Calculus

Video Lectures
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Video Lectures

Popular instructional videos have such different styles, and there is no consensus in research about how to make the most effective instructional videos (Renkl, 2021). Videos can differ in whether or not we can see the instructor, presenting text as spoken and/or printed, and the overall layout. Sometimes, the layout is dependent on the topic. Math courses often have worked examples, and topics in the humanities may be presented as narratives. Table 1 is a non-exhaustive list of videos from well-received YouTube channels.

Student-Generated Drawings

Student-Generated Drawings

Incorporating drawing as a learning activity to accompany textual information can be helpful for meeting learning outcomes compared to no drawing (Leutner & Schmeck, 2021). According to the drawing principle, the exercise of drawing allows students to engage in generative processing (Leutner & Schmeck, 2021) of text by establishing complex spatial relationships (Fiorella & Mayer, 2021).

Visualizing Quantitative Information
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Visualizing Quantitative Information

Numerical data are commonly presented as tables or graphs (Ainsworth, 2021). Tables have the additional advantage of including non-numerical data, as exemplified in Table 1. A typical reason to display numerical data on a table is so that students can extract these values to perform calculations. Moreover, interactive tables on electronic platforms allow the viewer to sort the table entries in ascending or descending order according to the data in a column of choice. The sorted dataset ranks the entries and facilitates comparisons.

Worked Examples

Worked Examples

The learning outcomes of STEM courses frequently require students to perform mathematical computations or apply specific rules to solve problems. The rules may be physical laws, chemical reaction mechanisms, the syntax of programming languages, or financial accounting formulas.