How online learning modules can improve the representational fluency and conceptual understanding of university physics students

Over the last few years, video assistive apparatus has become available at an accessible price that will allow students who have limited vision to participate almost fully in many laboratory courses at university. This paper presents a survey of the number of legally blind university physics students in Canada for the period 2003 to 2013. It will act as a benchmark to measure the effectiveness, in laboratory courses, of recent legislation mandating the provision of assistive devices in educational institutions. The survey was sent to all 52 physics departments at institutions in Canada that grant physics degrees, with all but one of the departments replying. None knew of any legally blind physicists practising in Canada. The only legally blind physics students reported were one partially sighted student who was awarded a Ph.D. in 2001, and one currently at Trent University. The survey results show that of the 12.5% of blind students who hold university degrees in Canada, very few of them are in physics.

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Integrated Online Learning Module Development Macromedia Flash On Structuring Lessons of Traditional Buns arrangement

EDUTEC : Journal of Education And Technology ◽

10.29062/edu.v4i2.135 ◽

2020 ◽

Vol 4 (2) ◽

pp. 202-2015

Author(s):

May Sarah ◽

Rahmiati Rahmiati

Keyword(s):

Online Learning ◽

Data Analysis ◽

Qualitative Data ◽

Student Response ◽

Learning Modules ◽

Analysis Techniques ◽

Learning Module ◽

Module Development ◽

Pdf Format ◽

D Model

This research aims to analyze and describe the design of online learning modules integrated macromedia flash that is feasible, practical and effective to be used in the lessons of traditional bun arrangement. This research includes a type of development research with the target is students of grade XI SMK Private PAB Medan. The research data was collected through validation sheets, student response questionnaires as well as tests. Data analysis techniques used are quantitative and qualitative data analysis and t-test. The results obtained: (1) macromedia flash integrated online learning module developed with 4-D model(define, design, develop and disseminate),module designed in PDF format with sizeA4 (21 × 29.7 cm) and integrated macromedia flash that can be accessed and downloaded by students online through Google Classroom application; (2) the integrated online learning module macromedia flash developed has been declared valid and practically used in the learning of traditional bun arrangement; and (3) The resulting macromedia flash integrated online learning module is also stated to be effective in the learning of traditional bun arrangement and proven from the results of hypothesis testing with t-count > t-table value of 3,761 > 2.00 and sig. 0.000 < 0.05.

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Introductory Physics Students Retention of Conceptual Understanding of Forces

10.1119/perc.2017.pr.092 ◽

2018 ◽

Author(s):

Brian D. Thoms ◽

Paul W. Beaty

Keyword(s):

Conceptual Understanding ◽

Introductory Physics ◽

Physics Students

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SAGE Campus

The Charleston Advisor ◽

10.5260/chara.23.1.49 ◽

2021 ◽

Vol 23 (1) ◽

pp. 49-52

Author(s):

Joseph R. Kraus

Keyword(s):

Social Sciences ◽

Online Learning ◽

College Student ◽

Graduate Students ◽

Information Literacy ◽

Data Science ◽

Education Students ◽

Learning Modules ◽

The Social ◽

Teaching Faculty

The SAGE Campus platform provides 18 different courses with roughly 220 hours of online learning modules. The author reviewed the service from the perspective of a college student to see if it was an appropriate learning environment. The primary audience for the courses are graduate students in the social sciences, but undergraduate and graduate students of all disciplines may find courses that are worthwhile to investigate. At the time of the review, the course topics covered content such as information literacy, data management and other data science skills, research design, and how to get published. Many librarians and teaching faculty may recommend students take these courses to supplement their education. Students can learn through these courses in a self-paced manner, and there are no scores or grades associated with completion of a course. Overall, the SAGE Campus platform provides a low-stress way for students to enhance their understanding of many topics relevant to research in the social sciences.

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Knowledge of Evidence-Based Practices and Frequency of Selection Among School-Based Professionals of Students With Autism

The Journal of Special Education ◽

10.1177/0022466920958688 ◽

2020 ◽

pp. 002246692095868

Author(s):

Kristi L. Morin ◽

Ann Sam ◽

Brianne Tomaszewski ◽

Victoria Waters ◽

Samuel L. Odom

Keyword(s):

Professional Development ◽

Online Learning ◽

Large Scale ◽

Descriptive Statistics ◽

Evidence Based ◽

Evidence Based Practices ◽

Learning Modules ◽

School Based ◽

Students With Autism ◽

Selection Of

Autism Focused Intervention Resources and Modules (AFIRM) are a set of self-paced, online learning modules designed to disseminate information about the 27 evidence-based practices identified through a large-scale review of focused intervention practices for individuals with autism. In this study, we used descriptive statistics and an analysis of variance to analyze more than 67,000 pre-tests completed by over 22,000 school-based AFIRM users to determine whether there are differences by occupation in the (a) selection of evidence-based practices, (b) knowledge of evidence-based practices, and (c) average number of evidence-based practices selected. Results reveal statistically significant differences between groups and have implications for providers and administrators responsible for designing and delivering professional development for school-based professionals working with students with autism.

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