We have investigated the efficacy of on-line, multimedia learning modules (MLMs)\nas preparation for in-class, lecture-based tutorials in electromagnetism in a physics course for\nnatural science majors (biology and marine science). Specifically, we report the results of a\nmultiple-group pre/post-test research design comparing two groups receiving different treatments\nwith respect to activities preceding participation in Tutorials in Introductory Physics. The different\npre-tutorial activities were as follows: (1) students were assigned reading from a traditional textbook,\nfollowed by a traditional lecture; and (2) students completed on-line MLMs developed by the\nPhysics Education Research Group at the University of Illinois at Urbana Champaign (UIUC),\nand commercially known as FlipItPhysics. The MLM treatment group earned significantly higher\nmid-term examination scores and larger gains in content knowledge as measured by the Conceptual\nSurvey of Electricity and Magnetism (CSEM). Student attitudes towards ââ?¬Å?reformedââ?¬Â instruction in the\nform of active-engagement tutorials were also improved. Specifically, post-course surveys showed\nthat MLM-group students believed class time was more effective and the instructor was more clear\nthan reported by non-MLM students, even though there was no significant difference between groups\nwith respect to in-class activities and the same instructor taught both groups. MLM activities can be a\nhighly effective tool for some student populations, especially when student preparation and buy-in\nare important for realizing significant gains.
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