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Einstein in Nottingham

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A correction to the book review of An Einstein Encyclopaedia (Marshall R 2016 Phys. Educ . 51
[http://dx.doi.org/10.1088/0031-9120/51/2/026001] 026001
[http://dx.doi.org/10.1088/0031-9120/51/2/026001] ).

Cool?

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‘Cool?’ was first published in Physics Education in 1969 (Mpemba and Osborne 1969 Phys. Educ . 4
[http://dx.doi.org/10.1088/0031-9120/4/3/312] 172 [http://dx.doi.org/10.1088/0031-9120/4/3/312] ).
Written by Erasto Mpemba and Denis Osborne this pa…

Climate changing

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This short Frontline ‘A solar cooling panel’ (Marshall 2002 Phys. Educ . 37
[http://dx.doi.org/10.1088/0031-9120/37/1/611] 76 [http://dx.doi.org/10.1088/0031-9120/37/1/611] )
was originally part of a ‘Physics on a Shoestring’ regular feature….

FCI Leeds to Finland

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The paper ‘The Force Concept Inventory: a tool for monitoring student learning’ (Savinainen and
Scott 2002 Phys. Educ . 37 [http://dx.doi.org/10.1088/0031-9120/37/1/306] 53 ) was the first of two
papers appearing in the same issue by these author…

Perpetual motions?

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In 1985 Rosalind Driver and Lynda Warrington (as she was then) published ‘Students’ use of the
principle of energy conservation in problem situations’. This paper (Driver and Warrington 1985
Phys. Educ . 20 [http://dx.doi.org/10.1088/0031-9120/…

Having fun with a cordless mouse

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A cordless mouse with an added reed switch is used as a wireless data logger to record every time
the wheel of a trolley completes a revolution. The limitations of the system in terms of maximum
clicking rate and spatial resolution are considered and…

A tale of two oscillators

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It is not always easy to find problems in classical mechanics that can be solved with the use of
knowledge in quantum mechanics. In this short note we present such an example. The problem is that
of a bead which is free to move on an infinite rigid r…

Computer memories

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The paper ‘Computer simulation of electric field lines’ (Kirkup 1985 Phys. Educ . 20
[http://dx.doi.org/10.1088/0031-9120/20/3/314] 142 [http://dx.doi.org/10.1088/0031-9120/20/3/314] )
appeared in 1985 and contains details of a BBC computer progr…

Making physics connect

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The paper ‘Physics in a social context’ (Campbell 2006 Phys. Educ . 41
[http://dx.doi.org/10.1088/0031-9120/41/6/004] 514 [http://dx.doi.org/10.1088/0031-9120/41/6/004] )
argued that school physics educators should teach more than its conceptual …

An asymptotical machine

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A new and intriguing machine may be obtained replacing the moving pulley of a gun tackle with a
fixed point in the rope. Its most important feature is the asymptotic efficiency. Here we obtain a
satisfactory description of this machine by means of ve…

Tungsten filament fire

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We safely remove the outer glass bulb from an incandescent lamp and burn up the tungsten filament
after the glass is removed. This demonstration dramatically illustrates the necessity of a vacuum or
inert gas for the environment surrounding the tungs…

The driven spinning top

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This driven top is quite a novelty and can, with some trials, be made using the principles outlined
here. This new top has many applications in developing both understanding and skills and these are
detailed in the article. Depending on reader’s av…

Experience with a Massive Open Online Course in Rural Rwanda

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The growing utilization of massive open online courses (MOOCs) is opening opportunities for students worldwide, but the completion rate for MOOCs is low (Liyanagunawardena, Adams, & Williams, 2013). Partners In Health (PIH) implemented a “flipped” MOOC in Rwanda that incorporated in-class sessions to facilitate participant completion.

In October 2013, PIH invited its employees, as well as those at the Ministry of Health, to participate in an online MOOC. Each site had at least one volunteer facilitator who accompanied participants throughout the course by providing course materials and facilitating the understanding of the online material during the weekly class sessions.  Following the conclusion of the course, all participants were asked to complete an online survey.

