MULTIMEDIA LEARNING SYSTEM FOR SELECTED TOPICS OF PHYSICS
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MULTIMEDIA LEARNING SYSTEM FOR SELECTED TOPICS OF PHYSICS
Chapter one
Introduction: 1.1 Background.
Nowadays, our world’s operation is highly dependent on information technology. The use of computers in physics training began in the 1970s [1]. Since then, many research efforts have been directed towards examining various developing technologies and their impact on the learning process.
Learning systems (also known as Virtual Learning Environments, or VLEs) are being created for use in both educational and corporate settings. Over the years, both the commercial and open-source communities have contributed significant contributions.
There are many different learning systems available nowadays. Some are open source, but many are commercially available. In one study [30] of ninth-grade students in Pittsburgh
Pennsylvania, an intelligent-tutor software programme was used as part of the regular curriculum for ninth-grade algebra, to support a curriculum that emphasised mathematical analysis of real-world situations and the use of computational tools.
On average, the 470 students in the experimental classrooms using the programme outscored students in comparable courses by 15% on standardised tests and 100% on assessments focusing on curricular objectives.
Several blue chip firms utilise some of these systems to provide training to employees and consumers via web conferencing and programmes such as WebEx (developed by Communications Inc. and acquired by Cisco in 2007).
We offer the Blackboard Learning System, a web-based server platform that is a market leader for commercial learning systems, with over 3200 global customers.
Many universities, including Heriot-Watt University, the University of Antwerp, Trent University, and the University of Ulster, use the Blackboard Learning suite.
Its primary goals are to include online features into face-to-face courses and to create entirely online courses with little or no in-person encounters. Moodle (Modular Object-Oriented Dynamic Learning Environment) is a free and open-source e-learning software platform developed by Martin Dougiamas in 2003 as part of a research project.
Since then, it has grown in popularity, with 55,110 registered sites and 44,966,541 users in 4,763,446 courses in 214 countries and over 75 languages as of August 31, 2011 [2].Heavy 3D immersive worlds have also evolved, such as SLOODLE (an Open Source project that connects the multi-user virtual environment of Second Life with the Moodle learning management system)
which combines course administration with virtual worlds and promotes active and collaborative learning. There is also UMGUMBO, a 3D Virtual Learning Environment based on a Newtonian simulation of the solar system [3].
A Virtual Learning Environment (VLE) is a computer programme that enables teaching through computer-mediated communication. They have grown in popularity over the years among universities and other institutions of higher and continuing education.
[4] According to learning science studies, engineering and scientific students prefer active and sensing learning, and educators in these fields see the need for more active and collaborative learning pedagogy.
Today’s college students, including high performers, are often taught to equate physics with rote memorization and application of tightly defined laws [5].
Many talented students who may have become good research physicists have switched majors because they consider physics to be conventional, abstract, and dull. Some subjects, such as quantum mechanics, are abstract in nature and hence were traditionally taught in a lecture-driven format.
However, this technique is better suited to learners who prefer to reflect. Because engineering and scientific students enjoy active learning, a lecture-based teaching style is less motivating for them [4].
Because physics is a subject whose conclusions are constantly checked and assessed against the real world, a physicist must possess both experimental (given by simulations in VLEs) and theoretical skills.
This has resulted in the creation of Integrated Environments (IE) for Learning, often known as Virtual Learning Environments (VLEs), which are designed to address the aforementioned concerns.
There has been substantial research into the development of virtual learning environments (VLEs) for education in general, and physics in particular.
This popular educational tool offers numerous benefits, including the use of constructivist theory to create active learning systems that empower students to take control of their own learning.
Master of Science Thesis: 4
– It offers flexibility in learning, eliminating the need for classrooms. – It allows students to interact with instructors in real-time, receive feedback on assignments and quizzes, and collaborate with peers on lab exercises, homework, and other activities. – Learning is no longer limited to schedules.
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