Kathy Koenig, Ph.D.
Presentation Title: Enhancing Student Learning and Sense of Belonging through Interactive Web-Based Tutorials
Abstract: Meeting the diverse learning and psychological needs of students poses significant challenges, particularly in large enrollment courses or those with a wide range of student abilities. To address this, we developed over 30 web-based interactive video-enhanced tutorials (IVETs) that provide personalized instruction to promote expert-like problem-solving approaches. IVETs incorporate multimedia learning principles, featuring live-instructor video narration, branching multiple-choice questions, and adaptive feedback that simulates office-hour support. Expanding on this platform, we recently created interactive online interventions (IOIs) to foster belonging, a critical factor in STEM success. This presentation will highlight research findings on the effectiveness of the IVETs and IOIs, along with best practices for developing and implementing online learning tools. IVETs and the software for creating custom interactive video tutorials are freely available at compadre.org/IVET, while IOIs are available upon request. Both can be embedded into Learning Management Systems (LMS) via SCORM packages for automatic grading, requiring minimal instructor effort while supporting student learning across remote, hybrid, and face-to-face course formats. This work is supported by NSF DUE-1821396 and DUE-2416548.
Biography: Kathy Koenig, Professor of Physics at the University of Cincinnati, specializes in physics education research with a focus on improving student success in STEM. Her work spans the implementation and evaluation of effective teaching strategies, the development of curriculum to enhance scientific reasoning in students from grades 5–16, and the creation of interactive, web-based learning modules that strengthen conceptual understanding and problem-solving skills. More recently, she has investigated the impact of face-to-face and online psychological interventions on students' sense of belonging, self-efficacy, and growth mindset. Continuously funded by NSF or NIH since 2006, her research contributes to advancing equitable and effective STEM education. She is a Fellow of the American Association of Physics Teachers (AAPT).
