Can We Use E-Learning to Increase Cognitive Process on Physic Equation Understanding? A Preliminary Result

摘要

E-learning was used widely on higher education (i.e. university). E learning also gives unlimited distance and time as long as the students have Internet connectivity. In this study, we used online learning, as one of e-learning forms, containing short video and one page PDF files. These files provide a priori knowledge for students who take Electromagnetic class on the fifth semester. Based on the theoretical framework of cognitive load theory, a priori knowledge might support the development of secondary knowledge. Thus, we want to know whether provided a priori knowledge enhances the students understanding on electromagnetic equations. One class was a control group consisted of 52 students who took electromagnetic class. Another class was an experimental group, consisted of 64 students, in the same subject who used e-learning as a combination with contemporary class. A pretest/posttest was performed for analysis of both classes. The hypothesis that a priori knowledge increases the understanding of physics students on electromagnetic theory was confirmed. When mark of posttest of control and experimental classes were compared, it was found that correct posttest answer of the experimental group was higher than the control group. Additionally, from the experimental group, it was found that instructions about the files could increase student understanding significantly. This means that online learning should not be a repository where the lecturers can put a lot of text. Any file should be followed by instructions that help students to have better understanding.