  We have investigated the efficacy of online, multimedia learning modules
(MLMs) as preparation for in-class, lecture-based tutorials in electromagnetism
in a physics course for natural science majors (biology and marine science).
Specifically, we report the results of a multiple-group pre/post-test research
design comparing two groups receiving different treatments with respect to
activities preceding participation in Tutorials in Introductory Physics. The
different pre-tutorial activities where as follows: (1) students were assigned
reading from a traditional textbook, followed by a traditional lecture; and (2)
students completed online multimedia learning modules developed by the Physics
Education Research Group at the University of Illinois at Urbana Champaign
(UIUC), and commercially known as smartPhysics. The MLM treatment group earned
significantly higher mid-term examination scores and larger gains in content
knowledge as measured by the Conceptual Survey of Electricity and Magnetism
(CSEM). Student attitudes towards "reformed" instruction in the form of
active-engagement tutorials where also improved. Specifically, post-course
surveys showed MLM-group students believed class time was more effective and
the instructor was more clear than reported by non-MLM students, even though
there was no significant difference between groups with respect to in-class
activities and the same instructor taught both groups. MLM activities can be a
highly effective tool for some student populations, especially when student
preparation and buy-in are important for realizing significant gains.
