{"id":93069,"date":"2015-06-10T03:00:00","date_gmt":"2015-06-10T00:00:00","guid":{"rendered":"http:\/\/www.fyysika.ee\/?guid=dd6979d9fbb542214efd0ea109e278a3"},"modified":"2015-06-10T03:00:00","modified_gmt":"2015-06-10T00:00:00","slug":"how-online-learning-modules-can-improve-the-representational-fluency-and-conceptual-understanding-ofuniversity-physics-students","status":"publish","type":"post","link":"https:\/\/www.fyysika.ee\/?p=93069","title":{"rendered":"How online learning modules can improve the representational fluency and conceptual understanding of\r\nuniversity physics students"},"content":{"rendered":"<p>The use of online learning resources as core components of university science courses is increasing.<br \/>\nLearning resources range from summaries, videos, and simulations, to question banks. Our study set<br \/>\nout to develop, implement, and evaluate research-based online learning resources in the form of<br \/>\npre-lecture online learning modules (OLMs). The aim of this paper is to share our experiences with<br \/>\nthose using, or considering implementing, online learning resources. Our first task was to identify<br \/>\nstudent learning issues in physics to base the learning resources on. One issue with substantial<br \/>\nresearch is conceptual understanding, the other with comparatively less research is scientific<br \/>\nrepresentations (graphs, words, equations, and diagrams). We developed learning resources on both<br \/>\nthese issues and measured their impact. We created weekly OLMs which were delivered to first year<br \/>\nphysics students at The University of Sydney prior to their first lecture of the week. Students were<br \/>\nrandomly a&#8230;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>The use of online learning resources as core components of university science courses is increasing.<br \/>\nLearning resources range from summaries, videos, and simulations, to question banks. Our study set<br \/>\nout to develop, implement, and evaluate research-b&#8230;<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_genesis_hide_title":false,"_genesis_hide_breadcrumbs":false,"_genesis_hide_singular_image":false,"_genesis_hide_footer_widgets":false,"_genesis_custom_body_class":"","_genesis_custom_post_class":"","_genesis_layout":"","footnotes":""},"categories":[178],"tags":[],"class_list":{"0":"post-93069","1":"post","2":"type-post","3":"status-publish","4":"format-standard","6":"category-rss-fuusikaharidus","7":"entry"},"_links":{"self":[{"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=\/wp\/v2\/posts\/93069","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=93069"}],"version-history":[{"count":0,"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=\/wp\/v2\/posts\/93069\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=93069"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=93069"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=93069"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}