Impact of BLOSSOMS Energy Conversion Video towards Students Learning of the First Law of Thermodynamics

Izzati, Wan Akmal; Zawawi, Wan Akmal Izzati Wan Mohd; Mohd‐Yusof, Khairiyah; Radzali, Umi Soleha; Jumari, Nur Fazirah

doi:10.1109/weef.2017.8467102

Cited by 2 publications

(2 citation statements)

References 4 publications

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“…The lecturer who taught using the BLOSSOMS video had received training on how to conduct active learning were thus comfortable to implement the approach in class. This shows that the BLOSSOMS video with active learning activities properly implemented was able to effectively enhance students' understanding in the Introduction to Thermodynamics topic [9,12]. The scores incremental of Thermodynamics Energy Conversion inventory test between pre-test and post-test among students in the treatment class who used the Energy Conversion BLOSSOMS video gave significant result.…”

Section: Background Of Studymentioning

confidence: 92%

Implication of Active Learning Techniques in Learning Thermodynamics Energy Conversion using BLOSSOMS Thermodynamics Energy Conversion Video towards Engineering Undergraduates Performance

Zawawi

Mohd‐Yusof

Jumari

et al. 2019

Int. J. Emerg. Technol. Learn.

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Utilization of BLOSSOMS Thermodynamics Energy Conversion video to properly incorporate active learning techniques had been shown to increase the students’ performance in learning introductory Thermodynamics topics. In this study, the effectiveness of using BLOSSOMS Thermodynamics Energy Conver-sion video towards students’ learning in a classroom when adopted by lecturers who is not trained in active learning is investigated. Two groups of undergraduate engineering students from a control class and a treatment class were involved in this study. The students from the treatment class were taught by a lecturer using the BLOSSOMS Thermodynamics Energy Conversion video, while the students from control class underwent conventional lecture style. The students were given pre and post inventory tests and their results were analysed using SPSS. It was found that BLOSSOMS Thermodynamics Energy Conversion video without the proper implementation of active learning technique does not have a significant ef-fect on the individual learning gain of the inventory test among students. The uti-lization of the video could be more effective if the instructor is well-trained in ac-tive learning techniques.

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Section: Background Of Studymentioning

confidence: 92%

Implication of Active Learning Techniques in Learning Thermodynamics Energy Conversion using BLOSSOMS Thermodynamics Energy Conversion Video towards Engineering Undergraduates Performance

Zawawi

Mohd‐Yusof

Jumari

et al. 2019

Int. J. Emerg. Technol. Learn.

Self Cite

View full text Add to dashboard Cite

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“…• BLOSSOMS Interactive Video Platform: Interactive videos could be used as an active learning technique to increase students' performance and motivation. For instance, one study [15] suggested that BLOSSOMS (Blended Learning Open Source Science or Math Studies) developed by MIT (Massachusetts Institute of Technology) could be used along with active learning strategies to assist the teaching and learning of thermodynamics. On the contrary, this platform could be used without an active learning strategy to teach the thermodynamics energy conversion course, yet, students' performance could be enhanced [16].…”

Section: Fig 2 Learning Environment Aris Systemmentioning

confidence: 99%

Learner-Centric Technologies to Support Active Learning Activity Design in New Education Normal: Exploring the Disadvantageous Educational Contexts

Hasnine

Ahmed

Ueda

2021

Int. J. Emerg. Technol. Learn.

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Active learning is a learner-centric instructional method that uses discussion, role play, collaborative problem-solving based approaches to engage students with the course materials. However, due to the pandemic, active learning activities take place over multiple learner-centric technologies, as classroom-centered activity design is no longer possible. This study explored the success stories of active learning in disadvantageous educational contexts, particularly in Arab regions. After examining the theory, models, various learner-centric technologies of pre-pandemic active learning de-signs, this study proposes 25 emerging technologies to support active learn-ing 19 active learning strategies in terms of activity design in new education normal. The three-fold findings are related to designing active learning activities in new education normal, enhancing less practiced active learning strategies, and bridging the gaps in pre-and post-pandemic active learning activity design using learner-centric technologies.

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Impact of BLOSSOMS Energy Conversion Video towards Students Learning of the First Law of Thermodynamics

Cited by 2 publications

References 4 publications

Implication of Active Learning Techniques in Learning Thermodynamics Energy Conversion using BLOSSOMS Thermodynamics Energy Conversion Video towards Engineering Undergraduates Performance

Implication of Active Learning Techniques in Learning Thermodynamics Energy Conversion using BLOSSOMS Thermodynamics Energy Conversion Video towards Engineering Undergraduates Performance

Learner-Centric Technologies to Support Active Learning Activity Design in New Education Normal: Exploring the Disadvantageous Educational Contexts

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