How are students' online learning behavior related to their course outcomes in an introductory physics course?

Garrido, Geoffrey; Guthrie, Matthew W.; Chen, Zhongzhou

doi:10.1119/perc.2019.pr.garrido

Cited by 3 publications

(1 citation statement)

References 23 publications

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“…Moreover, the use of a social platform to improve the student-student interaction has been evaluated as positive by most of the students. This aspect assumes a particular relevance because interactions could influence students' engagement, motivation and satisfaction in attending lectures (Bolliger 2004, Garrido et al 2019, Gilboy et al 2015, Kortemeyer 2016. Although social interactions play an important role in education, literature shows that the process of learning in online environments sometimes suffers from a lack of interaction between peers and between the class and the lecturer (Burnett 2001, Derakhshandeh andEsmaeili 2020) that should be overcome with suitable actions implemented by lecturers.…”

Section: Discussionmentioning

confidence: 99%

Online learning mediated by social teaching platforms: an experience from a flipped undergraduate physics course in renewable energies

Zurru¹,

Fadda²,

Saba³

2022

Eur. J. Phys.

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Active learning strategies and information technology-based pedagogies are perceived as beneficial and their use and development in academic courses is fast increasing. Faculties can use them to design courses that are challenging and fresher, creative, and meaningful for students, to meet students’ needs and to promote the learning of contents in a social environment, fostering cooperation and the exchange of ideas among peers. Among the active learning strategies recently developed, the peer-instruction and the flipped classroom are prominent in this field. It has been shown that these practices help students in their understanding of contents and consequently in reaching better results in final exam scores. The Covid-19 pandemic in 2020 and 2021 has forced classes in many academic institutions to move to remote teaching under emergency conditions and has deprived students of much of their social interactions. We show here an experience on applying online learning mediated by social teaching platforms and flipped classroom concepts to an undergraduate course on renewable energies provided amid the Covid-19 pandemic at the Physics Department of the University of Cagliari (Italy) in 2020. The constraints of forced distance learning have been turned into an opportunity to test an alternate course format in a complete online environment. An analysis on students’ feedback about our learning method has been performed by a post-diagnostic satisfaction questionnaire, indicating an overall positive effects of active learning strategies in the students’ learning experience. The analysis of their achievements during the course provides confirmation for the positive outcome and shows that the flipped classroom architecture is as robust as the traditional methods when facing the constraints of remote learning.

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Section: Discussionmentioning

confidence: 99%

Online learning mediated by social teaching platforms: an experience from a flipped undergraduate physics course in renewable energies

Zurru¹,

Fadda²,

Saba³

2022

Eur. J. Phys.

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A Multi-Level Trace Clustering Analysis Scheme for Measuring Students’ Self-Regulated Learning Behavior in a Mastery-Based Online Learning Environment

Zhang

Taub

Chen

2022

LAK22: 12th International Learning Analytics and Knowledge Conference

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Tracking Changes in Students’ Online Self-Regulated Learning Behaviors and Achievement Goals Using Trace Clustering and Process Mining

et al. 2022

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Success in online and blended courses requires engaging in self-regulated learning (SRL), especially for challenging STEM disciplines, such as physics. This involves students planning how they will navigate course assignments and activities, setting goals for completion, monitoring their progress and content understanding, and reflecting on how they completed each assignment. Based on Winne & Hadwin’s COPES model, SRL is a series of events that temporally unfold during learning, impacted by changing internal and external factors, such as goal orientation and content difficulty. Thus, as goal orientation and content difficulty change throughout a course, so might students’ use of SRL processes. This paper studies how students’ SRL behavior and achievement goal orientation change over time in a large (N = 250) college introductory level physics course taught online. Students’ achievement goal orientation was measured by repeated administration of the achievement goals questionnaire-revised (AGQ-R). Students’ SRL behavior was measured by analyzing their clickstream event traces interacting with online learning modules via a combination of trace clustering and process mining. Event traces were first divided into groups similar in nature using agglomerative clustering, with similarity between traces determined based on a set of derived characteristics most reflective of students’ SRL processes. We then generated causal nets for each cluster of traces via process mining and interpreted the underlying behavior and strategy of each causal net according to the COPES SRL framework. We then measured the frequency at which students adopted each causal net and assessed whether the adoption of different causal nets was associated with responses to the AGQ-R. By repeating the analysis for three sets of online learning modules assigned at the beginning, middle, and end of the semester, we examined how the frequency of each causal net changed over time, and how the change correlated with changes to the AGQ-R responses. Results have implications for measuring the temporal nature of SRL during online learning, as well as the factors impacting the use of SRL processes in an online physics course. Results also provide guidance for developing online instructional materials that foster effective SRL for students with different motivational profiles.

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How are students' online learning behavior related to their course outcomes in an introductory physics course?

Cited by 3 publications

References 23 publications

Online learning mediated by social teaching platforms: an experience from a flipped undergraduate physics course in renewable energies

Online learning mediated by social teaching platforms: an experience from a flipped undergraduate physics course in renewable energies

A Multi-Level Trace Clustering Analysis Scheme for Measuring Students’ Self-Regulated Learning Behavior in a Mastery-Based Online Learning Environment

Tracking Changes in Students’ Online Self-Regulated Learning Behaviors and Achievement Goals Using Trace Clustering and Process Mining

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