A total of 38 out of 62 registered participants completed the survey and of these 38 participants, 20 (52.6%) successfully finished the course. The number of in-person sessions attended was significantly associated with course completion (p < 0.05), and 85% who successfully completed the course attended at least three of seven sessions.  Sixteen (80%) participants believed that the completion of this course would help them with career advancement. Half of the participants (19 of 38, 50%) were employed with a position related to research. Other job titles included the following: nurses (4 of 38, 10.5%), a pharmacist (1 of 38, 2.6%), a clinical psychologist (1 of 38, 2.6%), a dentist (1 of 38, 2.6%), and others (10 of 38, 26.3%). The job title was not significantly related to course completion.

Our experience, with a completion rate of over 50%, yields several lessons for incorporating MOOCs into capacity-building programs to leverage the potential of online learning in resource-limited areas.

A Systematic Analysis and Synthesis of the Empirical MOOC Literature Published in 2013–2015

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A deluge of empirical research became available on MOOCs in 2013–2015 and this research is available in disparate sources. This paper addresses a number of gaps in the scholarly understanding of MOOCs and presents a comprehensive picture of the literature by examining the geographic distribution, publication outlets, citations, data collection and analysis methods, and research strands of empirical research focusing on MOOCs during this time period. Results demonstrate that (a) more than 80% of this literature is published by individuals whose home institutions are in North America and Europe, (b) a select few papers are widely cited while nearly half of the papers are cited zero times, and (c) researchers have favored a quantitative if not positivist approach to the conduct of MOOC research, preferring the collection of data via surveys and automated methods. While some interpretive research was conducted on MOOCs in this time period, it was often basic and it was the minority of studies that were informed by methods traditionally associated with qualitative research (e.g., interviews, observations, and focus groups). Analysis shows that there is limited research reported on instructor-related topics, and that even though researchers have attempted to identify and classify learners into various groupings, very little research examines the experiences of learner subpopulations.

Factors Influencing Teachers’ Use of Multimedia Enhanced Content in Secondary Schools in Tanzania

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Tanzania is faced with a severe shortage of qualified in-service school science and mathematics teachers. While science and mathematics account for 46% of the curriculum, only 28% of teachers are qualified to teach these subjects. In order to overcome this challenge, the Ministry of Education and Vocational Training (MoEVT) implemented a project to use multimedia-enhanced content to upgrade subject content knowledge of science and mathematics teachers in secondary schools. A total of 70 topics and 147 subtopics were developed and enhanced with various multimedia elements. The content was used to train 2,000 in-service science and mathematics teachers from secondary schools in 19 selected centers countrywide. However, the presence and availability of this content does not automatically guarantee that teachers will use them. For this content to improve teachers’ subject content knowledge, they must be accepted and used by teachers in secondary schools. This study examines factors affecting teachers’ acceptance and prolonged use of developed multimedia-enhanced content using the extended Unified Theory of Acceptance and Use of Technology (UTAUT2) as a research framework. A sample of 1,137 teachers out of 2,000 was collected and tested against the research model using regression analysis. With exception of performance expectancy, all other factors had a statistically significant effect on teachers’ acceptance and use of the developed content. The government and other stakeholders can use these findings to develop strategies that will promote acceptance and use of the developed content in secondary schools in Tanzania.

Evaluation of Intelligent Grouping Based on Learners’ Collaboration Competence Level in Online Collaborative Learning Environment

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In this paper we explore the impact of an intelligent grouping algorithm based on learners’ collaborative competency when compared with (a) instructor based Grade Point Average (GPA) method level and (b) random method, on group outcomes and group collaboration problems in an online collaborative learning environment.  An intelligent grouping algorithm has been added in a Learning Management System (LMS) which is capable of forming heterogeneous groups based on learners’ collaborative competency level. True experiment design methodology was deployed to examine whether there is any association between group formation method and group scores, learning experiences and group problems.  From the findings, all groups had almost similar mean scores in all group tests, and shared many similar group collaboration problems and learning experiences. However, with the understanding that GPA group formation method involves the instructor, may not be dynamic, and the random method does not guarantee heterogeneity based on learner’s collaboration competence level, instructors are more likely to adopt our intelligent grouping method as the findings show that it has similar results. Furthermore, it provides an added advantage in supporting group formation due to its guarantee on heterogeneity, dynamism, and less instructor involvement.

