An evaluation of a digital learning management system in High School Physics Classrooms (Evaluation)

Abstract

For this study interested parties, engineering university academics and K-12 STEM researchers, have partnered in an attempt to impact high school physics enrollment by evaluating a 21st century teaching and learning tool that can act as an alternative to conventional teaching methods. The Digital Learning Management System (DLMS) has the potential to change the perception of high school physics and, ultimately, to improve student outcomes. This learning tool has been developed by a leading STEM educational not-for-profit Canadian organization. The tool appeals to digital natives (high school students) and incorporates: mind mapping (discovery based learning), experts on call, gamification, all integrated through teacher views that produce dynamic project-based lesson plans. The system encourages an interdisciplinary approach that requires students to draw on multiple subject areas simultaneously to solve real world problems. This paper presents the results of the initial evaluation of the DLMS. After providing the details regarding its infrastructure, a critical evaluation of the platform and how it supports both teachers and students in a balanced approach to learning is presented. This evaluation draws upon the Felder-Silverman Learning Style Model (FSLM) in that elements of the DLSM are evaluated within the context of the models four dimensions. The initial results of a pilot project aimed at evaluating its effectiveness in schools is discussed.