description
Abstract We report on a pilot project to investigate the use of the iPad in a first-year introductory physics course. This device has revolutionised the delivery of multimedia content, the nature of social networking and the additional feature of ‘apps’. However, it is important to study how it can be effectively used and in a pedagogically sound manner. This is particularly relevant at university level, where there is a higher volume of work (compared to school), much greater class size and a greater demand on student’s time. A course in physics offers additional challenges, such as mastery of conceptual issues, algebraic manipulation and numerical implementation. To effectively implement the iPad, we used a four-component model based on: (i) flipped learning, (ii) an interactive classroom, (iii) the use of learning apps, and (iv) the use of e-textbooks. These components were identified, as there are apps available for the immediate implementation in the teaching environment. We discuss each of the apps, which were used, and how they were implemented. We also look at a number of challenges, which are specific to iPad usage at university level, but within an African context. Our findings indicate that the students received the flipped learning aspect and the interactive classroom very positively. Due to the large number of students, involved app usage was limited to demonstrations in the formal contact periods.