Preservice Teachers’ Perception and Use of Personal Learning Environments (PLEs)

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Personal learning environments (PLEs) are Web 2.0 tools and services by which users’ access, construct, manage, and share educational contents in order to meet their learning needs. These environments enable users to manage their learning according to their own personal preferences. They further promote socialization and collaboration with their broad user networks and interaction facilities. In this study, with a case sample from a public university in Turkey, student teachers’ PLE use and their perceptions regarding these environments are examined. For data collection, the PLE Perception Scale and PLE Use Scale developed by the researchers were used. It was observed that all participants used various PLEs and found them easy and practical on the whole. However, it was found that this utilization mostly had the aim of access and sharing knowledge in learning, while use of constructing and managing it remained limited. Emailing, social networking, file sharing, video sharing, Internet searching, and social encyclopedias were found most commonly used PLEs. Our findings also show that gender and grade level do not have an effect on the perception and use of PLEs.

Connectivism in Learning Activity Design: Implications for Pedagogically-Based Technology Adoption in African Higher Education Contexts

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This paper examines the possible characteristics and the value of designing learning activities grounded in connectivism—an emerging learning theory. It is an exploratory attempt to connect the theory to the prevailing technology adoption archetypes used in African contexts with the aim of extracting influences that could shape pedagogical technology adoption in African higher education contexts. A reflection on the process of designing learning activities that employ blogging in an experimental training intervention provides a unique context in which to try and infuse connectivist principles while outlining the challenges that surface. The questions driving the argument in this paper include: What do connectivist perspectives offer learning activity design and practice? What can the prevailing technology adoption models used in African contexts offer to learning activity design? Can we combine connectivist perspectives and African-based technology adoption models to inform pedagogical technology adoption in African higher education contexts? These questions are exploratory and are based on one single subjective experience of the author. They are part of an argument put forward as a proposal which is yet to be tested in practice.

Issues and Challenges in Open and Distance e-Learning: Perspectives from the Philippines

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Rapid advances in information and communications technology in the digital age have brought about significant changes in the practice of distance education (DE) worldwide. DE practitioners in the Philippines’ open university have coined the term ‘open and distance e-learning’ (ODeL) to refer to the new forms of DE, which are characterised by the convergence of an open learning philosophy, DE pedagogies, and e-learning technologies. This paper discusses the issues and challenges that ODeL poses for the Philippines’ open university from the point of view of the institution’s leading ODeL practitioners. The paper concludes with a discussion of the policy development and administrative changes required to support innovative teaching practice across the institution. The findings and conclusions are relevant for other institutions in the same stage of ODeL development.


Learners’ Interpersonal Beliefs and Generated Feedback in an Online Role-Playing Peer- Feedback Activity: An Exploratory Study

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Peer feedback affords interaction and critical thinking opportunities for learners in online courses. However, various factors prevent learners from taking advantage of these promising benefits. This study explored learners’ perceptions of the interpersonal factors in a role-playing peer-feedback activity, and examined the types of peer feedback that learners generated when playing a role. Participants were 16 graduate students engaged in an online role-playing peer-feedback activity. The results from survey responses revealed learners’ positive interpersonal beliefs, including psychological safety and trust, toward the role-playing peer-feedback activity. In addition, more than sixty percent of the participants reported being more comfortable critiquing peers’ work when playing a role. The content analysis of the peer-feedback entries indicated that learners were able to generate highly constructive feedback entries. In addition to adding supportive comments, those feedback entries identified problems, asked questions, and provided suggestions. The results show that role-play strategy has great potential to enhance learners’ interpersonal beliefs in peer-feedback activity and their feedback quality.

