Abstract:

Studies on students’ learning in science, technology, engineering and mathematics (STEM) disciplines consistently demonstrate that an active learning environment is much more conducive of successful learning than the traditional lecture setting. However, creating an active learning environment in large-enrollment introductory science and engineering classes poses additional challenges. Many innovative science and engineering curricula based on active learning have been developed over the past several decades. Even though they demonstrated excellent results in a controlled research environment, their success is often much harder to reproduce after a large-scale adoption by other institutions. The lack of resources and logistics support are among the main obstacles for a proper implementation of the curricula in the typical science departments that do not necessarily focus on science education research. In this paper we will discuss the role of the established as well as emerging educational technologies in facilitating the implementation of the active learning environment. Such technology tools as personal response systems, online course management/content delivery/tutoring systems, software facilitating peer collaborations, hardware and software for real-time data acquisition, educational videos, screen capture capabilities, all have their role and potential in adapting the activity based curricula for large-enrollment introductory science classes with limited resources. Interactive engagement strategies such as Just in Time Teaching (JiTT), Peer Instruction (PI), Interactive Lecture Demonstrations (ILDs), blended learning and flipped classroom can be successfully adopted in a large class environment, provided that these pedagogies are supported by a range of proper educational technologies. A case study of a large-enrollment introductory physics course for science students will be discussed.

Keywords:

Educational technologies, active learning, physics, STEM.