Evaluation of Impact of Web-based Activities on Mechanics Achievement and Self-Efficacy.

This paper presents initial results of a research project on the impact of web-based activities on mechanics achievement and self-efficacy. This pilot research is addressing the question of "What sticks and why?" in an introductory mechanics course that incorporates traditional lectures with interactive hands-on learning, as well as web-based instruction and homework. The web-based activities vary in level of interaction with the student. High interaction activities feature active learning with instant feedback; low interaction activities feature readings and lectures with demonstrations. Exercises focused on creating and using free body diagrams have been developed, and initial data on self-efficacy has been obtained. Additional studies will be conducted throughout the academic year. The introductory mechanics course for which these web-based exercises are being created is taught to 80-90 students per term and involves hands-on laboratory exercises weekly within the class meeting time. The developed web-based exercises are for a one-week segment on free body diagrams and include video clips with opportunities for students to apply concepts both through multiple choice questions and interactive exercises. Class time during this week is devoted to additional hands-on exercises with some supplemental lecture content. Pilot data have been collected and results are reported on both the quantitative and qualitative information. Quantitative data include measures of performance on concept inventory questions and exams, as well as self-efficacy data. Qualitative information includes individual homework and in-class work as well as in-class pair work. In addition to presenting initial findings from our research, we will discuss how embedding of assessment into a course is benefitting both the students and the instructors. [ABSTRACT FROM AUTHOR]