Should Instructors Require Discussion in Online Courses? Effects of Online Discussion on Community of Inquiry, Learner Time, Satisfaction, and Achievement

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Online discussion is a commonly used means to promote student understanding of a topic and to facilitate social interaction among students or between students and instructor; however, its effects on student learning in online learning environments have rarely been investigated.  The purpose of this study was to examine the role of online discussion in student learning experiences measured with community of inquiry, learner time, satisfaction, and achievement.  One instructor taught the same online course for three consecutive semesters using three different conditions.  During one semester enrolled students engaged in no discussion, during another semester they engaged in discussion without instructor participation, and in the remaining semester they engaged in discussion with active instructor participation.  No significant differences were found among conditions in cognitive presence and the instructor’s teaching presence, whereas significant difference was found in social presence among conditions.  No significant differences among conditions were found time spent on Blackboard, course satisfaction, and student achievement.  Implications for online teaching and learning as well as for designing an online course conclude the paper.

Comparative Analysis of Pedagogical Strategies Across Disciplines in Open Distance Learning at UnisaODL at Unisa

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Re-engineering technological strategies in teaching and learning in an open distance learning (ODL) environment is paramount as the demand for access to quality higher education escalates drastically on a year to year basis. The organisational framework requires change in order to accommodate the increasing number of students. In view of the changing higher education landscape and the increase in the number of students qualifying for higher education acceptance, open distance education has been opened to residential institutions. Despite the fact that demands is greater than supply in the higher education sector, the University of South Africa (Unisa), in reaction to the “competitive threat,” has embarked on the re-evaluation of ODL as a component of its teaching and learning methodology. Unisa focussed on its pedagogical approaches as a primary means of maintaining its competitive edge.  The challenges in the higher education sector are also attributed to the basic education sector that does not prepare students sufficiently for higher education. ODL, if applied appropriately, could be a strategy to address the issues of access, equality, and equity in a democratic South Africa. Pedagogical strategies that are functional and appropriate need to be applied in the higher education sector. Hence the research question is to determine what ODL strategies can be implemented to ensure that students are on par with traditional universities. Therefore, this paper explores the pedagogical strategies that colleges may use with the intent to improve delivery of teaching and learning in an ODL environment.

Warming of water in a glass

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The article focuses on the process of water warming from 0 °C in a glass. An experiment is performed
that analyses the temperature in the top and bottom layers of water during warming. The experimental
equipment is very simple and can be easily set …

Decision balls—the answer

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In my article (Featonby 2015 Phys. Educ . 51 [http://dx.doi.org/10.1088/0031-9120/51/1/017002]
017002 ) I asked what happened when two rubber balls, one bouncy, one not, are rolled down a gentle
incline into a vertical block. Here I discuss the answers.

Decision balls?the answer

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In my article (Featonby 2015 Phys. Educ . 51 [http://dx.doi.org/10.1088/0031-9120/51/1/017002]
017002 ) I asked what happened when two rubber balls, one bouncy, one not, are rolled down a gentle
incline into a vertical block. Here I discuss the answers.

Modelling the magnetic dipole

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Three different models of a magnetic dipole, viz., a uniformly magnetised sphere, a circular current
loop and a pair of fictitious magnetic charges, have been systematically analysed within the
formalism based on the vector potential of the magnetic …

Evaluation of Online Log Variables that Estimate Learners’ Time Management in a Korean Online Learning Context

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The purpose of this study was to identify the relationship between the psychological variables and online behavioral patterns of students, collected through a Learning Management System (LMS). Test was attempted of a structural equation model representing the relationships among Time and Study Environment Management (TSEM), one of the sub-constructs of MSLQ, influencing a set of time-related online log variables: login frequency, login regularity, and total login time. Data were collected from 188 college students in a Korean university. Employing structural equation modeling, a hypothesized model was tested for measuring the model fit. The results presented a criterion validity of online log variables to estimate their time management.  The structural model including TSEM, online variable, and final score with a moderate fit indicated that learners’ time related online behavior mediates their psychological functions and their learning outcome. Based on the results, the final discussion includes the recommendations for further study and the meaningfulness in regard to the expantion of  Learning Analtyics for Performance and Action (LAPA) model.

