You are here:

The Efficacy of Online MBL Activities
ARTICLE

,

Journal of Interactive Online Learning Volume 5, Number 1 ISSN 1541-4914

Abstract

The focus of this study was twofold: one, to determine if students could increase their physics content knowledge through the completion of an online hands-on Microcomputer-Based Laboratory (MBL) unit on motion; and two to determine if the demonstrated learning gains were equivalent to those of students who completed the same MBL activities in a more traditional classroom setting with their teacher. One hundred and fifty high school physics students from five diverse high schools participated in the study. Ninety-five were in the classroom group and 55 were in the online group. The online group showed significant comprehension gains from pre-test to post-test. When compared to the classroom group, there was not a significant difference in the gain scores between the two groups. This suggests that further study could lead to the development of online, hands-on physics classes that could be offered to students whose schools do not offer physics due to the lack of resources or physics teachers.

Citation

Slykhuis, D. & Park, J.C. The Efficacy of Online MBL Activities. Journal of Interactive Online Learning, 5(1), 14-31. Retrieved May 26, 2019 from .

This record was imported from ERIC on November 3, 2015. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords