Purcell, K. M. (2014, June), Evaluation of Publisher-Provided Online Learning Systems as Pedagogical and Curriculum Assessment Resources  Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--20440

\bibitem{asee_peer_20440}
  Purcell, K. M. (2014, June), \emph{Evaluation of Publisher-Provided Online Learning Systems as Pedagogical and Curriculum Assessment Resources}
  Paper presented at 2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana.
  10.18260/1-2--20440

Kenneth M. Purcell.  "Evaluation of Publisher-Provided Online Learning Systems as Pedagogical and Curriculum Assessment Resources".  2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana, 2014, June.  ASEE Conferences, 2014.  https://peer.asee.org/20440 Internet.  18 Apr, 2024

\bibitem{asee_peer_20440}
  Kenneth M. Purcell.
  "Evaluation of Publisher-Provided Online Learning Systems as Pedagogical and Curriculum Assessment Resources".
  \emph{2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana, 2014, June}.
  ASEE Conferences, 2014.
  https://peer.asee.org/20440 Internet.  18 Apr, 2024

@INPROCEEDINGS{asee_peer_20440
author = "Kenneth M. Purcell"
title = "Evaluation of Publisher-Provided Online Learning Systems as Pedagogical and Curriculum Assessment Resources"
booktitle = "2014 ASEE Annual Conference \& Exposition"
year = "2014"
month = "June"
address = "Indianapolis, Indiana"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/20440}
number = {10.18260/1-2--20440}
}

TY  - CPAPER
AB  -       Evaluation of Publisher Provided Online Learning Systems as          Pedagogical and Curriculum Assessment ResourcesRecent years have seen an explosion of publisher provided online learning resources,including online homework management systems, simulations, video tutorials, anddemonstrations for use in introductory physics courses. If fully utilized, these resourcescan provide the students with an “instructor on demand”, giving them another voice fromwhich to hear the concepts the instructor is trying to convey and on their own time.These resources provide instructors with the ability to allow the students to adequatelypractice applying physical concepts and using their problem solving skills even in largeenrollment courses. Instructors are also provided with the needed data to use Just-In-Time Teaching strategies and quickly modify lecture content to best serve the students’overall strengths and weaknesses. Student achievement can be tracked though theprovided learning outcomes or objectives connected to each assigned problem. This datacan be used when assessing individual student learning or reporting course efficacy forpurposes of institutional assessment.This paper will evaluate the online learning systems Pearson’s MasteringPhysics andWiley’s WileyPlus as used by the physics program at the University of Southern Indiana(USI) for both algebra and calculus based first semester introductory physics courses.Student feedback and performance will be discussed. This paper will also provide a briefoverview of the resources available with each online learning system and a discussion onhow such resources are used by the physics program at USI. Additionally, as USI iscurrently redesigning its core curriculum with a focus on detailing what a student shouldknow and be able to do at the end of instruction and assessing student learningaccordingly, this paper will also discuss how the physics program at USI utilized theresources offered by these systems to design course assessment protocols.
AU  - Kenneth M. Purcell
CY  - Indianapolis, Indiana
DA  - 2014/06/15
PB  - ASEE Conferences
TI  - Evaluation of Publisher-Provided Online Learning Systems as Pedagogical and Curriculum Assessment Resources
UR  - https://peer.asee.org/20440
DO  - 10.18260/1-2--20440
ER  -