An Empirical Study of Factors Affecting Mobile Wireless Technology Adoption for Promoting Interactive Lectures in Higher Education

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Use of mobile technology are widespread, particularly among the younger generation. There is a huge potential for utilizing such technology, particularly in lecture sessions with large number of students, serving as an interaction tool between the students and lecturer. The challenge is to identify adoption factors to ensure effective adoption of the technology to promote interactivity between students and lecturer in the classroom. This paper aims to examine factors supporting use of mobile wireless technology during lectures to promote interactivity between students and lecturers in Malaysia’s higher education institutions. Survey involving higher education students in Malaysia was conducted with a sample size of 302. Factor analysis results identified five factors: independent variables System Usefulness (SU), User System Perception (USP), User Uncertainty Avoidance (UUA), System and Information Quality (SIQ), and dependent variable Mobile Wireless Technology Adoption for Interactive Lectures (MWT_AIL). All independent variables are positively associated to MWT_AIL, with UUA and SIQ having higher level of significance compared to SU and USP. Respondents were selected from higher learning institutions from urban areas in Malaysia. Therefore results obtained are not representative of the entire higher education landscape in Malaysia and future studies are warranted to include higher learning institutions located in rural areas. It is hoped that findings from this study will serve as a catalyst for future researches to be conducted in this area, particularly among higher education researchers seeking ways to utilize technology effectively to enhance the learning experiences of the students in the classroom.

If You Build It, Will They Come? Predictors of Teachers’ Participation in and Satisfaction with the Effective Classroom Interactions Online Courses

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The Effective Classroom Interactions (ECI) online courses were designed to provide an engaging, effective and scalable approach to enhancing early childhood teachers’ use of classroom practices that impact children’s school readiness. The created courses included several versions aimed at testing whether or not certain design aspects could increase participation and subsequent learning outcomes. The purpose of this study was to examine the extent to which early childhood teachers accessed the courses and varied in their a) participation in the core course content and b) optional discussion board as a result of the course experience they were assigned to as well as individual characteristics that may be associated with participation. Findings indicated that early childhood teachers accessed the course often on nights and weekends and reported high levels of satisfaction with their experience. Both persistence in the ECI courses and overall completion of activities were higher than those reported in other studies of online learning. Whether or not the participant was in the course that had regular interactions with the instructor, comfort with technology and took the course for credit consistently predicted participation, but not always in expected ways. Implications for exploring online learning as a feasible option for early childhood educators are discussed.

Analysis of Learning Achievement and Teacher–Student Interactions in Flipped and Conventional Classrooms

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This study aimed to investigate the effectiveness of two different teaching methods on learning effectiveness. OpenCourseWare was integrated into the flipped classroom model (experimental group) and distance learning (control group). Learning effectiveness encompassed learning achievement, teacher-student interactions, and learning satisfaction. The experimental method was supplemented with qualitative interviews. Overall, 181 freshmen taking a course on physics were allowed to choose their own class based on their preferred teaching method (experimental or control group). The findings indicated that learners in the experimental group scored higher for learning achievement. When selecting a teaching method, if sufficient resources are available, it is suggested that teachers provide learners with the combination of OCW and flipped classroom. Although there was no significant between-group difference in terms of teacher-student interactions and learning satisfaction, the interactions in the flipped classroom had positive effect on students’ learning achievement. The use of the flipped classroom model allows for adequate teacher-student interactions, as teachers can provide guidance and assistance to students in person, while there are greater opportunities for collaborative learning among learners. In addition, since the flipped classroom model emphasizes the process of learning rather than its outcomes, information technology tools should be used to keep detailed records and follow the learning process in order to assess various aspects of the learners’ growth. The results of this study can serve as a reference for future studies on the flipped classroom model and OpenCourseWare, as well as for teachers and researchers in related fields.

