Abstract:

Historically, introductory physics courses have been taught in a traditional instructor-dominated lecture format. The transition to active learning in Science, Technology, Engineering and Mathematics (STEM) disciplines has been slow despite abundant evidence in favor of active learning. Significant progress has been achieved in recent years, with many departments attempting to implement active-learning curricula, some with drastic examples such as flipped classrooms. Typical introductory physics courses for Science and Engineering programs in North American Universities often have an enrollment of several hundred students which is not conducive to fostering class interactions that are so vital for active learning to succeed. Fortunately, a variety of educational technology tools are available today to facilitate teaching and learning and making interactive engagement possible even in a large-enrollment courses. Today’s instructors have many choices, however learning how to use the new tools effectively is time-consuming. This paper will provide a brief overview of educational technology tools such as personal response systems, course management systems, software for peer collaboration, Google drive, web-based tutorial/homework, tools for real time-data acquisition (including wireless variety) and discuss how each of these tool can be used to facilitate students learning in a flipped classroom environment. The authors will also share their experience in using some of these tools in their own introductory courses.

Keywords:

Flipped classroom, introductory physics, educational technology.