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Journal Issue
Volume 15 Issue 2 / May 2017  pp105‑198

Editor: Rikke Ørngreen, Karin Levinsen

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Editorial for EJEL Volume 15 Issue 2  pp105‑106

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Active Learning: Engaging Students To Maximize Learning In An Online Course  pp107‑115

Arshia Khan, Ona Egbue, Brooke Palkie, Janna Madden

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Hypermedia Reading Materials: Undergraduate Perceptions and Features Affecting their Reading Comprehension  pp116‑125

Nurul Adila Hamdan, Maslawati Mohamad, Shahizan Shaharuddin

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Open Distribution of Virtual Containers as a Key Framework for Open Educational Resources and STEAM Subjects  pp126‑136

Alberto Corbi, Daniel Burgos

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Iphras as an E‑Learning Platform for Idiomatic Competence  pp137‑143

Teodora Kiryakova-Dineva, Milena Levunlieva, Vyara Kyurova

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Lessons Learned From Implementing E‑Learning for the Education of Health Professionals in Resource‑Constrained Countries  pp144‑155

Manu Gupta, Sophie Marsden, Tony Oluka, Reetu Sharma, Henry Lucas

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An Evaluation of the Effectiveness of the use of Multimedia and Wiley Plus Web‑Based Homework System in Enhancing Learning in The Chemical Engineering Extended Curriculum Program Physics Course  pp156‑173

Moses Basitere, Eunice Ndeto Ivala

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Abstract

Today’s 21st century students are regarded as ‘digital natives’, who are influenced by digital environments for acquisition of information, communication and interaction. With the emergence of new technologies, educators are encouraged to find meaningful ways of incorporating these technologies into their classrooms. The practice currently in South African classrooms is still the traditional lecture method, which poses limitations on students’ learning due to its frequent lack of interaction and communication between students and educators. As a result, there is a need for educators to adjust their teaching methods and create learning environments that stimulate dialogue and engagement in and outside the classroom. This paper presents results of an evaluation of the effectiveness of the use of Facebook social media as communicative media, Clicker technology as an interactive medium, and Wiley Plus web‑based homework system as an adaptive medium for enhancing learning through interaction and dialogue activities in and outside the first year Physics classroom as described in Laurilland’s framework. Both quantitative and qualitative methods of collecting data were used in this study. A student feedback questionnaire and focus group interviews were carried out to elicit students’ opinions on the effectiveness of the use of these technologies in the first year introductory Engineering Physics course. Quantitative data on student performance was analysed using descriptive and inferential statistics, while qualitative data was analysed using inductive strategy. Results showed that the use of Clickers and Facebook facilitated interactions between students and their teacher, in and outside the classroom, which resulted in deep and meaningful collaborative learning of the subject content. This resulted in better student performance in the homework and assignments done on the Wiley Plus web‑based homework system, which may have contributed to the good performance of the students in both mid‑term Examination and Final integrated Summative Assessment (FISA). 

 

Keywords: Clicker technology, Facebook, and Wiley Plus, Web-based homework

 

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The Mediating Effects of Germane Cognitive Load on the Relationship Between Instructional Design and Students’ Future Behavioral Intention  pp174‑187

Jamie Costley, Christopher Lange

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Community in Online Higher Education: Challenges and Opportunities  pp188‑198

Lily A. Arasaratnam-Smith, Maria Northcote

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