| dc.description.abstract | The use of technology in education (so-called e-learning) has seen a rapid development over the last decades. From being small systems that might assist lectures it has developed into systems that could potentially replace the lecture altogether, chief amongst these systems is blended and flipped learning. Blended seeking to combine e-learning with face-to-face instruction in the classroom, while flipped delivers e-learning outside the classroom while using class time to promote active learning. E-learning now seeks to replace what it once assisted. The research on blended and flipped learning often shows that it is more efficient than the traditional classroom, at least when measuring learning outcomes and that it is an effective way of promoting active learning amongst students. Similarly, the development of educational content for use in e-learning has evolved, from simple animations to more complex and interactive systems. Given these developments, and the wealth of material available (such as Khan Academy and iTunesU) it seems that it should be possible for all teachers to use blended or flipped learning in their classrooms. Therefore, it is of interest to see how educators use the instructional material, and how the students react to the uses, and how the material can be improved. This thesis examines these factors by delivering the same three instructional videos (IVs) to three chemistry-1 teachers, gathering responses from both the teachers and their students (n=58) on how the IVs were used, the student’s attitudes towards how the IVs were used, and teachers and students suggestions for improvements. These responses were analysed, and the results were viewed in the light of the theoretical knowledge on e-learning. The contributions of this thesis to the field of e-learning are twofold: How should IVs be designed? The study shows that IVs should utilize macro-level interactivity to scaffold students learning, as they tend to self-regulate poorly in an e-learning setting. This support for macro-level interactivity is well backed up in the literature. Additionally, IVs should be segmented as to apply the pacing principle. How should IVs be used? The study shows that the students most enjoyed a blended approach, utilizing collaborative problem-solving. Although many other factors could influence the student’s enjoyment, such as previous experience with e-learning. Furthermore, it was shown that pre-training in the use of interactive elements could be utilized, which also is a point is made in the literature. The study was a relatively small, qualitative study, but it gives some useful suggestions for how educators could use e-learning in their classroom, and how e-learning content could be designed as to optimize active learning amongst students. | eng |