Viability of Using A Flipped Classroom Instructional Model In A Technology-Enabled Active Learning (TEAL) Classroom

The flipped classroom is an instructional model in which the students are initially exposed to subject matter concepts outside classroom through instructor-provided video lectures or other pre-class learning materials, and utilize classroom time for active learning, such as problem solving and group work. The Technology-Enabled Active Learning (TEAL) classroom is a small capacity classroom equipped with multimedia projectors, white boards, laptops, and tablets, and that utilizes modular tables for flexibly configured working arrangement. This paper reports the initial findings from interviews with five students and the instructor about their experiences, attitudes, and perceptions regarding the Flipped-TEAL instructional approach, which is the use of a flipped classroom instructional strategy in a TEAL classroom. This paper also reports the participants’ suggestions for improving the teaching and learning efficiency in the Flipped-TEAL course.

TEAL as an innovative teaching model Insights from “Educational Avant-Garde” Movement in Italy

This paper presents a project carried out by INDIRE (National Institute for Documentation, Innovation and Educational Research of the Italian Ministry of Education, University and Research), called “Educational Avant-Garde” (“Avanguardie Educative”) and aiming at changing the lecture-based teaching and learning routines into student-centered, hands-on and collaborative practices. Changes in teaching and learning practices are especially relevant due to the high dropout rates in secondary education and the recent PISA low-test results. Since 2013, INDIRE has been carrying out research activities with the goal of identifying practices that could represent a disruptive and radical change in the traditional classroom pedagogy. Among all the innovative teaching models, (twelve identified at present), INDIRE selected the practice adopted by a network of Italian schools and imported by the Massachusetts of Technology (MIT), in Cambridge, MA. This practice, whose acronym is TEAL (Technology Enabled Active Learning), proved to be effective in changing the classroom routines and in improving students’ learning achievements. In particular, similar to the US studies on the impact of TEAL, Italian schools have pointed out that by using TEAL, students improve their learning experience and outcomes, feel more engaged, satisfied, aware of ICT pros and cons, and take more responsibility over their learning. Teachers remark that a TEAL-style pedagogy helps them work closely with their colleagues because the problem-solving approach forces them to rethink their subject curriculum. Moreover, by using TEAL, the education setting is rearranged, the uses of technologies require making conscious pedagogical choices and flipping the classroom becomes more natural. This paper analyses the original TEAL model at MIT and the derivative practices observed in the Italian schools with reference to the three main strands of INDIRE research, implementing a radical reappraisal of the concepts of time, space and teaching/learning processes in the Italian school system. Even if other publications describe the TEAL Model, this paper reflects on the positive results of its impact on the Italian school system, underlying strengths and weakness of the process of innovation in schools.

Student Understanding Through the Application of Technology Enabled Active Learning in Practical Training

The review of the application of Technology Enabled Active Learning (TEAL) is based on the concept of a learning format that involves the delivery of lessons content in the laboratory, simulations and hands-on experience by students in conducting technological innovation. This study was conducted to determine the level of application of TEAL among students to help improve the understanding of the students so as to enhance their creativity and innovativeness as well as to provide facilities for the application of TEAL in the laboratories of the Faculty of Technical and Vocational Education (FTVE), Universiti Tun Hussein Onn, Malaysia. The study sample consisted of 227 students from among 518 undergraduate students from the FTVE Semester 1 2014/15 Session. Six laboratories at the Department of Professional Education (DPE) were used for this study. The determination of the sample size for this study was based on the strata sampling method of calculation. The study instrument was quantitative in nature, whereby a questionnaire was used to obtain data from the respondents. The questionnaire was designed using a five-point Likert Scale. The data obtained were analysed to obtain the mean score, standard deviation and correlation. The results showed that the level of the application of TEAL in practical learning is high, the application of TEAL to assist in improving the understanding so as to enhance creativity and innovativeness is high, and the provision of laboratory facilities at the FTVE in helping to create a TEAL learning environment is high. Meanwhile, the hypothesis of the study showed that there is a moderate relationship between the level of application of TEAL and the understanding of students in enhancing their creativity and innovativeness. On the whole, TEAL should be implemented to help improve the students’ understanding. In order to enhance the creativity and innovativeness of students, the study found that instructors and students must together apply TEAL optimally in teaching and learning activities.

8.02x Electricity and Magnetism MITx on edX Course Report - 2013 Spring

This report describes 8.02x: Electricity and Magnetism, one of the first 11 courses offered by MITx on edX, a platform for delivering massive open online courses (MOOCs). Offered in the Spring of 2013, 8.02x covers concepts in electromagnetism, and follows the second course in the MIT on-campus introductory physics sequence. This report describes the course structure, in terms of the number of basic e-text, auto-graded problems, and video components. Following a methodology established for analysis of the first 17 HarvardX and MITx courses (Ho et al, HarvardX and MITx: The first year of open online courses), course registrants are described in terms of viewed, explored, and certified sub-populations, together with demographics. The diversity of student activity in the course, and the persistence of student interactions with the courseware, are addressed. The report concludes with descriptions of special features in 8.02x, including the integration of animations and interactive simulations originally developed for MIT’s Technology Enabled Active Learning (TEAL) classroom.