Online Teaching Tool Simplifies Faculty Use of Multimedia and Improves Student Interest and Knowledge in Science

Abstract

Digital technologies can improve student interest and knowledge in science. However, researching the vast number of websites devoted to science education and integrating them into undergraduate curricula is time-consuming. We developed an Adobe ColdFusion– and Adobe Flash–based system for simplifying the construction, use, and delivery of electronic educational materials in science. The Online Multimedia Teaching Tool (OMTT) in Neuroscience was constructed from a ColdFusion-based online interface, which reduced the need for programming skills and the time for curriculum development. The OMTT in Neuroscience was used by faculty to enhance their lectures in existing curricula. Students had unlimited online access to encourage user-centered exploration. We found the OMTT was rapidly adapted by multiple professors, and its use by undergraduate students was consistent with the interpretation that the OMTT improved performance on exams and increased interest in the field of neuroscience.

Critical Thinking Skill of Students on Food Chain Topic and Its Relation to Their Interest

“…However, the interest of students did not influence students to think critically. The use of learning multimedia was one of the alternatives to increase the interest of students [9]. Furthermore, online media also may have a positive impact on the increase of emotional engagement [10].…”

Teaching Sensor Technology and Crowdsourcing with Reusable Learning Objects

“…This model has four major aspects: content design, back‐end delivery, front‐end presentation, and the learning process itself (Daniel and Mohan, 2004). Walsh et al (2011) used Qualtrics survey (http://qualtrics.com) to assess the course that used multimedia resources from various online sources. Koh (2017) proposed to use the five dimensions of meaningful learning (Howland et al, 2013) as a pedagogical framework to guide the development and use of RLOs in e‐learning and described them as active, constructive, intentional, authentic, and collaborative.…”

Transitions in Classroom Technology: Instructor Implementation of Classroom Management Software

“…Information and files can be transferred effortlessly between the instructor and unlimited numbers of students. In addition, using a CMS integrated with multimedia helps students increase their academic performance and enhances interest in the course (Walsh, Sun, & Riconscente, 2011). Last, students themselves can communicate within groups and via discussion boards themselves.…”