The impact of implementing Technology-Enabled Active Learning (TEAL) in university physics in Taiwan

Shieh, Ruey S.; Chang, Wheijen; Tang, Jaw-Luen

doi:10.3860/taper.v19i3.1850

Cited by 19 publications

(12 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Likewise, although the TEAL low-achievement group achieved the highest learning gain (0.28) in the first semester, the same group achieved a slightly lower mean post-test score and learning gain than its counterpart control group (0.22 vs. 0.23) in the second semester. The results are the reverse of the 2007 study reported in Shieh, et al (2010). The TEAL group, regardless of achievement levels, was found to have spent less time studying the course materials than the control group, which presumably contributed tpartially o the narrowed learning gain between the two groups.…”

Section: Discussioncontrasting

confidence: 27%

“…While collaborating with MIT, the implementation of TEAL at the university was highly similar to that implemented at MIT, both hardware-wise and software-wise. According to the study conducted by Shieh, Chang and Tang (2010), which examined the impact of TEAL on student learning in 2007, it was found that the experimental students (studying in the TEAL studio) in general showed positive attitudes toward the novel learning/teaching instructional method. They also outperformed the control students (studying in the traditional classroom) and achieved more significant learning outcomes in the second semester than in the first semester.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Technology enabled active learning (TEAL) in introductory physics: Impact on genders and achievement levels

Shieh

Chang

Liu

2011

AJET

Self Cite

View full text Add to dashboard Cite

This study explored the impact of Technology Enabled Active Learning (TEAL) on students learning general physics, focusing on differences between genders and among various achievement levels. A quasi-experimental investigation was conducted on two semesters of courses offered in 2008. Data sources consisted of pre-tests, posttests, self-report surveys, class observations, and interview data. The test results indicate that the learning gain achieved by the experimental group was 11% higher than that achieved by the control group in the first semester, though the margin decreased to 1% in the second semester. In the situation of the low achievement level, there was no difference found in the learning gain achieved by the two groups in the second semester. The qualitative data revealed that student academic performances were disclosed to be associated with the following factors: the instructors' teaching styles and instructional skills, the students' prior knowledge, their study habits, and the cohort atmosphere. That is, implementation of the innovative tool alone might not be sufficient to significantly improve student performance. Nonetheless, the interactive, collaborative instructional approach seemed to appeal to females more than it did to males, disclosing the potential of TEAL in narrowing the learning gap between genders.

show abstract

Section: Discussioncontrasting

confidence: 27%

Section: Introductionmentioning

confidence: 99%

Technology enabled active learning (TEAL) in introductory physics: Impact on genders and achievement levels

Shieh

Chang

Liu

2011

AJET

Self Cite

View full text Add to dashboard Cite

show abstract

“…A computer simulation at a university in Taiwan led to comparatively higher learning gains against traditional teaching through collaborative laboratory activities (Shieh, 2010), by facilitating students to carry out more active learning and improving their conceptual understanding. Simulation scenarios provide improved social and communication skills, which lead to the enhancement of student knowledge (Sarabia-Cobo et al, 2016).…”

Section: Social Skills/teamworkmentioning

confidence: 99%

“…Chen et al (2010) reveal that the majority of students show negative feelings about online gaming. Shieh et al's (2010) mixed methodology research reveals that experimental groups show positive attitudes toward an innovative learning environment and outperform the control groups (in conventional classes). Some studies depict either neutral effects (Rajan et al, 2013;Beuk, 2015;Bolliger et al, 2015;Dankbaar et al, 2016;Strycker, 2016) or negative attitudes towards game use in the learning experience (Jiménez-Munguía & Luna-Reyes, 2012).…”

Section: Attitudes and Satisfactionmentioning

confidence: 99%

The effect of games and simulations on higher education: a systematic literature review

Vlachopoulos

Makri

2017

Int J Educ Technol High Educ

495

265

View full text Add to dashboard Cite

The focus of higher education institutions is the preparation of future professionals. To achieve this aim, innovative teaching methods are often deployed, including games and simulations, which form the subject of this paper. As the field of digital games and simulations is ever maturing, this paper attempts to systematically review the literature relevant to games and simulation pedagogy in higher education. Two researchers collaborate to apply a qualitative method, coding and synthesizing the results using multiple criteria. The main objective is to study the impact of games and simulations with regard to achieving specific learning objectives. On balance, results indicate that games and/or simulations have a positive impact on learning goals. The researchers identify three learning outcomes when integrating games into the learning process: cognitive, behavioural, and affective. As a final step, the authors consolidate evidence for the benefit of academics and practitioners in higher education interested in the efficient use of games and simulations for pedagogical purposes. Such evidence also provides potential options and pathways for future research.

show abstract

“…The practice of School-MSEQ by the administrators should be sustained at all times in order to promote these standards. Although most researchers and educators found that it is a challenge to integrate technology into instruction (Shieh et al, 2010), it is worth for the administrators to strongly continue to broaden the use of technology in the school because this will enhance the quality of education as emphasized in the School-MSEQ. Finally, these research findings were hoped to be used by the Ministry of Education in examining the relationship between the School-Malaysia Standard Quality Education towards technology leadership in schools all over Malaysia.…”

Section: Conclusion and Recommendationsmentioning

confidence: 99%

Technology Leadership and Its Relationship with School-Malaysia Standard of Education Quality (School-MSEQ)

Hamzah¹,

Juraime²,

Hamid³

et al. 2014

IES

View full text Add to dashboard Cite

This study examined the level of technology leadership practice among administrators in High Performing Schools (HPS) and its relationship with School-Malaysia Standard of Education Quality (School-MSEQ). A set of questionnaires was administered to 96 administrators in 12 HPS of secondary schools category. The data were analysed and interpreted using SPSS version 16.0. The statistics used were descriptive statistics and inferential statistics. Analysis of t-test, one way ANOVA and Pearson Correlation were used to test the hypotheses. This study found that the level of technology leadership practice was moderate with mean value at 3.934 and the practice of School-MSEQ among administrators was high with mean value at 4.729. There was no significant difference from the aspects of administration experiences and status pose of HPS administrators in term of the practice of technology leadership. This study revealed a relationship between technology leadership and School-MSEQ (r = 0.649, p<0.05) towards the practice of technology leadership among HPS administrators. The findings suggest that school administrators should play key roles in promoting technology in schools. It is hoped that the findings will improve the practice of school administrators and more studies should be conducted in the near future towards the improvement of technology leadership in schools.

show abstract

The impact of implementing Technology-Enabled Active Learning (TEAL) in university physics in Taiwan

Cited by 19 publications

References 0 publications

Technology enabled active learning (TEAL) in introductory physics: Impact on genders and achievement levels

Technology enabled active learning (TEAL) in introductory physics: Impact on genders and achievement levels

The effect of games and simulations on higher education: a systematic literature review

Technology Leadership and Its Relationship with School-Malaysia Standard of Education Quality (School-MSEQ)

Contact Info

Product

Resources

About