Using a Dual Safeguard Web-Based Interactive Teaching Approach in an Introductory Physics Class

We modified the Just-in-Time Teaching approach and developed a dual safeguard web-based interactive (DGWI) teaching system for an introductory physics course. The system consists of four instructional components that improve student learning by including warm-up assignments and online homework. Stud...

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Bibliographic Details
Published in:Physical review special topics. Physics education research 2015-03, Vol.11 (1), p.010106, Article 010106
Main Authors: Li, Lie-Ming, Li, Bin, Luo, Ying
Format: Article
Language:English
Subjects:
Assignments
Attitude Measures
China
Class Activities
Control Groups
Foreign Countries
Guidelines
Homework
Interactive systems
Introductory Courses
Learning
Misconceptions
Outcomes of Education
Physics
Pretests Posttests
Problem Solving
Science Instruction
Scientific Concepts
Student Attitudes
Students
Surveys
Teacher Student Relationship
Teaching
Teaching Methods
Web Based Instruction
Websites
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Summary:We modified the Just-in-Time Teaching approach and developed a dual safeguard web-based interactive (DGWI) teaching system for an introductory physics course. The system consists of four instructional components that improve student learning by including warm-up assignments and online homework. Student and instructor activities involve activities both in the classroom and on a designated web site. An experimental study with control groups evaluated the effectiveness of the DGWI teaching method. The results indicate that the DGWI method is an effective way to improve students' understanding of physics concepts, develop students' problem-solving abilities through instructor-student interactions, and identify students' misconceptions through a safeguard framework based on questions that satisfy teaching requirements and cover all of the course material. The empirical study and a follow-up survey found that the DGWI method increased student-teacher interaction and improved student learning outcomes.
ISSN:1554-9178
1554-9178
2469-9896
DOI:10.1103/PhysRevSTPER.11.010106