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Interactive online optics modules for the college physics course
1. More information on commercial online homework systems can be found on their websites: <masteringphysics.com>, <mcgrawhillconnect.com>, <www.webassign.com>.
2. N. Finkelstein, W. Adams, C. Keller, K. Perkins, C. Wieman, and the Physics Education Technology Project Team, “Hightech tools for teaching physics: The physics education technology project,” MERLOT J. Online Learn. Teach. 2(3) (2006).
3. MERLOT is a multimedia educational resource for learning and online teaching, operated by the California State University. The website contains peer reviewed online teaching andlearning materials, <www.merlot.org>.
4. The ComPADRE digital library is a network of free online resource collections supporting faculty, students, and teachers in physics and astronomy education, <www.compadre.org>.
5. T. Stelzer, G. Gladding, J. P. Mestre, and D. T. Brookes, “Comparing the efficacy of multimedia module with traditional textbooks for learning introductory physics content,” Am. J. Phys. 77, 184–190 (2009).
6. T. Stelzer, D. T. Brookes, G. Gladding, and J. P. Mestre, “Impact of multimedia learning modules on an introductory course on electricity and magnetism,” Am. J. Phys. 78, 755–759 (2010).
9. Links to the online optics modules can be found at <www.csupomona.edu/∼bmhoeling>.
10. softchalk is a commercially available software for the development of online instructional modules, <softchalk.com/>.
11. R. E. Mayer, The Cambridge Handbook of Multimedia Learning (Cambridge U.P., Cambridge, 2009).
12. R. Low and J. Sweller, “The modality principle in multimedia learning,” in The Cambridge Handbook of Multimedia Learning, edited by R. Mayer (Cambridge U.P., Cambridge, 2009), pp. 147–158.
13. S. McKagan, W. Handley, K. Perkins, and S. Pollock, “A research-based curriculum for teaching the photoelectric effect,” Am. J. Phys. 77, 87–94 (2009).
14. J. S. Walker, Physics, 4th ed. (Addison-Wesley, Boston, MA, 2009), Vol. 2, pp. 907–975.
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