Technology Enabled Active Learning Research Articles

Erratum to “The impact of Technology-Enabled Active Learning (TEAL) implementation on student performance and teachers' teaching in a high school context” [Comput. Educ. 59 (2012) 206–214

Erratum to “The impact of Technology-Enabled Active Learning (TEAL) implementation on student performance and teachers' teaching in a high school context” [Comput. Educ. 59 (2012) 206–214

The impact of Technology-Enabled Active Learning (TEAL) implementation on student learning and teachers’ teaching in a high school context

Technology-Enabled Active Learning (TEAL) is a pedagogical innovation established in a technology-enhanced multimedia studio, emphasizing constructivist-oriented teaching and learning. In Taiwan, an increasing number of schools are adopting the TEAL notion to deliver courses. This study examines the impact of TEAL on both student performance and teachers' teaching of physics in the context of one of the high schools. A quasi-experimental research approach was used to conduct the study. Data sources include pre-/post-tests, interviews, class observations, and the researcher's journals. The findings reveal that the benefits that the participants gained from exposure to the innovative instruction appear in various aspects in addition to the students' test results. Having higher interest in attending physics classes and being more active in participating in extracurricular science activities on the part of the students, and being more enthusiastic about and confident in helping students strengthen their physics concepts on the part of the teacher, are among the non-test score gains. The students' achievements and positive responses to the teacher's instruction seem to have motivated his dedication and confidence. It is also found that teachers' teaching beliefs and desire to change greatly affected their classroom practices and technology integration. To more effectively implement instructional innovations in a school, suggestions are provided.

Technology enabled active learning (TEAL) in introductory physics: Impact on genders and achievement levels

<span>This study explored the impact of </span><em>Technology Enabled Active Learning</em><span> (TEAL) on students learning general physics, focusing on differences between genders and among various achievement levels. A quasi-experimental investigation was conducted on two semesters of courses offered in 2008. Data sources consisted of pre-tests, post-tests, self-report surveys, class observations, and interview data. The test results indicate that the learning gain achieved by the experimental group was 11% higher than that achieved by the control group in the first semester, though the margin decreased to 1% in the second semester. In the situation of the low achievement level, there was no difference found in the learning gain achieved by the two groups in the second semester. The qualitative data revealed that student academic performances were disclosed to be associated with the following factors: the instructors' teaching styles and instructional skills, the students' prior knowledge, their study habits, and the cohort atmosphere. That is, implementation of the innovative tool alone might not be sufficient to significantly improve student performance. Nonetheless, the interactive, collaborative instructional approach seemed to appeal to females more than it did to males, disclosing the potential of TEAL in narrowing the learning gap between genders.</span>

The Effect of Technology Enabled Active Learning (TEAL) Method in Biology on the Academic Achievements of Students

The present research aimed at determining the rate of the effect of technology enabled active learning (TEAL) method in biology course on academic achievement for students in the Iranian academic year 2009- 2010.The methodology due to the nature is semi-empirical with the pretest-posttest and control group. The research results showed that technology convergence through teaching in search method in the laboratory and short speech could have a significant effect on students’ academic achievements in biology compared with the usual teaching method(p</001).

The impact of implementing Technology-Enabled Active Learning (TEAL) in university physics in Taiwan

The impact of implementing Technology-Enabled Active Learning (TEAL) in university physics in Taiwan

University of Virginia School of Medicine

University of Virginia School of Medicine

How Much Have They Retained? Making Unseen Concepts Seen in a Freshman Electromagnetism Course at MIT

The introductory freshmen electromagnetism course at MIT has been taught since 2000 using a studio physics format entitled TEAL—Technology Enabled Active Learning. TEAL has created a collaborative, hands-on environment where students carry out desktop experiments, submit web-based assignments, and have access to a host of visualizations and simulations. These learning tools help them visualize unseen electromagnetic concepts and develop stronger intuition about related phenomena. A previous study has shown that students who took the course in the TEAL format (the experimental group) gained significantly better conceptual understanding than those who took it in the traditional lecture-recitation format (the control group). The present longitudinal study focuses on the extent to which these two research groups (experimental and control) retain conceptual understanding about a year to 18 months after finishing the course. It also examines students attitudes about whether the teaching format (TEAL or traditional) contributes to their learning in advanced courses. Our research has indicated that the long-term effect of the TEAL course on students’ retention of concepts was significantly stronger than that of the traditional course. This research is significant because it documents the long-term cognitive and affective impact of the TEAL studio physics format on learning outcomes of MIT students.

How Does Technology-Enabled Active Learning Affect Undergraduate Students' Understanding of Electromagnetism Concepts?

Educational technology supports meaningful learning and enables the presentation of spatial and dynamic images, which portray relationships among complex concepts. The Technology-Enabled Active Learning (TEAL) Project at the Massachusetts Institute of Technology (MIT) involves media-rich software for simulation and visualization in freshman physics carried out in a specially redesigned classroom to facilitate group interaction. These technology-based learning materials are especially useful in electromagnetism to help students conceptualize phenomena and processes. This study analyzes the effects of the unique learning environment of the TEAL project on students' cognitive and affective outcomes. The assessment of the project included examining students' conceptual understanding before and after studying electromagnetism in a media-rich environment. We also investigated the effect of this environment on students' preferences regarding the various teaching methods. As part of the project, we developed pre- and posttests consisting of conceptual questions from standardized tests, as well as questions designed to assess the effect of visualizations and experiments. The research population consisted of 811 undergraduate students. It consisted of a small- and a large-scale experimental groups and a control group. TEAL students improved their conceptual understanding of the subject matter to a significantly higher extent than their control group peers. A majority of the students in the small-scale experiment noted that they would recommend the TEAL course to fellow students, indicating the benefits of interactivity, visualization, and hands-on experiments, which the technology helped enable. In the large-scale implementation students expressed both positive and negative attitudes in the course survey.