An Experimental Study of Satisfaction Response: Evaluation of Online Collaborative Learning

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On the one hand, a growing amount of research discusses support for improving online collaborative learning quality, and many indicators are focused to assess its success. On the other hand, thinkLets for designing reputable and valuable collaborative processes have been developed for more than ten years. However, few studies try to apply thinkLets to online collaborative learning. This paper introduces thinkLets to online collaborative learning and experimentally tests its effectiveness with participants responces on their satisfaction. Yield Shift Theory (YST), a causal theory explaining inner satisfaction, is adopted. In the experiment, 113 students from Universities in Beijing, China are chosen as a sample. They were divided into two groups, collaborating online in a simulated class. Then, YST in student groups under online collaborative learning is validated, comparison study of online collaborative learning with and without thinkLets is implemented and satisfaction response of participants are analyzed. As a result of this comparison, YST is proved applicable in this context, and satisfaction is higher in online collaborative learning with thinkLets.

 

Challenges of Transitioning to e-learning System with Learning Objects Capabilities

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In order for higher education institutions, which implements blended and/or online learning to remain competitive and innovative it needs to keep up with the cutting edge technological and educational advances. This task is usually very difficult, keeping in mind the budget constraints that many institutions have. This usually implies that existing open source solutions have to be used and adapted to individual needs of each institution. Keeping up with the current technological advances often brings not only financial challenges, but also transitional challenges that may put at risk learning quality and reputation of the institution, as well as performance of students. This work describes the features of the system, results and challenges of transitioning to e-learning system that displays learning materials through sequence of reusable learning objects (LOs) from the system that does not have these capabilities. The goal of such system is to increase reusability of learning content, and moreover, to increase online interactivity and communication between the instructor and students. Findings of this work reveal advantages, disadvantages and potential obstacle of implementation e-learning system with LOs and give an overview of suggestions for implementation improvements. These suggestions are given based on evaluation of implementation of new e-learning system with LOs, after the transition from the traditional e-learning system. Furthermore, based on the research of existing methodologies in the field of information systems, and the results of this research, this work proposes methodology for transferring into e-learning system with LOs. 

Emotional Intelligence as a Determinant of Readiness for Online Learning

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Students’ performance and behavior in online learning environment is associated with their readiness to opt digital learning approach. We in this research investigated distance learners’ emotional intelligence as a determinant of their readiness for online learning. 432 learners enrolled in correspondence based distance learning programs participated in the study. Wong and Law emotional intelligence scale (WLEIS) and online learning readiness scale (OLRS) were adapted with some modifications to collected the required data. Pearson correlation and multiple regression analysis were done to achieve the research objectives. The findings illustrate that emotional intelligence has a large size effect on sampled students’ readiness for online learning.

A Cognitive Style Perspective to Handheld Devices: Customization vs. Personalization

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Handheld devices are widely applied to support open and distributed learning, where students are diverse. On the other hand, customization and personalization can be applied to accommodate students’ diversities. However, paucity of research compares the effects of customization and personalization in the context of handheld devices. To this end, we developed a customized digital learning system (CDLS) and personalized digital learning system (PDLS), which were implemented on the handheld devices and tailored to the needs of students with diverse cognitive styles. Furthermore, we conducted two empirical studies to examine the effects of cognitive styles on the use of the CDLS and PDLS. More specifically, Study 1 identified the preferences of each cognitive style group, which were employed to develop the PDLS in Study 2, which investigated how students with different cognitive styles react to the CDLS and the PDLS.  The results from these two studies showed that student in the CDLS and those in the PDLS obtained similar task scores and post-test scores. However, Serialists with the PDLS could more efficiently complete the tasks than those with CDLS. Additionally, Holists more positively perceived the PDLS than Serialists.

Planetarium software in the classroom

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Students often find astronomy and astrophysics to be most interesting and exciting, but the Universe
is difficult to access using only one’s eyes or simple equipment available at different educational
settings. To open up the Universe and enhance l…