Characterizing Interactive Engagement Activities in a Flipped Introductory Physics Class

Autor/inn/en	Wood, Anna K.; Galloway, Ross K.; Donnelly, Robyn; Hardy, Judy
Titel	Characterizing Interactive Engagement Activities in a Flipped Introductory Physics Class
Quelle	In: Physical Review Physics Education Research, 12 (2016) 1, S.010140-1 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2469-9896
DOI	10.1103/PhysRevPhysEducRes.12.010140
Schlagwörter	Blended Learning; Educational Technology; Technology Uses in Education; Physics; Science Instruction; College Science; Undergraduate Study; Lecture Method; Peer Teaching; Interaction; Foreign Countries; Statistical Analysis; Learner Engagement; Video Technology; Coding; Classification; United Kingdom + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Grundstudium; Peer group teaching; Peer Group Teaching; Interaktion; Ausland; Statistische Analyse; Codierung; Programmierung; Classification system; Klassifikation; Klassifikationssystem; Großbritannien
Abstract	Interactive engagement activities are increasingly common in undergraduate physics teaching. As research efforts move beyond simply showing that interactive engagement pedagogies work towards developing an understanding of "how" they lead to improved learning outcomes, a detailed analysis of the way in which these activities are used in practice is needed. Our aim in this paper is to present a characterization of the type and duration of interactions, as experienced by students, that took place during two introductory physics courses (1A and 1B) at a university in the United Kingdom. Through this work, a simple framework for analyzing lectures--the framework for interactive learning in lectures (FILL), which focuses on student interactions (with the lecturer, with each other, and with the material) is proposed. The pedagogical approach is based on Peer Instruction (PI) and both courses are taught by the same lecturer.We find lecture activities can be categorized into three types: interactive (25%), vicarious interactive (20%) (involving questions to and from the lecturer), and noninteractive (55%). As expected, the majority of both interactive and vicarious interactive activities took place during PI. However, the way that interactive activities were used during non-PI sections of the lecture varied significantly between the two courses. Differences were also found in the average time spent on lecturer-student interactions (28% for 1A and 12% for 1B), although not on student-student interactions (12% and 12%) or on individual learning (10% and 7%). These results are explored in detail and the implications for future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01