How Does Technology-Enabled Active Learning Affect Undergraduate Students' Understanding of Electromagnetism Concepts?

By Yehudit Judy Dori, John Winston Belcher. 2005

541 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Information Systems

View Paper: https://www.semanticscholar.org/paper/a19d7c8a053abd624117a7b29692ad926b033a2a

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In Developmental and Educational Psychology

In Education

In Information Systems

Citations in the corpus

The learning effects of computer simulations in science education (2012, methodology): “Collaboratively working on computer simulations may allow more active learning, which in turn improves students ’ conceptual understanding (Dori & Belcher, 2005; Shieh et al., 2010).”
It's not about seat time: Blending, flipping, and efficiency in active learning classrooms (2014, result): “Similar gains were found in physics courses at the Massachusetts Institute of Technology, and researchers noted the importance of social interactionsda key target of the learning environment designdin how students developed their conceptual understanding (Dori & Belcher, 2005).”
Effects of active learning classrooms on student learning: a two-year empirical investigation on student perceptions and academic performance (2017, background): “…reported positive effects of ALCs in enhancing engagement, changing learning attitudes, improving self-efficacy and encouraging interaction (Baepler & Walker, 2014; Beichner et al., 2007; Dori & Belcher, 2005; Ge, Yang, Liao, & Wolfe, 2013; Park & Choi, 2014; Salter et al., 2013; Taylor, 2009).”
Enhancing Higher Order Thinking Skills Among Inservice Science Teachers Via Embedded Assessment (2009, background): “During the last two decades, computerized technologies and Internet resources are used for teaching, learning, and learning to teach (Barak 2007; Barak and Rafaeli 2004; Dori and Belcher 2005; van Zee and Roberts 2006).”
Space matters: The impact of formal learning environments on student learning (2011, unknown): “…introduces considerable variation in terms of pedagogical approach, teaching style and content that raises questions about cross-sectional comparability; and the differing assessment methodologies for 'experimental' and control groups compromises the integrity of claims (Dori & Belcher, 2005).”
Synthesis of Discipline-Based Education Research in Physics. (2014, methodology): “Other instructional strategies that also utilize teamwork and cooperative learning in the classroom include Physics by Inquiry [238,239], Tutorials in Introductory Physics [27], Workshop Physics [240,241], Studio Physics [242,243,245,246], SCALE-UP [247], and TEAL [248,249].”