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Journal Article

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

© May 2017 Volume 15 Issue 2, Editor: Rikke Ørngreen and Karin Levinsen, pp105 - 198

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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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Journal Issue

Volume 15 Issue 2 / May 2017  pp105‑198

Editor: Rikke Ørngreen, Karin Levinsen

View Contents Download PDF (free)

Keywords: active learning, higher education, student learning, student engagement, online course design and development, interdisciplinary collaboration, frustrations, TESL students’ perceptions, hypermedia reading materials, reading comprehension, virtual containers, STEAM, Open Educational Resources, content distribution platforms, e-learning platform, foreign languages, multilingualism, idiomatic competence, e-learning; global health education; connectivity; bandwidth management; capacity building; educational technologies, Clicker technology, Facebook, and Wiley Plus, Web-based homework, behavioral intention, cognitive load, germane load, e-learning, instructional design, MOOC, online community, Computer Mediated Communication (CMC), Communities of Practice (CoPs), nonverbal communication


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