Integrating MOOCs in physics preliminary undergraduate education: beyond large size lectures

Raffaghelli, Juliana Elisa; Ghislandi, Patrizia; Sancassani, Susanna; Canal, Luisa; Micciolo, Rocco; Balossi, Barbara; Bozzi, Matteo; Sieno, Laura Di; Genco, Immacolata; Gondoni, Paolo; Pini, Andrea; Zani, Maurizio

doi:10.1080/09523987.2018.1547544

Cited by 13 publications

(11 citation statements)

References 30 publications

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“…However, a recent study focused on physics refresher courses allotted to future freshmen before the beginning of the academic year has pointed out that the synergistic and integrated use of massive open online courses, PL and traditional lectures allows the students to achieve positive learning outcomes regardless of the different size of the classes; in fact, no differences in the effect size have been highlighted [38].…”

Section: Peer Learning In Physicsmentioning

confidence: 99%

“…Moreover, it would be interesting to investigate effective ways of implementing such an approach in LSC. In this regard, in an Italian scenario dominated by academic physics courses centered on transmittal lectures, Politecnico di Milano has begun to work on active learning in large class formats, with promising results contributing to a broader picture that requires further investigation [38].…”

Section: Introduction 1introductionmentioning

confidence: 99%

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Peer Learning as a Key Component of an Integrated Teaching Method: Overcoming the Complexities of Physics Teaching in Large Size Classes

2021

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Over the last decade, policy makers have urged universities to innovate their teaching methodologies. Although educational research has shown that active methods lead to improvements in learners’ performance more than traditional lectures in small classes, some factors impede active methods from spreading in large size classes. In this paper we aim at fostering these methodological innovations by showing the effectiveness of an integrated teaching methodology that employs peer learning, technology, and traditional lectures in large size classes. In the academic years 2017–2018 and 2018–2019 a quasi-experiment involved more than 600 engineering students per year attending an introductory physics course at Politecnico di Milano. These learners were assigned to two sections and their outcomes in a pre-test and a post-test were analyzed through descriptive and inferential statistics. The learning results of the experimental group were always better than the outcomes of the control group, regardless of the difficulty of the physics topics addressed. Furthermore, a very low threshold for the exposure to peer learning has been highlighted in order for it to be effective. These promising results may thus foster ongoing changes in university policy towards the renewal of the teaching methodology.

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Section: Peer Learning In Physicsmentioning

confidence: 99%

Section: Introduction 1introductionmentioning

confidence: 99%

Peer Learning as a Key Component of an Integrated Teaching Method: Overcoming the Complexities of Physics Teaching in Large Size Classes

2021

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“…Some fundamental errors and false knowledge are stored in the human memory and in the future can be transmitted through generations [3,17,18]. In this regard, it is actual to create textbooks available for study on the theoretical and practical course of general physics [20][21][22]. The development of testing the assimilation of current knowledge and the diagnosis of entrance knowledge is a component of the university educational process.…”

Section: Discussionmentioning

confidence: 99%

Physics Entrance Testing at Technical University

2020

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The paper deals with the organization of entrance physics testing for first-year BMSTU students of all majors and specialties. The role and position of testing in the educational process of a technical university is discussed on the example of entrance testing conducted by the Department of Physics. The advantages of entrance testing as one of the types of control of students residual knowledge are shown. The subjects of the tasks of entrance testing are presented and an example of typical variants of test tickets is given. The analysis of the degree of solution of the input testing problems for all faculties has been carried out. It has been established that the following sections of the school physics course: “Electrostatics”, “Magnetism”, and “Mechanical vibrations” cause the greatest difficulties. A comparative analysis of the entrance test has been conducted at the faculties of “Basic Sciences” and “Special Engineering” for the 2018 and 2019 academic years. The connection between the entrance testing results and passing scores at the faculties of technical university ihas been revealed. It has been shown that entrance testing allows to determine the percentage of students’ retained knowledge at the school physics course and make adjustments to organize students’ additional auditorial and individual work. The lecturer has the opportunity to correct the presentation of the physics course in order to increase the percentage of retained knowledge in future.

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“…As a consequence, identifying potential freshmen's misconceptions on Physics at the beginning of their university learning path is fundamental in order to achieve an adequate level of knowledge and satisfactory outcomes in the Physics course final examination as well as to decrease the probability of failure and the possible dropouts. Furthermore, it might contribute to implement and increase the effectiveness of some teaching tools like MOOCs and preparatory Physics courses offered more and more frequently to students before they attend an academic programme [12,13] and aimed at bridging the gap between what they really know and what they should know.…”

Section: Introductionmentioning

confidence: 99%

Highlight Misconceptions in Physics: A T.I.M.E. Project

Bozzi¹,

Ghislandi²,

Tsukagoshi³

et al. 2019

INTED2019 Proceedings

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Since the early 1970s it has been pointed out that many higher education students have a fairly large number of mistaken ideas on some Physics topics. Indeed, the term "misconceptions" was introduced for the first time in 1972. This theme is worthy of investigation in order to improve the students' outcomes in basic Physics courses and to tackle the issue of the growing number of dropouts. Consisting of three main stages closely connected with each other, our research aims at identifying, comparing and overcoming the most significant and widespread misconceptions shown by first-year university students enrolled for engineering, in relation to their basic knowledge of Physics, with specific reference to Mechanics, Thermodynamics and Electromagnetism. It is being developed by Politecnico di Milano [ITA] along with Doshisha University [JAP] and Bauman Moscow State Technical University [RUS], which offer Physics and Engineering courses, as well as with Università degli Studi di Trento [ITA], which provides pedagogic support. First of all, data about the above mentioned misconceptions were gathered by each technical institution through the use of an ad hoc test, which consisted of 12 multiple choice quizzes administered to about 750 students attending the 7 courses globally involved in the research. Hence, misconceptions related to the main macro-areas were further classified according to specific headings, i.e. kinematics, heat engine, electric field, among others. Secondly, the misconceptions expressed by the students attending the different universities involved in the research were compared. They appear to be broadly widespread among the freshmen, with Electromagnetism being the macro-area where the students' results are the worst. Throughout the third and final stage of our study, a trial video has been produced to enable students to overcome some significant misconceptions.

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Integrating MOOCs in physics preliminary undergraduate education: beyond large size lectures

Cited by 13 publications

References 30 publications

Peer Learning as a Key Component of an Integrated Teaching Method: Overcoming the Complexities of Physics Teaching in Large Size Classes

Peer Learning as a Key Component of an Integrated Teaching Method: Overcoming the Complexities of Physics Teaching in Large Size Classes

Physics Entrance Testing at Technical University

Highlight Misconceptions in Physics: A T.I.M.E. Project

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