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• W2041254181 abstract "AbstractEngaging students in a large class environment is difficult. A “blended learning” strategy, which incorporates both traditional lecture instruction followed by active learning instruction, can help. Active learning in this study consisted of a small number of interactive lecture demonstrations (ILDs) that incorporated a “predict, observe, discuss, synthesise” learning cycle. This blended learning strategy was more effective than traditional lectures alone in overcoming students’ conceptual difficulties. The learning gains in this study were assessed by testing the conceptual understanding of students after 8 hours of traditional instruction, but before any ILD instruction (via a pre-test) and after an additional 2 hours of ILD instruction (via a post-test). The average gain in the post-test score compared to the pre-test score for “complete responders” (ie. the students who participated in all tests and all active learning ILD activities) was very encouraging and statistically significant." @default.
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• W2041254181 date "2012-06-01" @default.
• W2041254181 modified "2023-09-23" @default.
• W2041254181 title "Using interactive lecture demonstrations to improve conceptual understanding of resonance in an electronics course" @default.
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• W2041254181 doi "https://doi.org/10.7158/22054952.2012.11464066" @default.
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