Related papers: Student Use of a Single Lecture Video in a Flipped…
The advent of MOOCs has stimulated interest in using online videos to deliver content in university courses. We examined student engagement with 78 online videos that we created and were incorporated into a one-semester blended introductory…
The Georgia Tech blended introductory calculus-based mechanics course emphasizes scientific communication as one of its learning goals, and to that end, we gave our students a series of four peer-evaluation assignments intended to develop…
This article discusses the process of creating, implementing and experiencing Flipped Learning in a Multivariable Calculus course for second year engineering students. We describe the construction of the teaching material, consisting of…
This article describes the authors' teaching experience in flipping the class of a basic undergraduate mathematics course Introductory Linear Algebra. We utilize a full-featured free electronic textbook, online lecture notes, an intranet…
Most STEM students experience the introductory physics sequence in large-enrollment (N $\gtrsim$ 100 students) classrooms, led by one lecturer and supported by a few teaching assistants. This work describes methods and principles we used to…
Flipped learning is a method that flips in/out class activities to make lectures learner-centered. In flipped learning, comments from learners on preparation material are useful information for instructors to consider before deciding…
Assessing student performance becomes challenging when course enrollment becomes very large (~10^4 students). As part of a Massive Open Online Course (MOOC) in introductory physics offered by Georgia Tech in 2013, students submitted video…
A flipped classroom was introduced in pre-service education in order to promote MM and the quality of their use in the teaching and learning process in laboratory. The course, Physics Lab Didactics, promoted active learning through the…
Many Physics Education Researchers have discussed the positive correlation between students' incoming mathematics skills and performance in their physics classes. Thus, in order to strengthen their performance gains in their physics…
This paper addresses some of the experiences encountered and some of the strategies utilized while using flipped classroom pedagogy in an undergraduate Single Variable Calculus (SVC) course in a Confucian Heritage Culture (CHC) environment.…
Institutions all over the world are continuously exploring ways to use ICT in improving teaching and learning effectiveness. The use of course web pages, discussion groups, bulletin boards, and e-mails have shown considerable impact on…
Creating a graduate-level software engineering breadth course is challenging. The scope is wide. Students prefer hands-on work over theory. Industry increasingly values soft skills. Changing software technology requires the syllabus to be…
We report on the evolution of the largest physics course at the Technical University Berlin during the COVID-19 pandemic, which boosted the development of online learning content, electronic assessments, and, not at least, the…
We study the problem of predicting student knowledge acquisition in online courses from clickstream behavior. Motivated by the proliferation of eLearning lecture delivery, we specifically focus on student in-video activity in lectures…
In this paper, we describe how we transformed our large-enrollment introductory physics sequence for life-science students to a Lecture/Studio format and aligned the physics concepts with authentic biological applications. We have reformed…
Much of the delivery of University education is now by synchronous or asynchronous video. For students, one of the challenges is managing the sheer volume of such video material as video presentations of taught material are difficult to…
Student performance of virtual introductory physics class (calculus-based mechanics) is analyzed. A fully web-enhanced class was done synchronously. The analysis is done in two categories, averaging all mid-exams (or chapter exams) and…
Making a summary is a common learning strategy in lecture learning. It is an effective way for learners to engage in both traditional and video lectures. Video summarization is an effective technology applied to enhance learners'…
In this work, we explore video lecture interaction in Massive Open Online Courses (MOOCs), which is central to student learning experience on these educational platforms. As a research contribution, we operationalize video lecture…
Between 2017 and 2019, a standard Linear Algebra course from Instituto Superior T\'ecnico, University of Lisbon, used virtual learning content, mainly videos and formative assessment, delivered at the institution's MOOC platform to support…