The impact of implementing Technology-Enabled Active Learning (TEAL) in university physics in Taiwan

The purpose of this study was to explore the learning outcomes and challenges of implementing Technology-Enabled Active Learning (TEAL) in a university in Taiwan. A quasi-experimental study was designed to investigate the research questions. Two semesters of data were collected, including pre-/post-tests, questionnaire surveys, interviews, and class observations. The results indicated that the experimental groups (students in the TEAL classes) showed rather positive attitudes toward the innovative learning environment, and also outperformed the control groups (students in the traditional classes) in the academic achievement tests, in the second semester. However, the results of the surveys, interviews, and classroom observations also revealed the challenging aspects of TEAL implementation, including teaching skill adjustment, question design for peer-discussion, content selection, and integration of lecture content into lab activities. To fully benefit from the active, interactive learning environment, improvement to the overall instructional design was anticipated. Suggestions for strengthening future TEAL implementation were provided.