An Investigation of Student Web Activity in a “flipped” Introductory Physics Class

Abstract

In the last few years, flipped teaching has become one of the most popular teaching trends being adopted. Yet, there is a lack of data on what students use and find useful while taking these classes. This paper focuses on the use of class web logs, student surveys and class records to analyze student use of the material developed as well as how this use correlates with course results. The course being investigated is taught once a year by the same professor. It is the second course in an introductory physics course sequence for life science majors. The flipped format was adopted gradually in the course starting the Spring 2009 semester. The analysis focuses on the last iteration. The current format of the course was partially driven by student input, and took several years to fully implement. In this case, lecture time is devoted to answer and discuss questions, work on practice problems, and, sometimes, to explore the topics students find interesting. Instead of lectures students complete online multimedia quizzes, embedding both short lecture type recording segments simulations and videos. The quiz format is meant to help students identify the topics they don't understand. Homework is also completed online. It includes both traditional end of the chapter problems and simulation mediated questions. Students also complete pre-laboratory simulation mediated activities. The analysis focused on the analysis of each of the components the students complete online. That data was also correlated to the student performance in various class assignments.

Evaluating nursing students' engagement in an online course using flipped virtual classrooms

“…The authors suggest that introducing exclusively online courses earlier in programs may mitigate these views, a finding supported by Green and Schlairet (2017) who used a flipped classroom approach implemented in the first course of an online undergraduate nursing program. Similarly, Mzoughi (2015) reported students perceived they were not getting value for money, unless they received f2f instruction from tutors. On the other hand, the authors noted that the concomitant introduction of a flipped learning approach in this third-year online course was very well received by all students at such a late stage in their program.…”

Scrutinize Traveling the Properties of Online Academic Help-Seeking and Blended Learning on Refining University Students, Knowledge

“…Therefore writer adopted BL in this study and measured whether students' involvement is improved in a blended environment with OAHS. From the educational point of view students may need more self-ability experience to enable them to learn effectively (Mzoughi, 2015). Self-ability which includes the belief that the individual has the ability to create change by personal action (Tsai, 2012).…”

“…In any learning background a student needs to request for help from a more experienced person when facing an academic trouble Schyns et al (2011). Over the previous two decades teaching and learning processes have been influenced by technological instructional and academic progresses (Mzoughi, 2015). These days' learners' demands are transforming because their study habits and learning strategies have already changed due to the pervasiveness of internet (Liu & Lan 2014).…”

Flipped Classroom para la Formación del Profesorado: Perspectiva del alumnado.

“…Al revisar la literatura sobre el FC identificamos numerosas investigaciones y experiencias que relatan el uso de este modelo en la educación superior (Wanner y Palmer 2015;O'Flaherty y Phillips 2015;Nazarenko 2015;Martín y Núñez 2015;Mzoughi 2015;Hanson 2015;Gilboy et al, 2015;Roach 2014;Kim et al, 2014;Baepler et al, 2014). Sin embargo, aún no existen suficientes evidencias tanto de sus ventajas, como de sus inconvenientes en esta etapa educativa.…”