The work presented in this chapter provides a significant contribution to science learning involving the use of a web-based, multimedia, flash science learning program using an online e-learning environment.
Results show that students perceived their learning environment created during the use of this online flash science program is their science class as having high levels of students’ cohesiveness, task orientation, cooperation, equity, differentiation, and their teachers using more challenging questions. Students’ attitudes toward using computers and web usage are very favourable. Students were satisfied with the program and their cognitive outcomes increased dramatically after learning science this way, regardless of any types of learning preference or grade levels. In particular, students’ cognitive outcomes were also found to be higher when students perceived more student cohesiveness, investigation, equity, self-efficacy, and more teacher use of challenging questions.
These results are very encouraging and shed some light on how to successfully promote students’ science learning through the use of a web-based online physical science learning program.
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