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Designing e-Learning Courses for Classroom and Distance Learning in Physics: The Role of Learning Tasks

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Title: Designing e-Learning Courses for Classroom and Distance Learning in Physics: The Role of Learning Tasks
Language: English
Authors: Daniel Laumann (ORCID 0000-0003-0068-3713), Julian Alexander Fischer (ORCID 0000-0002-9420-8106), Tatjana K. Stürmer-Steinmann, Julia Welberg (ORCID 0000-0002-7949-5979), Susanne Weßnigk (ORCID 0000-0003-2388-5828), Knut Neumann (ORCID 0000-0002-4391-7308)
Source: Physical Review Physics Education Research. 2024 20(1).
Availability: American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail: assocpub@aps.org; Web site: https://journals.aps.org/prper/
Peer Reviewed: Y
Page Count: 15
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Junior High Schools
Middle Schools
Secondary Education
Descriptors: Distance Education, Physics, COVID-19, Pandemics, Online Courses, Instructional Design, Learner Engagement, Educational Objectives, Student Interests, In Person Learning, Middle School Students, Technology Uses in Education, Teaching Methods
DOI: 10.1103/PhysRevPhysEducRes.20.010107
ISSN: 2469-9896
Abstract: Digital learning technologies have grown increasingly important in physics education, partly enforced through the COVID-19 pandemic. During the pandemic, digital technologies allowed for continued teaching and learning of students even when schools were closed. While research in psychology and educational technology has yielded many insights into the effectiveness of e-learning courses, fewer studies have examined the design of e-learning courses. Few studies have empirically investigated the design of learning tasks as a central element of e-learning courses. The present study analyzes how the design of tasks in e-learning courses, specifically with respect to their degree of openness as well as the relevance of their contexts, influences students' behavioral engagement, learning outcomes, and situational interest. Due to the importance of e-learning courses during the COVID-19 pandemic, we also analyzed the extent to which specific learning settings (classroom learning, distance learning) influence the effects of e-learning course design on students' behavioral engagement, learning outcomes, and situational interest. To investigate the research questions, we analyzed a total of N = 1060 datasets for 12 different e-learning courses (3 to 5 lessons, middle school physics), of which n = 557 were completed before and n = 503 during the COVID-19 pandemic. The results suggest that e-learning courses with a high proportion of learning tasks that relate to meaningful real-world contexts appear to be more conducive to behavioral engagement, learning outcomes, and situational interest. Regarding the consideration of open-ended tasks, the results suggest that these appear to be more useful for classroom learning but should be used in a limited way when designing e-learning courses for distance education.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1415750
Database: ERIC
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  Data: Designing e-Learning Courses for Classroom and Distance Learning in Physics: The Role of Learning Tasks
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  Data: <searchLink fieldCode="AR" term="%22Daniel+Laumann%22">Daniel Laumann</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0068-3713">0000-0003-0068-3713</externalLink>)<br /><searchLink fieldCode="AR" term="%22Julian+Alexander+Fischer%22">Julian Alexander Fischer</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9420-8106">0000-0002-9420-8106</externalLink>)<br /><searchLink fieldCode="AR" term="%22Tatjana+K%2E+Stürmer-Steinmann%22">Tatjana K. Stürmer-Steinmann</searchLink><br /><searchLink fieldCode="AR" term="%22Julia+Welberg%22">Julia Welberg</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7949-5979">0000-0002-7949-5979</externalLink>)<br /><searchLink fieldCode="AR" term="%22Susanne+Weßnigk%22">Susanne Weßnigk</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2388-5828">0000-0003-2388-5828</externalLink>)<br /><searchLink fieldCode="AR" term="%22Knut+Neumann%22">Knut Neumann</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4391-7308">0000-0002-4391-7308</externalLink>)
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  Data: American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail: assocpub@aps.org; Web site: https://journals.aps.org/prper/
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  Data: 10.1103/PhysRevPhysEducRes.20.010107
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  Data: 2469-9896
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  Data: Digital learning technologies have grown increasingly important in physics education, partly enforced through the COVID-19 pandemic. During the pandemic, digital technologies allowed for continued teaching and learning of students even when schools were closed. While research in psychology and educational technology has yielded many insights into the effectiveness of e-learning courses, fewer studies have examined the design of e-learning courses. Few studies have empirically investigated the design of learning tasks as a central element of e-learning courses. The present study analyzes how the design of tasks in e-learning courses, specifically with respect to their degree of openness as well as the relevance of their contexts, influences students' behavioral engagement, learning outcomes, and situational interest. Due to the importance of e-learning courses during the COVID-19 pandemic, we also analyzed the extent to which specific learning settings (classroom learning, distance learning) influence the effects of e-learning course design on students' behavioral engagement, learning outcomes, and situational interest. To investigate the research questions, we analyzed a total of N = 1060 datasets for 12 different e-learning courses (3 to 5 lessons, middle school physics), of which n = 557 were completed before and n = 503 during the COVID-19 pandemic. The results suggest that e-learning courses with a high proportion of learning tasks that relate to meaningful real-world contexts appear to be more conducive to behavioral engagement, learning outcomes, and situational interest. Regarding the consideration of open-ended tasks, the results suggest that these appear to be more useful for classroom learning but should be used in a limited way when designing e-learning courses for distance education.
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        Value: 10.1103/PhysRevPhysEducRes.20.010107
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      – SubjectFull: Distance Education
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