2022
DOI: 10.1088/1361-6404/ac78a6
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Online learning mediated by social teaching platforms: an experience from a flipped undergraduate physics course in renewable energies

Abstract: 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 … Show more

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Cited by 3 publications
(1 citation statement)
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“…For example, Wheeler and Bach (2021) studied the outcome of FD grounded in AL on STEM classroom instruction and student achievement and found AL had the potential to close the achievement gap in underrepresented student groups. A related study from an Italian university involving AL teaching methods (social platforms, flipped classroom) and student satisfaction in an online physics course found positive student experiences and greater perceived interaction, although no significant change in the grades of specific physics exercises (Tuveri et al 2022). However, this study involved only one course of students (19 students) and did not address other factors unique to the Italian higher education context.…”
Section: Theoretical Framework and Review Of Related Literaturementioning
confidence: 97%
“…For example, Wheeler and Bach (2021) studied the outcome of FD grounded in AL on STEM classroom instruction and student achievement and found AL had the potential to close the achievement gap in underrepresented student groups. A related study from an Italian university involving AL teaching methods (social platforms, flipped classroom) and student satisfaction in an online physics course found positive student experiences and greater perceived interaction, although no significant change in the grades of specific physics exercises (Tuveri et al 2022). However, this study involved only one course of students (19 students) and did not address other factors unique to the Italian higher education context.…”
Section: Theoretical Framework and Review Of Related Literaturementioning
confidence: 97%