Abstract:

We describe our first experiences and outcomes in applying active learning methods using a partially flipped classroom in a core curriculum physics-engineering class setting. This study has been performed at a large public research-oriented institution, where undergraduate science lectures are given in classrooms with ~150 students. In addition, only minimal teaching assistant (TA) support is usually available and faculty are expected to perform state-of-the-art research and secure funding for it.

The subject, Modern Physics is covering a broad range of topics including basic concepts of relativity, quantum mechanics, atomic and nuclear physics. Weakly homework problems are assigned with WebAssign (Cengage e-text), encouraging critical thinking in using the learned material. The implementation of our innovations aims at achieving:
(1) understanding of the basic laws and concepts,
(2) ability to apply obtained knowledge to solving relevant problems in science and engineering.

In particular, our approaches to learning and encouraging creativity were the following. First, we asked students to take a compulsory mathematics diagnostics test. The material of the course requires mastery of the following mathematical concepts:
1) simple algebraic expressions in one variable;
2) systems of equations in two variables;
3) quadratic equations and identities;
4) geometry and trigonometry;
5) fractions, numbers, exponents, powers of 10;
6) word problems and proportionalities.

The requirement was to pass with 100% on all sections of the diagnostics test during the first week of class with an unlimited number of attempts. To assist with preparation, additional learning material was provided in the form of short video recordings uploaded to the dedicated course web site. Second, the partially inverted (flipped) classroom setting was implemented. Important components of this learning process are students’ interactions with one another. The role of the instructor as a facilitator/mediator is to select the questions and ideas that can be most instructive and enlightening and direct the students’ quest for the correct answers, encouraging a collaborative effort. Third, a library of video recordings of lectures and problem-solving tutorials for studying before each class period was available. The instructor produced recordings with Camtasia software and uploaded them to the university's Media matrix website. Increased future availability of recording technology and ubiquity of web-based dissemination tools will be making the inverted class style even more effective for evaluating and assessing student activities.

The following two types of metrics were used to evaluate student progress and the effectiveness of the teaching approaches and are described in this paper. The first set of measures is based on average grades for the exams, available material of cross-sectional studies of outcomes, and grade distributions. In addition, polls of students with the aim to evaluate the usefulness and effectiveness of different activities. In the second set of analyses, students answered the university-wide course evaluation questionnaire. The significant cultural, educational and ethnic diversity of the class required also to address individual qualities and preferences of the students, and providing a wide range of educational materials helped in this respect.

Keywords:

Flipped classroom, physics-engineering, cultural, educational, ethnic diversity, web-based.