Effectiveness of flipped classroom techniques in an advanced laboratory physics course
Name
BFY2015_Robinson.pdf
Description
Published version
Size
1.76 MB
Format
Unknown
Checksum (MD5)
3f5b77c7c7dc526d407ef7b9d253a4b7
Author(s)
Robinson, Sean Patrick
Roland, Gunther M
Bosse, Charles
Zayas, Evan M.
Date Issued
November 17, 2015
Publisher
American Association of Physics Teachers
Citation
Robinson, Sean P., Roland, Gunther, Bosse, Charles and Zayas, Evan. 2015. "Effectiveness of flipped classroom techniques in an advanced laboratory physics course."
Version
Final published version
Abstract
We report preliminary observations of changes in responses to student surveys over a five year period in an advanced laboratory course for third-year physics majors at the Massachusetts Institute of Technology. This period spanned the introduction of curriculum reforms which included the use flipped classroom techniques - facilitated by the OpenEdX platform -- for those aspects of the course material which had previously been taught by direct instruction, such as data analysis techniques and basic laboratory instrumentation. Not all variables of the classroom environment were controlled during the study period, so flipped classroom techniques cannot be identified with full confidence as the cause of the measured changes. Survey data was collected using the E-CLASS and institutionally administered subject evaluations. Improvements were observed in some metrics of interest to the course's strategic goals -- notably in students' self-reported hours per week spent on coursework and in the overall rating of the course -- while negative or null results were observed in other metrics of interest.
MIT Department
Massachusetts Institute of Technology. Department of Physics
Massachusetts Institute of Technology. Laboratory for Nuclear Science
Terms of Use
Creative Commons Attribution 3.0 unported license
Persistent DSpace Link
DOI of Published Version
https://doi.org/10.1119/bfy.2015.pr.023
