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The effects of “IRS Supported Instruction Model” upon undergraduates’ learning in introductory physics
PROCEEDINGS

, , National Central University, Taiwan ; , National Central University, Taiwan, Taiwan

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Quebec City, Canada ISBN 978-1-880094-63-1 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

In order to enhance the learning effectiveness of introductory physics, our research team had conducted a series of studies to develop "IRS Supported Instruction Model" (ISIM) according to the features of the teacher's teaching methods and introductory physics. For evaluating the effectiveness of ISIM, the current study explored, by field experiment, the classroom interaction and students' achievements in introductory physics courses that the teacher teaching with ISIM or with lectures. The current study results showed that the student-instructor interaction of the experimental group was substantially enhanced, and students under the teaching with ISIM showed better performance in the learning achievements comparing with the students under lecture method. Furthermore, the students' attendance was excellent.

Citation

Liu, T.C., Lin, Y.C. & Chu, C.C. (2007). The effects of “IRS Supported Instruction Model” upon undergraduates’ learning in introductory physics. In T. Bastiaens & S. Carliner (Eds.), Proceedings of E-Learn 2007--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 6237-6241). Quebec City, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved August 22, 2019 from .

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